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<p>Professionalism and ethical reasoning are core competencies in medical education, yet evidence from Palestine is limited. This cross-sectional study surveyed 441 medical students from five accredited universities (≥ 4th year, hospital-based training) using a structured questionnaire that included demographics, professionalism items, and 12 case-based scenarios adapted from clinical practice and professional guidelines. An Ethical Reasoning Score (ERS; range 0–12) was derived from correct responses. Descriptive, chi-square, and logistic regression analyses were applied. Students performed well in basic scenarios but showed weaker reasoning in domains such as digital professionalism and interpersonal etiquette. Higher ERS was significantly associated with prior ethics training (<i>p</i> = 0.001), female gender, and inter-university variation. Findings indicate uneven ethical competence among Palestinian medical students, underscoring the need for scenario-based teaching, targeted curricular reform, and inter-university collaboration to strengthen professionalism and ethical reasoning.</p>

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Professionalism and Ethical Reasoning among Medical Students in Palestine: A Cross-Sectional Study

  • 期刊论文

  • 发表日期：

    2026年5月9日

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  • Mohammad F. Zhour,
  • Nissreen E. Thafer,
  • Taha Z. Makhlouf,
  • Nadia H. Hussein,
  • Rawnaq M. Zeyadah,
  • Islam Ishnawer,
  • Tala Imad Ikhzamia,
  • Beesan Maraqa

摘要

Professionalism and ethical reasoning are core competencies in medical education, yet evidence from Palestine is limited. This cross-sectional study surveyed 441 medical students from five accredited universities (≥ 4th year, hospital-based training) using a structured questionnaire that included demographics, professionalism items, and 12 case-based scenarios adapted from clinical practice and professional guidelines. An Ethical Reasoning Score (ERS; range 0–12) was derived from correct responses. Descriptive, chi-square, and logistic regression analyses were applied. Students performed well in basic scenarios but showed weaker reasoning in domains such as digital professionalism and interpersonal etiquette. Higher ERS was significantly associated with prior ethics training (p = 0.001), female gender, and inter-university variation. Findings indicate uneven ethical competence among Palestinian medical students, underscoring the need for scenario-based teaching, targeted curricular reform, and inter-university collaboration to strengthen professionalism and ethical reasoning.