The Effects of Professional Ethics Education Through Narrative Review and Problem-Based Learning Techniques

This study aimed to investigate the effects of professional ethics education through narrative review and problem-based learning Techniques on students at Neyshabour University of Medical Sciences' ethical sensitivity. The study used a quasi-experimental design and included 90 medical students from Neyshabour. Randomly selected samples were divided into problem-based learning and narrative review groups. The ethical Sensitivity Questionnaire developed by Kim Lutzen and a personal data form were used as tools. SPSS ver. 20 software was used to analyze the data. The significance level was defined as a P value less than 0.05.

The results indicated that before the intervention, the average ethical sensitivity was 90% at the intermediate level and 10% at the low level, but increased to 86.7% at the intermediate level, 6.7% at the high level, and the remainder at the low level after the intervention. Additionally, changes following the intervention were compared to those before the intervention. The PBL group made the greatest changes in this area, although there was no significant difference between the two groups (p> 0.05). Since the employment of novel techniques of teaching ethics to inspire students is a requirement that should be considered, it is advised that these two methods be used in both theoretical and clinical education.