ArticleJournal of medical ethics and history of medicine2026
Utilizing short videos as a reflective method for teaching medical ethics concepts: an exciting experience for both students and their teacher.
Article in Journal of medical ethics and history of medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Educational approaches to teaching medical ethics are often successful provided that they engage students actively in class. The present study set out to develop, implement, and evaluate an instructional approach to teaching medical ethics using brief dramatized videos to present common clinical ethical dilemmas in culturally respectful, psychologically safe formats. Five short educational videos were created based on the general medical ethics curriculum in Iran, each depicting a specific ethical issue (informed consent, truth-telling, patient privacy, medical errors, and conflicts of interest). The videos featured child actors and were used in interactive classroom sessions over two academic semesters. This educational approach was evaluated by conducting a cross-sectional survey based on the CIPP (Context, Input, Process, Product) model. The evaluation showed high levels of student satisfaction across all four CIPP domains, with particularly strong scores in student engagement, video content quality, and application of ethical principles. Students reported that the video-based sessions helped them better understand ethical challenges and facilitated deeper reflection on professional behavior. It appears that short, culturally sensitive educational videos have the potential to serve as an effective tool for teaching medical ethics. We therefore recommend future implementation across diverse educational contexts and studies.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.