. Mahboobeh Saber; . Sedighe Ebrahimi; . Neda Farzane; . Aliakbar Shakeri
Volume 12, Issue 9 , October 2022, , Pages 1-7
Abstract
BACKGROUND: During the course of their education, medical students must attain moralcompetence. The current study aims at designing a formative structured examination that would createthe ...
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BACKGROUND: During the course of their education, medical students must attain moralcompetence. The current study aims at designing a formative structured examination that would createthe opportunity for learners to practice and interact with simulated patients under expert supervision.MATERIALS AND METHODS: This article reports an experience in developing and implementationof a formative assessment of moral competence and the point of view of medical students. In thisstudy, the formative structured examination of medical ethics for 80 medical students in 2 roundswith eight stations was designed. In each station, a scenario was proposed, and the opportunity wasprovided to the learners to interact with a simulated patient under the supervision of a medical ethicsexpert. Then, the learners would receive structured feedback in accordance with their performance.All learners expressed their experience in reflective writing, and their opinions were put under contentanalysis.RESULTS: The content analysis of this reflective writing revealed three main categories, namely“Deeper understanding of ethical subjects,” “Collaborative thinking and synergy with peers,” and“Effective feedback of supervisors.”CONCLUSION: Within the framework of a formative structured examination of medical ethics, a safespace was created for interacting with simulated patients and practicing ethical reasoning, as wellas dimensions of moral competence.