Perception of Dental Students towards Clinical Instructors as Role Models and the influence on Career Choice - Sudan

Perception of Dental Students towards Clinical Instructors as Role Models and the influence on Career Choice - Sudan | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Perception of Dental Students towards Clinical Instructors as Role Models and the influence on Career Choice - Sudan Amira Farah, Hala Ali This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8633555/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Clinical instructors play a vital role in shaping the professional development and career decisions of dental students. This study aimed to evaluate students’ perceptions of their clinical instructors as role models and to explore the influence of these perceptions on career choices. Methods Descriptive analytical cross-sectional survey was conducted among 139 dental students across the fourth and fifth academic levels. Data were analyzed using SPSS version 25. Frequencies, percentages, and means were calculated, and non-parametric tests (Mann-Whitney) were applied to assess associations between demographic variables, role model perceptions, and career influence. Results Among the participants, 66.9% viewed their clinical instructors as role models, and 49.6% believed their instructors had a positive effect on their career choices. The most highly valued role model qualities were the ability to explain difficult topics (91.4%), strong knowledge in specialty (90.7%), and interactive teaching (90.7%). A statistically significant association was found between academic level and positive career influence (p = 0.031), with fourth-year students more likely to report a positive impact. Students who considered instructors as role models also rated procedure performance and leadership qualities significantly higher. Conclusion Students value Clinical Instructors who demonstrate both clinical competence and effective teaching skills as Role Models in selecting their future career choices. Role modeling significantly influences career decisions, particularly among students in earlier clinical years. Institutions should support faculty development and mentorship programs to strengthen positive role modeling in clinical education. Trial Registration Not Applicable Medical Education Dental Students Clinical Instructors Role Models Career Choice Faculty Development Sudan Methods Aim of the study This study aims to investigate the perception of dental students towards clinical instructors as role models and the influence in career choice. Study Design Descriptive Analytical Cross Sectional study. Study Setting Study was conducted at the College of Oral and Dental Medicine- International University of Africa (IUA) –Khartoum-Sudan, in (2022-2023). Characteristics of Participants Dental students in the 4 th and 5 th academic year (2022-2023) at the College of Oral and Dental Medicine at IUA. Data Collection and Study Variables Students satisfying eligibility criteria were invited to participate in the study. Total coverage sampling technique was used. A total of 139 dental students participated in the study. Data was collected by interview method, using online self-administered questionnaires , designed as a Google form .The questionnaire was developed based on a previously validated questionnaire from a similar previous study that aimed to explore the relationship between exposures to clinical role models during medical school and the students’ choice of clinical field for residency training( 1 ). The questionnaire was shortened with slight modifications to adjust with the objectives of this study and ease the understanding of the language used. The newly developed questionnaire consists of 14 questions divided into 4 sections (demographic data, clinical skills, personal qualities and teaching skills). Each question is answered using a 3- point Likert scale (Not important, less important and very important). Questionnaire validity was tested by 4 experts in dental education. Internal reliability was assessed by piloting the questionnaire on 10 dental students from another college at the same academic level as the study population. The results were statistically analyzed and the Cronbach’s Alfa coefficient was found to be 0.90, indicating good internal reliability. (Supplementary file 1) Students satisfying eligibility criteria were asked to fill in the questionnaire after signing on the written consent that has been attached to the questionnaire. The Questionnaire link was sent to their mobile phones and collected automatically after their answers are submitted. Students’ perceptions of the following traits of clinical instructors as a career role models: Communication skills Diagnosis skills Ability to perform various procedures Compassion for patients and their families Leadership qualities General appearance Making difficult topics understandable Delivering interactive teaching Strong knowledge in his\her specialty Independent variables: Gender Study level Having a clinical instructor as a role model Statistical analysis Questionnaires were automatically collected after participant’s responses and Data was coded then analyzed using SPSS v25. Categorical data was presented in our study as frequencies and percentages; and continuous data was presented as mean and standard deviation. Shapiro wilk test was used to test for normality and because it was significant (p value < 0.05). Mann Whitney was used to explore differences between each of the independent variables) and the role model qualities. P value was considered significant if < 0.05 at 95% confidence interval. RESULTS In total, 139 students were included in the study. 79(56.8%) were females and 60(43.2%) were males. 76(54.7%) were at the 4 th year level while 63(54%) were at the 5 th year level. More than half of students 93(66.9%) saw a role model in their clinical instructors. While 69(49.6%) stated that their clinical instructors had a positive impact on career choices. Distribution of the role models as being perceived by students in different departments was highest in Conservative and Pedododontic Departments as follows, 36(25.9%) Conservative, 27(19.4%) Pedodontics ,23(16.5%) Orthodontics ,19(13.7%) Prosthodontics ,17(12.2%) Periodontics and 17(12.2%) Oral maxillofacial surgery. Table (1): Population Demographics (n=139) Demographic Data Frequency Percentage Gender Female 79 56.8% Male 60 43.2% Academic Level Fourth year 76 54.7% Fifth year 63 45.3% Table (2): Student Perception about having a Clinical Instructor as a Role Model in different departments (n=139) Consider clinical instructors a role model No 46 33.1% Yes 93 66.9% Department Cons 36 25.9% Ortho 23 16.5% Pedo 27 19.4% Prostho 19 13.7% Perio 17 12.2% OMFS 17 12.2% Positive effect on career choices No 49 35.3% I don't know 21 15.1% Yes 69 49.6% Perceived importance of ideal role model qualities of clinical instructors The majority of qualities were considered very important by over 79% of students. Compassion and leadership qualities were very important for only 51(36.69%) and 78(56.12%).While making difficult topics and delivering interactive teaching were considered very important for 127(91.37%) and 