Dental Students’ Perceptions of Clinical Instructors as Role Models and Their Influence on Career Choice in Sudan: A cross-sectional study

Abstract Background Clinical role modeling is a key component of health professions education, influencing students’ professional identity and career choices. While its impact has been widely studied in medical education, evidence within dental education, particularly in African contexts, remains limited. In an attempt to address this highly important part of the education process is such an underrepresented setting, this study aimed to evaluate dental students’ perceptions of their clinical instructors as role models and to explore the influence of these perceptions on career choices. Methods A descriptive analytical cross-sectional study was conducted among fourth- and fifth-year dental students at the Faculty of Oral and Dental Medicine, International University of Africa, Sudan (2022–2023). A convenience sampling approach was used, with all eligible students invited to participate. Data were collected using a self-administered online questionnaire adapted from a previously validated instrument. The questionnaire assessed demographic characteristics and perceived importance of clinical, teaching, and personal attributes of role models. Data were analyzed using SPSS version 25. Non-parametric tests were applied, and a p-value < 0.05 was considered statistically significant. Results A total of 139 students participated (response rate: 99.3%). Overall, 66.9% of students perceived their clinical instructors as role models, and 49.6% reported a positive influence on their career choices, suggesting a meaningful role of clinical teaching in shaping professional decisions. The most highly valued role model attributes were the ability to explain difficult topics (91.4%), strong subject knowledge (90.7%), and interactive teaching (90.7%). A statistically significant association was observed between academic level and perceived career influence (p = 0.031), with fourth-year students more likely to report a positive impact. Students who identified instructors as role models assigned significantly higher importance to procedural performance and leadership qualities (p < 0.05). Conclusion Clinical instructors who demonstrate strong teaching effectiveness and clinical competence are highly valued as role models and may influence dental students’ career choices. The findings suggest that role modeling plays a greater role during earlier stages of clinical training. Strengthening faculty development and mentorship programs may enhance positive role modeling in dental education. Trial Registration Not applicable.