EDITORIAL Journal of the College of Physicians and Surgeons Pakistan 2021, Vol. 31(05): 495-496 495 Impact of Doctor Role Models on Professional Development of Medical Students Maria Khan 1 , Brekhna Jamil 2 and Fatima Muhammad 3 1 Department of Pathology, Rehman Medical Institute, Peshawar, Pakistan 2 Institute of Health Professions Education, Khyber Medical University, Peshawar, Pakistan 3 Department of Medical Education, Northwest School of Medicine, Peshawar, Pakistan Role modelling is an impactful and dynamic form of teaching and learning as well as one of the constituents of medical educa- tion. However, as a process, it goes mostly unnoticed. Even though role modelling can be traced back to olden times, but it has not been recognised in medical curriculum throughout Pakistan.Positiverolemodelshaveasubstantialbearingonthe transfer of education and delivery of training by building a favourable culture for learning. Literature revealed the clinical brilliance, humanistic personality and teaching quality, as the three vital features of role modelling. Moreover, fundamental objectives of role modelling in medical field are competence in clinical skills, teaching qualities, and professionalism or personal qualities as well as choice of career pathways. Teaching medical education, by example, was an approach based largely on role modelling that is thought to be a funda- mental factor in shaping the attitudes, values, behaviour, and ethics of medical students. 1 In Pakistan, medical institutions had customarily traditional curricula, ceremonial and hierarchy associations between tutors and students, and clin- icaltrainingprogrammesarealignedtoacquiretechnicalskills and medical knowledge only. 2 In the present medical educa- tion, workplace-based learning, and the effects of social and cultural values on professional development forms an integral component of the curriculum as well as a choice of role models. 3 Role models are defined as “individuals admired by their ways of being and acting as professionals”. 4 Furthermore, role modelling in medical literature are distinct from mentors as they inspire and demonstrate exclusively by example; whereas, mentors have an official affiliation with students. 5 AccordingtoMutterandPawlowski, “ Rolemodelisanindividual perceived as exemplary or worthy of imitation.” 6 In other words, a person who is respected, followed, copied, and “ one who provides a code of behaviour and a set of values to be emulated.” 7 Correspondence to: Dr. Maria Khan, Department of Pathology, Rehman Medical Institute, Peshawar, Pakistan E-mail: kmaria22@hotmail.com ..................................................... Received: April 07, 2021; Revised: April 28, 2021; Accepted: April 28, 2021 DOI: https://doi.org/10.29271/jcpsp.2021.05.495 Moreover,rolemodellingisapracticethatincludesconsciousand subconscious components and comprises of an exposure phase followed by an evolution phase, then judgment phase and finally model training phase, during which decision to trial is reached. 8 Irbyreferredrolemodellingasacourseinwhich“facultymembers demonstrate clinical skills, model and articulate expert thought processes and manifest positive professional characteristics.” 9 Role modelling in medical education is a paradox, at the same time itisansignificantelementoftwobroadlyesteemedlearningtheo- ries, Bandura’s social learning theory 10 and cognitive apprentice- ship. 11 Peoplelearnthroughobserving,imitating,andmodelling. 10 In Pakistan, there is little knowledge regarding the practice; whereby,doctorrolemodellingtakesplace,andwhatisexercised is often subliminal with the influence going on more, by example, rather than direct action. Clearly, role modelling has been defined as vehement educational stratagem, specifically opting to apprenticeship scheme of training in medicine happening throughout educational environ- ments, i.e. during the course of informal, formal and hidden curriculum, as well as undergraduate and postgraduate medical education. 9 At the same time, it shapes the practice values, and professionalism and influences the students’ conduct towards delivery of healthcare facilities. Basically, students' professional identity forms by means of perceiving their trainers interconnect withcolleagues,patientsandothers. 12 Duringtheclinicaltraining, medical students' learning, attitudes, behaviours, ethics and professional capabilities develops by observing their instructors ’ practicing medicine not just during formal, but informal settings as well. 13 Generally, attributes recognised and most highly ranked by students in positive role models are related to clinical skills, conversely, in negative role models inadequate humanistic and poor collaborative attitudes are commonly observed. 14 Addition- ally, individual quirks, clinical competence, teaching abilities and professionalism, respectively, were considered integral elements. 15 Similarly, role models aspects were categorised among personal qualities, patient-care qualities and teaching qualities. 16 According to Wright et al ., the determinants for choosing a role model are competence, personality, clinical skills and teaching aptitude, while research accomplishments and academic rank were of lowest significance. 17 A number of occi- dental countries also revealed humanistic attitude and collabora- tiveskillsasminimumgagesforchoosingadoctorasrolemodel. 18