126(90.65%) accordingly. Table(3): Perceived importance of ideal role model qualities of clinical instructors (n=139) Role Models’ Qualities M(SD) Not important Mildly important Very important Communication skills 1.77(0.53) 7(5.04%) 18(12.95%) 114(82.01%) Diagnosis skills 1.78(0.45) 2(1.44%) 27(19.42%) 110(79.14%) Procedure performance 1.70(0.57) 8(5.76%) 26(18.71%) 105(75.54%) Compassion 1.17(0.73) 27(19.42%) 61(43.88%) 51(36.69%) Leadership qualities 1.39(0.77) 24(17.27%) 37(26.62%) 78(56.12%) General appearance 1.88(0.37) 2(1.44%) 13(9.35%) 124(89.21%) Making difficult topics understandable 1.90(0.35) 2(1.44%) 10(7.19%) 127(91.37%) Delivering interactive teaching 1.91(0.29) - 13(9.35%) 126(90.65%) Strong Knowledge in his/her specialty 1.91(0.29) - 13(9.35%) 126(90.65%) Comparison of the effect of role models on career choice between genders and level of study of students. While a higher percentage of females 44(63.80%) reported a positive effect compared to males 25(36.20%), this difference was not significant. Level of study showed a statistically significant relationship (P value 0.031) with the positive effect on career choices. Fourth-level students, 45(65.20%), were more likely to report a positive effect compared to fifth-level students 24(34.80%). Table (4): Association between Gender, Academic Level, and Perceived Positive Influence of Clinical Instructors on Career Choices (n=139) Independent Variables Response Categories Positive effect on career choices Total P value No I don’t know Yes Gender Female 27(55.10%) 8(38.10%) 44(63.80%) 79(56.80%) 0.110 Male 22(44.90%) 13(61.90%) 25(36.20%) 60(43.20%) Level of study Fourth level 20(40.80%) 11(52.40%) 45(65.20%) 76(54.70%) 0.031* Fifth level 29(59.20%) 10(47.60%) 24(34.80%) 63(45.30%) Consider clinical instructors role models No 20(40.80%) 11(52.40%) 15(21.70%) 46(33.10%) .012* Yes 29(59.20%) 10(47.60%) 54(78.30%) 93(66.90%) Association between gender and perceived role model qualities Among the nine role model qualities assessed, three had a statistically significant difference between males and females with leadership having higher mean, 1.65(0.58), in comparison to males 1.05(0.85). Also, females had higher mean in General appearance and Making difficult topics understandable, 1.95(0.27), in comparison to males 1.78(0.45) and 1.83(0.42). Association between level of study and perceived role models qualities Across all listed ideal role qualities there was no statistically significant difference between the perceptions of fourth-level and fifth-level students. For Fourth-level students, the highest perceived qualities are delivering interactive teaching and Strong Knowledge in his/her specialty, both with a mean score of 1.91. For Fifth-level students, the highest perceived qualities are General appearance and Making difficult topics understandable, both with a mean score of 1.92. Association between having a clinical instructor as a role model and role model qualities For most qualities, including Communication skills, Diagnosis skills, Compassion, General appearance, Making difficult topics understandable, Delivering interactive teaching, and Strong Knowledge in his/her specialty, there was no statistically significant difference in perception between the two groups (p values > 0.05). Students who view instructors as role models rated procedure performance significantly higher (P value 0.029) with a mean of 1.75, compared to 1.59 for those who do not. Similarly, students who consider instructors role models placed significantly higher importance on leadership qualities (P value 0.032), with a mean of 1.48, versus 1.20 for their counterparts Discussion This cross-sectional study investigated dental students' perceptions of clinical teachers as role models and their influence on the career choices. Study was conducted at the International University of Africa- Collage of Oral and Dental Medicine. The findings show that a significant proportion of students (66.9%) saw their clinical instructors as role models, with nearly half of them reported a positive influence on their career choices. These findings are similar to existing literature(2). These findings support our study hypothesis and highlight the critical role of clinical teachers in shaping students' professional development and future career choices. Assessment of students’ perception towards clinical Instructors as Role Models and effect on career choice According to previous international research, students who identified a clinical instructor as a role model were significantly more likely to report an impact on career choice compared with those who didn’t(P value 0.12%) . Previous research from Australia, the United States, and the Middle East has found that exposure to positive clinical role models increases the likelihood that students will pursue related specialties. These findings highlight the universal value of role modeling in health professions education (2-7). Role model qualities of clinical instructors Among Role Models qualities being studied, teaching effectiveness and clinical competence were identified as the most valued characteristics of an ideal role model as “making difficult topics understandable” “delivering interactive teaching” and “strong knowledge in their specialty” were rated very important by(91.37%),(90.65%), (90.65%) respectively . Students prioritized instructors who could clearly explain complex concepts, provide interactive instruction, and demonstrate strong clinical knowledge and procedural skills. This is consistent with existing literature (2, 3, 8-11), which shows that learners place the highest value on observable teaching behaviors and clinical expertise, especially in clinical learning environments where practical competence is central to professional identity formation. In contrast, interpersonal traits like compassion and leadership were rated as less influential, where rated very important by only (36.69%) and (56.12%) of the students respectively. Implying that when evaluating role models, students may prioritize observable teaching and clinical skills over less tangible personal characteristics. Nonetheless, these qualities may have an indirect impact on professional development and should not be overlooked in faculty development initiatives. Interestingly, general appearance received the highest rating among personal qualitie least rating by respondents where (only 89.21%) rated it as very important. This may reflect a broader perception among students that role modeling and professionalism include more to personal qualities than attire and demeanor. similar results were reported by Sharoush et al in a qualitative descriptive study in Iran (2021) where respondents’ structured interviews revealed a higher importance, as answers such as “The appearance of clinical instructors should be determined by the university” and “If the instructors have appropriate appearance, the students will view them batter an d their teaching will be more effective” has been recorded (12). Collectively, these findings underline the importance for clinical instructors to cultivate not only clinical and teaching expertise but also maintain a professional presence and engage meaningfully with students. Faculty development