Document Type : Original Article


1 Department of Medical Education, Virtual Education Center, Jahrom University of Medical Sciences, Jahrom, Iran

2 Clinical Research Center, Shiraz University of Medical Sciences, Shiraz, Iran


BACKGROUND: The use of active teaching methods in ethics education, instead of being merely
teacher centred, can lead students to problem‑solving in a practical way. Therefore, this study was
conducted with the aim of comprehensive medical ethics education based on educational approaches
and the effect of this approach on students’ learning and moral reasoning skills.
MATERIALS AND METHODS: This quasi‑experimental intervention study was performed on seventy
physiopathology medical students who had taken the medical ethics course. The students’ educational
program included teaching theoretical concept of medical ethics, discussing ethical cases and clinical
reasoning in class, and then discussing in forum environment and individual assignments in the
learning management system (LMS) system and completing the portfolio. Student evaluation was
associated students’ knowledge, attitu de, and moral reasoning skills and learning. A comprehensive
program including forum participation, individual assignments in LMS, theory and objective structured
clinical examination (OSCE) tests, and portfolio completion was used to evaluation of students. The
students’ learning was compared to students of the previous year, which was conducted through a
traditional teacher‑centered method. Data analysis was conducted using IBM® SPSS® Statistics 21
at two levels of descriptive statistics and analytic statistics.
RESULTS: The results showed that there was a significant difference between the mean learning of
students compared with traditional class (P < 0.05). Furthermore, comparison of students’ practical
scores through the OSCE test showed its impact on changing students’ knowledge, attitude, and
performance in moral reasoning.
CONCLUSION: According to research findings, it seems that the mentioned model is one of the
important and new issues as a suitable method of teaching medical ethics. Furthermore, it can be
suitable model in other medical courses. The more research in multicentral may be need to assess
other effects on students’ learning indicators.


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