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Background <p>Role models are crucial in shaping and developing students’ professional identities. This study aimed to explore the lived experiences of medical students encountering both positive and negative role models and their impact on the process of professional identity growth and development at Tehran University of Medical Sciences.</p> Methods <p>This study was carried out using the Colaizzi descriptive phenomenological method. Sixteen medical students from the undergraduate medical curriculum from 2023 to 2024 constituted participants. The data were collected through semi-structured interviews. Data trustworthiness was assured using Guba and Lincoln’s criteria.</p> Results <p>The data were categorized into six main themes. (1) Enhancing Students’ Professional Insight and Vision, (2) Improving Students’ Professional Performance and Behavior through Positive Reinforcement, (3) Instilling Positive Feelings and Affections in Students, (4) Triggering Negative Reactions and Feelings in Students5) Changing Students’ Avoidance Performance, and 6) Stimulating Students’ Reflections on Their Professional Beliefs and Views.</p> Conclusion <p>The study results indicate that medical students pattern their performance, behaviors, feelings, and perspectives, which positively contributes to developing their professional identity through positive role models. Furthermore, facing negative role models through reflection, they think about behaviors and feelings that lead them away from professional norms and avoid internalizing them in their professional value system.</p>

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To become or not to become: uncovering the influence of exposure to positive and negative role models in professional identity development

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月27日

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  • Houra Heidari,
  • Elaheh Mohammadi,
  • Fatemeh Ebrahimpour,
  • Elizabeth K. Kachur,
  • Mahboobeh Khabaz Mafinejad

摘要

Background

Role models are crucial in shaping and developing students’ professional identities. This study aimed to explore the lived experiences of medical students encountering both positive and negative role models and their impact on the process of professional identity growth and development at Tehran University of Medical Sciences.

Methods

This study was carried out using the Colaizzi descriptive phenomenological method. Sixteen medical students from the undergraduate medical curriculum from 2023 to 2024 constituted participants. The data were collected through semi-structured interviews. Data trustworthiness was assured using Guba and Lincoln’s criteria.

Results

The data were categorized into six main themes. (1) Enhancing Students’ Professional Insight and Vision, (2) Improving Students’ Professional Performance and Behavior through Positive Reinforcement, (3) Instilling Positive Feelings and Affections in Students, (4) Triggering Negative Reactions and Feelings in Students5) Changing Students’ Avoidance Performance, and 6) Stimulating Students’ Reflections on Their Professional Beliefs and Views.

Conclusion

The study results indicate that medical students pattern their performance, behaviors, feelings, and perspectives, which positively contributes to developing their professional identity through positive role models. Furthermore, facing negative role models through reflection, they think about behaviors and feelings that lead them away from professional norms and avoid internalizing them in their professional value system.