initiatives should consider integrating training on communication strategies, interactive teaching techniques, and professional demeanor to align with student expectations of ideal clinical role models. Factors Influencing the Positive Effects of Clinical Instructors on Students’ Career Choice This study finds that students who view their instructors as role models are significantly more likely to report a positive influence on career decisions (P value 0.12%), reflecting consistent results with the literature, in Saudi Arabia ,Harun et al (2021) found majority of respondents (67.5%) who reported having a role model admitted having an effect on their career choice(2). In regards to instructor’s qualities, in our study, students who considered their instructors as role models also rated qualities like leadership and procedure performance significantly higher with P value of (0.32 and 0.29) correspondingly. These findings suggest that students may be more inspired when instructors not only teach well but also model clinical competence and confidence—key traits that students envision for their future selves.This is similar to findings described in a other studies , where, students were more influenced by instructors who communicated effectively, demonstrated confidence, and maintained professionalism in appearance and interaction(12). In our population although female students (63.8%) reported a higher perceived positive effect of instructors compared to males (36.2%), this difference did not reach statistical significance (p = 0.110). However, the significant association between academic level and perceived career influence—with fourth-year students (65.2%) more likely to report a positive impact than fifth-year students (34.8%)—suggests that the timing of exposure to role models matters. Earlier years may be a more formative period when students are still developing their interests and open to guidance. This is supported by findings in literature when comparing students perception about learning professionalism between students at different academic levels (clerkship and pre-clerkship students) (13). Limitations This study has several limitations that should be acknowledged. First, the research was conducted at a single institution, future studies including more local or regional institutions is recommended. Second, the data was collected using a self-reported questionnaire, which may introduce response bias. Third, the cross-sectional design may limit conclusions about the relationship between role model exposure and career choice. Finally, the subjective interpretation of terms like “positive effect” or “ideal role model” may vary among participants, potentially affecting consistency in responses. Conclusion This study highlights that clinical instructors could play a role in career choice of dental students. As majority of students (66.9%) considered their instructors as role models, and nearly half (49.6%) believed their instructors reported a impact influence on their career decisions. Clinical and teaching competencies—such as communication skills, diagnostic ability, and procedure performance—appears to be seen important qualities in ideal role models. The study also revealed that academic level and perception of instructors as role models were linked with students’ career decisions. These findings suggests the importance of clinical excellence, interactive teaching, and professional demeanor in shaping students’ learning experiences and career trajectories. Declarations List of Abbreviations Not Applicable Ethical approval and Consent to Practice Ethical approval for this study was secured from the Research Ethics Committee of the Faculty of Medicine, International University of Africa (IUA), Khartoum, Sudan (REC 35/2023). All dental students included in the study were fully informed about the objectives of the research and their right to decline participation. Informed consent was obtained from each participant prior to the study. Furthermore, participants were assured that all information derived from the questionnaires would be handled with strict confidentiality and that participation would not result in any harm. The study was conducted in full accordance with the ethical principles outlined in the Declaration of Helsinki. Consent of Publication Not Applicable Availability of Data and Materials The datasets collected and analysed during this study are available on reasonable request from authors. Competing Interests The author declares no competing interests. Funding No funding was received for this study. Author Contributions AF was responsible for study design, data collection, analysis, and manuscript drafting. HA supervised the study and critically revised the manuscript. All authors read and approved the final manuscript. Acknowledgement I sincerely acknowledge the precious support of Prof. Bashir Hamed, the God father of health professions education in Sudan. I also express my gratitude to all staff and Colleagues at the staff of the Faculty of Master of Health Professions Education and the Educational and Development Center at the International University of Africa for their collaborative support. Authors Info 1 Amira Farah is a postgraduate student in Master of Health Professions Education at the International University of Africa 2 Hala Ali is a lecturer at the Master of Health Professions Education at the International University of Africa References Wright S, Wong A, Newill C. The impact of role models on medical students. Journal of General Internal Medicine. 1997;12(1):53-6. Harun RAT, Almustafa R, AlKhalifah Z, Nammazi A, AlBaqami A, ALSaleh NM, et al. Role models as a factor influencing career choice among female surgical residents in Saudi Arabia: a cross-sectional study. BMC Medical Education. 2022;22(1):109. Ciccozzi M, Haider SI, Snead DRJ, Bari MF. Medical Students’ Perceptions of Clinical Teachers as Role Model. Plos One. 2016;11(3):e0150478. Keis O, Schneider A, Heindl F, Huber-Lang M, Öchsner W, Grab-Kroll C. How do German medical students perceive role models during clinical placements (“Famulatur”)? An empirical study. BMC Medical Education. 2019;19(1):184. Piccinato CE, Rodrigues MdLV, Rocha LdA, Troncon LEdA. Characteristics of role models who influenced medical residents to choose surgery as a specialty: exploratory study. Sao Paulo Medical Journal. 2017;135(06):529-34. Yoon JD, Ham SA, Reddy ST, Curlin FA. Role models' influence on specialty choice for residency training: a national longitudinal study. Journal of graduate medical education. 2018;10(2):149-54. Watts RW, Marley J, Worley P. Undergraduate education in anaesthesia: the influence of role models on skills learnt and career choice. Anaesthesia and intensive care. 1998;26(2):201-3. Burgess A, Goulston K, Oates K. Role modelling of clinical tutors: a focus group study among medical students. BMC Medical Education. 2015;15(1):17. Amalba A, Abantanga FA, Scherpbier AJJA, van Mook WNKA. Community-based education: The influence of role modeling on career choice and practice location. Medical Teacher. 2016;39(2):174-80. Benbassat J. Role Modeling in Medical Education. Academic Medicine. 2014;89(4):550-4. Akinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Medical Education. 