ArticleJournal of education and health promotion2022
Use of simulated patients for formative assessment of moral competence in medical students.
Article in Journal of education and health promotion, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Rethinking preventive medicine education after COVID-19: bridging training gaps in public health practice.Frontiers in medicine · 2026Review
- Moral development in personal and professional identity formation: Longitudinal impact of teaching the role of medicine during the Holocaust in health professions education.GMS journal for medical education · 2026Article
- Comparison of the effect of standardized patient-based training and video-based training on the skill of measuring the level of consciousness among nursing students: A randomized controlled trial.Journal of education and health promotion · 2026Article
- Article
- Midwifery legal education using scenario-based learning: Effects on moral sensitivity and reasoning.Journal of education and health promotion · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDuring the course of their education, medical students must attain moral competence. The current study aims at designing a formative structured examination that would create the opportunity for learners to practice and interact with simulated patients under expert supervision. MATERIALS AND
methodsThis article reports an experience in developing and implementation of a formative assessment of moral competence and the point of view of medical students. In this study, the formative structured examination of medical ethics for 80 medical students in 2 rounds with eight stations was designed. In each station, a scenario was proposed, and the opportunity was provided to the learners to interact with a simulated patient under the supervision of a medical ethics expert. 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 content analysis.
resultsThe 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."
conclusionWithin the framework of a formative structured examination of medical ethics, a safe space was created for interacting with simulated patients and practicing ethical reasoning, as well as dimensions of moral competence.
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