2018;18(1). Soroush A, Andaieshgar B, Vahdat A, Khatony A. The characteristics of an effective clinical instructor from the perspective of nursing students: a qualitative descriptive study in Iran. BMC nursing. 2021;20(1):36. Byszewski A, Hendelman W, McGuinty C, Moineau G. Wanted: role models-medical students’ perceptions of professionalism. BMC Medical Education. 2012;12(1):115. Additional Declarations No competing interests reported. Supplementary Files Questionnaire.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8633555","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":597977493,"identity":"1302f8bc-5bb5-4b80-89c6-b39c869e114e","order_by":0,"name":"Amira Farah","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABH0lEQVRIiWNgGAWjYPACOSDmYXzwwUBCjh/ETyggqMUYpIXZcEaFjbFkA0iLAXFa2KR5zqQlGhwACeDRwj/t8MHHFTUG8ubtZw9I87YdTjA+vzrxwwMDBnl+sQNYtUjcTks2PHPMwHDOmbwEw7lth/PMbrzdLAF0mOHM2QnYrbmdYybZwPaHcQZDjkHC27bDxWY3zm4AaUkwuI1di/zt/O8/G/4Z2M/gf2NwAOiwxM0zzm7+gU+Lwe0cNsbGNoPEGRI5ho0g72/g792G1xbD22nGko19BskzJN4YM4ICWeIG7zaLBAMJnH6Ru5388GPDNwPbGfw55j/AUdl/dvPNHxU28vzSOLyPCSTAKiWIVQ4C/AdIUT0KRsEoGAUjAAAAi4ll8x9DHc4AAAAASUVORK5CYII=","orcid":"","institution":"International University of Africa","correspondingAuthor":true,"prefix":"","firstName":"Amira","middleName":"","lastName":"Farah","suffix":""},{"id":597977505,"identity":"9c8da333-cb4b-4055-b01a-683c65a9bdd5","order_by":1,"name":"Hala Ali","email":"","orcid":"","institution":"International University of Africa","correspondingAuthor":false,"prefix":"","firstName":"Hala","middleName":"","lastName":"Ali","suffix":""}],"badges":[],"createdAt":"2026-01-18 20:53:38","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8633555/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8633555/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":105949301,"identity":"d928ad58-117f-44c8-8533-48f3693c3b37","added_by":"auto","created_at":"2026-04-01 17:55:43","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1259909,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8633555/v1/236fedf4-d1f0-4c94-b260-420a76acf04a.pdf"},{"id":103737573,"identity":"5464081b-86e1-4264-a23f-68c06211eee9","added_by":"auto","created_at":"2026-03-02 10:16:09","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":47848,"visible":true,"origin":"","legend":"","description":"","filename":"Questionnaire.docx","url":"https://assets-eu.researchsquare.com/files/rs-8633555/v1/965644d3d2da89565163e266.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003ePerception of Dental Students towards Clinical Instructors as Role Models and the influence on Career Choice - Sudan\u003c/p\u003e","fulltext":[{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eAim of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aims to investigate the perception of dental students towards clinical instructors as role models and the influence in career choice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Study Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Descriptive Analytical Cross Sectional study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Study Setting\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudy was conducted at the College of Oral and Dental Medicine- International University of Africa (IUA) \u0026ndash;Khartoum-Sudan, in (2022-2023).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Characteristics of Participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDental students in the 4\u003csup\u003eth\u003c/sup\u003e and 5\u003csup\u003eth\u003c/sup\u003e academic year (2022-2023) at the College of Oral and Dental Medicine at IUA.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cu\u003e\u0026nbsp;\u003c/u\u003e\u003c/strong\u003e\u003cstrong\u003eData Collection and Study Variables\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudents satisfying eligibility criteria were invited to participate in the study. Total coverage sampling technique was used. A total of 139 dental students participated in the study.\u003c/p\u003e\n\u003cp\u003eData was collected by interview method, using online self-administered questionnaires , designed as a Google form .The questionnaire was developed based on a previously validated questionnaire from a similar previous study that aimed to explore the relationship between exposures to clinical role models during medical school and the students\u0026rsquo; choice of clinical field for residency training(\u003ca href=\"#_ENREF_1\" title=\"Wright, 1997 #25\"\u003e1\u003c/a\u003e). The questionnaire was shortened with slight modifications to adjust with the objectives of this study and ease the understanding of the language used. The newly developed questionnaire consists of 14 questions divided into 4 sections (demographic data, clinical skills, personal qualities and teaching skills).\u003c/p\u003e\n\u003cp\u003eEach question is answered using a 3- point Likert scale (Not important, less important and very important).\u003c/p\u003e\n\u003cp\u003eQuestionnaire validity was tested by 4 experts in dental education. Internal reliability was assessed by piloting the questionnaire on 10 dental students from another college at the same academic level as the study population. The results were statistically analyzed and the Cronbach\u0026rsquo;s Alfa coefficient was found to be 0.90, indicating good internal reliability. (Supplementary file 1)\u003c/p\u003e\n\u003cp\u003eStudents satisfying eligibility criteria were asked to fill in the questionnaire after signing on the written consent that has been attached to the questionnaire.\u003c/p\u003e\n\u003cp\u003eThe Questionnaire link was sent to their mobile phones and collected automatically after their answers are submitted.\u003c/p\u003e\n\u003cp\u003eStudents\u0026rsquo; perceptions of the following traits of clinical instructors as a career role models:\u0026nbsp;\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eCommunication skills\u003c/li\u003e\n \u003cli\u003eDiagnosis skills\u003c/li\u003e\n \u003cli\u003eAbility to perform various procedures\u003c/li\u003e\n \u003cli\u003eCompassion for patients and their families\u003c/li\u003e\n \u003cli\u003eLeadership qualities\u003c/li\u003e\n \u003cli\u003eGeneral appearance\u003c/li\u003e\n \u003cli\u003eMaking difficult topics understandable\u003c/li\u003e\n \u003cli\u003eDelivering interactive teaching\u003c/li\u003e\n \u003cli\u003eStrong knowledge in his\\her specialty\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eIndependent variables:\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eGender\u003c/li\u003e\n \u003cli\u003eStudy level\u003c/li\u003e\n \u003cli\u003eHaving a clinical instructor as a role model\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eStatistical analysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuestionnaires were automatically collected after participant\u0026rsquo;s responses and Data was coded then analyzed using SPSS v25.\u003c/p\u003e\n\u003cp\u003eCategorical data was presented in our study as frequencies and percentages; and continuous data was presented as mean and standard deviation. Shapiro wilk test was used to test for normality and because it was significant (p value \u0026lt; 0.05). Mann Whitney was used to explore differences between each of the independent variables) and the role model qualities.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;P value was considered significant if \u0026lt; 0.05 at 95% confidence interval.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003eIn total, 139 students were included in the study. 79(56.8%) were females and 60(43.2%) were males. 76(54.7%) were at the 4\u003csup\u003eth\u003c/sup\u003e year level while 63(54%) were at the 5\u003csup\u003eth\u003c/sup\u003e year level. More than half of students 93(66.9%) saw a role model in their clinical instructors. While 69(49.6%) stated that their clinical instructors had a positive impact on career choices. Distribution of the role models as being perceived by students in different departments was highest in \u003cstrong\u003eConservative\u003c/strong\u003e and \u003cstrong\u003ePedododontic\u003c/strong\u003e Departments as follows, 36(25.9%) Conservative, 27(19.4%) Pedodontics ,23(16.5%)\u003cstrong\u003eOrthodontics\u003c/strong\u003e,19(13.7%)\u003cstrong\u003eProsthodontics\u003c/strong\u003e,17(12.2%) \u003cstrong\u003ePeriodontics\u003c/strong\u003e and 17(12.2%) \u003cstrong\u003eOral maxillofacial surgery.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable (1): \u0026nbsp;Population Demographics (n=139)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"575\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Demographic Data\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e56.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e43.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFourth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e54.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFifth year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e45.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable (2): \u0026nbsp;Student Perception about having a Clinical Instructor as a Role Model in different departments (n=139)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"626\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eConsider clinical instructors a role model\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e33.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e66.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDepartment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCons\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOrtho\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePedo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eProstho\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e13.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePerio\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOMFS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePositive effect on career choices\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e35.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI don\u0026apos;t know\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e49.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003ePerceived importance of ideal role model qualities of clinical instructors\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe majority of qualities were considered very important by over 79% of students. Compassion and leadership qualities were very important for only 51(36.69%) and 78(56.12%).While making difficult topics and delivering interactive teaching were considered very important for 127(91.37%) and 126(90.65%) accordingly.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable(3): Perceived importance of ideal role model qualities of clinical instructors (n=139)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRole Models\u0026rsquo; Qualities\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 86px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eM(SD)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNot important\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMildly important\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVery important\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunication skills\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.77(0.53)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e7(5.04%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e18(12.95%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e114(82.01%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDiagnosis skills\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.78(0.45)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e2(1.44%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e27(19.42%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e110(79.14%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eProcedure performance\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.70(0.57)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e8(5.76%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e26(18.71%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e105(75.54%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCompassion\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.17(0.73)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e27(19.42%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e61(43.88%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e51(36.69%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLeadership qualities\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.39(0.77)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e24(17.27%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e37(26.62%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e78(56.12%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGeneral appearance\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.88(0.37)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e2(1.44%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e13(9.35%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e124(89.21%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMaking difficult topics understandable\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.90(0.35)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e2(1.44%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e10(7.19%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e127(91.37%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDelivering interactive teaching\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.91(0.29)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e13(9.35%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e126(90.65%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 191px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStrong Knowledge in his/her specialty\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 86px;\"\u003e\n \u003cp\u003e1.91(0.29)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e13(9.35%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 121px;\"\u003e\n \u003cp\u003e126(90.65%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Comparison of the effect of role models on career choice between genders and level of study of students.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhile a higher percentage of females 44(63.80%) reported a positive effect compared to males 25(36.20%), this difference was not significant. \u0026nbsp;Level of study showed a statistically significant relationship (P value 0.031) with the positive effect on career choices. Fourth-level students, 45(65.20%), were more likely to report a positive effect compared to fifth-level students 24(34.80%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable (4): Association between Gender, Academic Level, and Perceived Positive Influence of Clinical Instructors on Career Choices (n=139)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"681\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 148px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndependent Variables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eResponse Categories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePositive effect on career choices\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 148px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eI don\u0026rsquo;t know\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 148px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFemale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e27(55.10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e8(38.10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e44(63.80%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e79(56.80%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0.110\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e22(44.90%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e13(61.90%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e25(36.20%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e60(43.20%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 148px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel of study\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFourth level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e20(40.80%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e11(52.40%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e45(65.20%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e76(54.70%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.031*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFifth level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e29(59.20%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e10(47.60%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e24(34.80%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e63(45.30%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 148px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eConsider clinical instructors role models\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e20(40.80%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e11(52.40%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e15(21.70%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e46(33.10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e.012*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e29(59.20%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e10(47.60%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e54(78.30%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e93(66.90%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eAssociation between gender and perceived role model qualities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAmong the nine role model qualities assessed, three had a statistically significant difference between males and females with leadership having higher mean, 1.65(0.58), in comparison to males 1.05(0.85). Also, females had higher mean in General appearance and Making difficult topics understandable, 1.95(0.27), in comparison to males 1.78(0.45) and 1.83(0.42).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssociation between level of study and perceived role models qualities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAcross all listed ideal role qualities there was no statistically significant difference between the perceptions of fourth-level and fifth-level students. For Fourth-level students, the highest perceived qualities are delivering interactive teaching and Strong Knowledge in his/her specialty, both with a mean score of 1.91. For Fifth-level students, the highest perceived qualities are General appearance and Making difficult topics understandable, both with a mean score of 1.92.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssociation between having a clinical instructor as a role model and role model qualities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor most qualities, including Communication skills, Diagnosis skills, Compassion, General appearance, Making difficult topics understandable, Delivering interactive teaching, and Strong Knowledge in his/her specialty, there was no statistically significant difference in perception between the two groups (p values \u0026gt; 0.05). Students who view instructors as role models rated procedure performance significantly higher (P value 0.029) with a mean of 1.75, compared to 1.59 for those who do not. Similarly, students who consider instructors role models placed significantly higher importance on leadership qualities (P value 0.032), with a mean of 1.48, versus 1.20 for their counterparts\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis cross-sectional study investigated dental students\u0026apos; perceptions of clinical teachers as role models and their influence on the career choices. Study was conducted at the International University of Africa- Collage of Oral and Dental Medicine. The findings show that a significant proportion of students (66.9%) saw their clinical instructors as role models, with nearly half of them reported a positive influence on their career choices. These findings are similar to existing literature(2). These findings support our study hypothesis and highlight the critical role of clinical teachers in shaping students\u0026apos; professional development and future career choices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssessment of students\u0026rsquo; perception towards clinical Instructors as Role Models and effect on career choice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to previous international research, students who identified a clinical instructor as a role model were significantly more likely to report an impact on career choice compared with those who didn\u0026rsquo;t(P value 0.12%) . Previous research from Australia, the United States, and the Middle East has found that exposure to positive clinical role models increases the likelihood that students will pursue related specialties. These findings highlight the universal value of role modeling in health professions education (2-7).\u003c/p\u003e\n\u003ch2\u003eRole model qualities of clinical instructors\u003c/h2\u003e\n\u003cp\u003eAmong Role Models qualities being studied, teaching effectiveness and clinical competence were identified as the most valued characteristics of an ideal role model as \u003cem\u003e\u0026ldquo;making difficult topics understandable\u0026rdquo;\u003c/em\u003e \u003cem\u003e\u0026ldquo;delivering interactive teaching\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;strong knowledge in their specialty\u0026rdquo;\u003c/em\u003e were rated very important by(91.37%),(90.65%), (90.65%) respectively . Students prioritized instructors who could clearly explain complex concepts, provide interactive instruction, and demonstrate strong clinical knowledge and procedural skills. This is consistent with existing literature (2, 3, 8-11), which shows that learners place the highest value on observable teaching behaviors and clinical expertise, especially in clinical learning environments where practical competence is central to professional identity formation.\u003c/p\u003e\n\u003cp\u003eIn contrast, interpersonal traits like compassion and leadership were rated as less influential, where rated very important by only (36.69%) and (56.12%) of the students respectively. Implying that when evaluating role models, students may prioritize observable teaching and clinical skills over less tangible personal characteristics. Nonetheless, these qualities may have an indirect impact on professional development and should not be overlooked in faculty development initiatives.\u003c/p\u003e\n\u003cp\u003eInterestingly, \u003cem\u003egeneral appearance\u003c/em\u003e received the highest rating among personal qualitie least rating by respondents where (only 89.21%) rated it as very important. This may reflect a broader perception among students that role modeling and professionalism include more to personal qualities than attire and demeanor. similar results were reported by Sharoush et al in a qualitative descriptive study in Iran (2021) where respondents\u0026rsquo; structured interviews revealed a higher importance, as answers such as \u0026ldquo;The appearance of clinical instructors should be determined by the university\u0026rdquo; and \u0026ldquo;If the instructors have appropriate appearance, the students will view them batter an d their teaching will be more effective\u0026rdquo; has been recorded (12).\u003c/p\u003e\n\u003cp\u003eCollectively, these findings underline the importance for clinical instructors to cultivate not only clinical and teaching expertise but also maintain a professional presence and engage meaningfully with students. Faculty development initiatives should consider integrating training on communication strategies, interactive teaching techniques, and professional demeanor to align with student expectations of ideal clinical role models.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFactors Influencing the Positive Effects of Clinical Instructors on Students\u0026rsquo; Career Choice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study finds that students who view their instructors as role models are significantly more likely to report a positive influence on career decisions (P value 0.12%), reflecting consistent results with the literature, in Saudi Arabia ,Harun et al (2021) found majority of respondents (67.5%) who reported having a role model admitted having an effect on their career choice(2).\u003c/p\u003e\n\u003cp\u003eIn regards to instructor\u0026rsquo;s qualities, in our study, students who considered their instructors as role models also rated qualities like leadership and procedure performance significantly higher with P value of (0.32 and 0.29) correspondingly. These findings suggest that students may be more inspired when instructors not only teach well but also model clinical competence and confidence\u0026mdash;key traits that students envision for their future selves.This is similar to findings described in a other studies , where, students were more influenced by instructors who communicated effectively, demonstrated confidence, and maintained professionalism in appearance and interaction(12).\u003c/p\u003e\n\u003cp\u003eIn our population although female students (63.8%) reported a higher perceived positive effect of instructors compared to males (36.2%), this difference did not reach statistical significance (p = 0.110). \u003c/p\u003e\n\u003cp\u003eHowever, the significant association between academic level and perceived career influence\u0026mdash;with fourth-year students (65.2%) more likely to report a positive impact than fifth-year students (34.8%)\u0026mdash;suggests that the timing of exposure to role models matters. Earlier years may be a more formative period when students are still developing their interests and open to guidance. This is supported by findings in literature when comparing students perception about learning professionalism between students at different academic levels (clerkship and pre-clerkship students) (13). \u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eLimitations\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThis study has several limitations that should be acknowledged. First, the research was conducted at a single institution, future studies including more local or regional institutions is recommended. Second, the data was collected using a self-reported questionnaire, which may introduce response bias. Third, the cross-sectional design may limit conclusions about the relationship between role model exposure and career choice. Finally, the subjective interpretation of terms like \u0026ldquo;positive effect\u0026rdquo; or \u0026ldquo;ideal role model\u0026rdquo; may vary among participants, potentially affecting consistency in responses.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study highlights that clinical instructors could play a role in career choice of dental students. As majority of students (66.9%) considered their instructors as role models, and nearly half (49.6%) believed their instructors reported a impact influence on their career decisions. Clinical and teaching competencies\u0026mdash;such as communication skills, diagnostic ability, and procedure performance\u0026mdash;appears to be seen important qualities in ideal role models. The study also revealed that academic level and perception of instructors as role models were linked with students\u0026rsquo; career decisions. These findings suggests the importance of clinical excellence, interactive teaching, and professional demeanor in shaping students\u0026rsquo; learning experiences and career trajectories.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eList of Abbreviations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval and Consent to Practice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was secured from the Research Ethics Committee of the\u003cbr\u003e\u0026nbsp;Faculty of Medicine, International University of Africa (IUA), Khartoum, Sudan (REC\u003cbr\u003e\u0026nbsp;35/2023). All dental students included in the study were fully informed about the objectives of the research and their right to decline participation. Informed consent was obtained from each participant prior to the study. Furthermore, participants were assured that all information derived from the questionnaires would be handled with strict confidentiality and that participation would not result in any harm. The study was conducted in full accordance with the ethical principles outlined in the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent of Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNot Applicable\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets collected and analysed during this study are available on reasonable request from authors.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Author Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAF was responsible for study design, data collection, analysis, and manuscript drafting.\u003c/p\u003e\n\u003cp\u003eHA supervised the study and critically revised the manuscript.\u003c/p\u003e\n\u003cp\u003eAll authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eAcknowledgement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eI sincerely acknowledge the precious support of Prof. Bashir Hamed, the God father of health professions education in Sudan. I also express my gratitude to all staff and Colleagues at the staff of the Faculty of Master of Health Professions Education and the Educational and Development Center at the International University of Africa for their collaborative support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors Info\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e1\u003c/sup\u003eAmira Farah is a postgraduate student in Master of Health Professions Education at the International University of Africa\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e2\u003c/sup\u003eHala Ali is a lecturer at the Master of Health Professions Education at the International University of Africa\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eWright S, Wong A, Newill C. The impact of role models on medical students. Journal of General Internal Medicine. 1997;12(1):53-6.\u003c/li\u003e\n\u003cli\u003eHarun RAT, Almustafa R, AlKhalifah Z, Nammazi A, AlBaqami A, ALSaleh NM, et al. Role models as a factor influencing career choice among female surgical residents in Saudi Arabia: a cross-sectional study. BMC Medical Education. 2022;22(1):109.\u003c/li\u003e\n\u003cli\u003eCiccozzi M, Haider SI, Snead DRJ, Bari MF. Medical Students\u0026rsquo; Perceptions of Clinical Teachers as Role Model. Plos One. 2016;11(3):e0150478.\u003c/li\u003e\n\u003cli\u003eKeis O, Schneider A, Heindl F, Huber-Lang M, \u0026Ouml;chsner W, Grab-Kroll C. How do German medical students perceive role models during clinical placements (\u0026ldquo;Famulatur\u0026rdquo;)? An empirical study. BMC Medical Education. 2019;19(1):184.\u003c/li\u003e\n\u003cli\u003ePiccinato CE, Rodrigues MdLV, Rocha LdA, Troncon LEdA. Characteristics of role models who influenced medical residents to choose surgery as a specialty: exploratory study. Sao Paulo Medical Journal. 2017;135(06):529-34.\u003c/li\u003e\n\u003cli\u003eYoon JD, Ham SA, Reddy ST, Curlin FA. Role models\u0026apos; influence on specialty choice for residency training: a national longitudinal study. Journal of graduate medical education. 2018;10(2):149-54.\u003c/li\u003e\n\u003cli\u003eWatts RW, Marley J, Worley P. Undergraduate education in anaesthesia: the influence of role models on skills learnt and career choice. Anaesthesia and intensive care. 1998;26(2):201-3.\u003c/li\u003e\n\u003cli\u003eBurgess A, Goulston K, Oates K. Role modelling of clinical tutors: a focus group study among medical students. BMC Medical Education. 2015;15(1):17.\u003c/li\u003e\n\u003cli\u003eAmalba A, Abantanga FA, Scherpbier AJJA, van Mook WNKA. Community-based education: The influence of role modeling on career choice and practice location. Medical Teacher. 2016;39(2):174-80.\u003c/li\u003e\n\u003cli\u003eBenbassat J. Role Modeling in Medical Education. Academic Medicine. 2014;89(4):550-4.\u003c/li\u003e\n\u003cli\u003eAkinla O, Hagan P, Atiomo W. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Medical Education. 2018;18(1).\u003c/li\u003e\n\u003cli\u003eSoroush A, Andaieshgar B, Vahdat A, Khatony A. The characteristics of an effective clinical instructor from the perspective of nursing students: a qualitative descriptive study in Iran. BMC nursing. 2021;20(1):36.\u003c/li\u003e\n\u003cli\u003eByszewski A, Hendelman W, McGuinty C, Moineau G. Wanted: role models-medical students\u0026rsquo; perceptions of professionalism. BMC Medical Education. 2012;12(1):115.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Medical Education, Dental Students, Clinical Instructors, Role Models, Career Choice, Faculty Development, Sudan","lastPublishedDoi":"10.21203/rs.3.rs-8633555/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8633555/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cb\u003eBackground\u003c/b\u003e\u003c/p\u003e \u003cp\u003eClinical instructors play a vital role in shaping the professional development and career decisions of dental students. This study aimed to evaluate students\u0026rsquo; perceptions of their clinical instructors as role models and to explore the influence of these perceptions on career choices.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMethods\u003c/b\u003e\u003c/p\u003e \u003cp\u003eDescriptive analytical cross-sectional survey was conducted among 139 dental students across the fourth and fifth academic levels. Data were analyzed using SPSS version 25. Frequencies, percentages, and means were calculated, and non-parametric tests (Mann-Whitney) were applied to assess associations between demographic variables, role model perceptions, and career influence.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResults\u003c/b\u003e\u003c/p\u003e \u003cp\u003eAmong the participants, 66.9% viewed their clinical instructors as role models, and 49.6% believed their instructors had a positive effect on their career choices. The most highly valued role model qualities were the ability to explain difficult topics (91.4%), strong knowledge in specialty (90.7%), and interactive teaching (90.7%). A statistically significant association was found between academic level and positive career influence (p\u0026thinsp;=\u0026thinsp;0.031), with fourth-year students more likely to report a positive impact. Students who considered instructors as role models also rated procedure performance and leadership qualities significantly higher.\u003c/p\u003e\u003cp\u003e\u003cb\u003eConclusion\u003c/b\u003e\u003c/p\u003e \u003cp\u003eStudents value Clinical Instructors who demonstrate both clinical competence and effective teaching skills as Role Models in selecting their future career choices. Role modeling significantly influences career decisions, particularly among students in earlier clinical years. Institutions should support faculty development and mentorship programs to strengthen positive role modeling in clinical education.\u003c/p\u003e\u003cp\u003e\u003cb\u003eTrial Registration\u003c/b\u003e\u003c/p\u003e \u003cp\u003eNot Applicable\u003c/p\u003e","manuscriptTitle":"Perception of Dental Students towards Clinical Instructors as Role Models and the influence on Career Choice - Sudan","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-02 10:16:01","doi":"10.21203/rs.3.rs-8633555/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"adfd5617-1622-4dfc-bc33-63ce02fd198b","owner":[],"postedDate":"March 2nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-01T17:54:41+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-02 10:16:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8633555","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8633555","identity":"rs-8633555","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}