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Objective <p>By establishing an ethical assessment framework to evaluate the medical ethical reasoning ability of medical students, systematically reveal the current actual situation and problems of medical ethics education in medical schools, and provide empirical evidence and improvement directions for optimizing the medical ethics education system and enhancing educational effectiveness.</p> Method <p>This study was based on the Medical Ethics Intermediate Concept Measurement (MD-ICM) questionnaire developed by Ponsopa Pinijphon from the University of Alabama in the United States. For the first time in China, it conducted a localization and cultural adaptation of the questionnaire. The questionnaire covers principles such as patient autonomy, confidentiality, beneficence, and fair distribution. The survey subjects were selected through a multi-stage random sampling method. A database was established using EpiData 3.1 software, and the data were statistically analyzed using SPSS 21.0 software.</p> Result <p>Students who have studied medical ethics performed significantly better in making correct reasoning decisions compared to those who haven’t; in terms of “the teaching methods of the Medical Ethics Course”, students who chose scenario simulation and audio-visual learning methods scored significantly higher in ethical reasoning ability than those who chose theoretical lectures and case analysis; in terms of “the assessment methods of the Medical Ethics Course”, students who chose ethical reasoning tests and did not undergo test assessment scored significantly higher in ethical reasoning ability than those who chose theoretical concept tests and case reflection essays; in terms of “the learning needs of the Medical Ethics Course”, students with learning needs usually have stronger ethical emotions and ethical awareness.</p> Conclusion <p>The medical ethics reasoning ability of medical students is significantly influenced by their medical ethics learning experiences, teaching methods of courses, assessment methods, and learning needs. Currently, there are shortcomings in medical ethics education in medical colleges. To enhance the ethical reasoning ability of medical students, it is necessary to strengthen the foundational position of medical ethics education, optimize the practice-oriented teaching mode, improve the diversified formative evaluation, and create a supportive educational atmosphere.</p>

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Research on medical students’ medical ethics reasoning ability–analysis based on the intermediate concept measurement method

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月18日

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  • Chen Feng,
  • Xuewen Zhang,
  • Lining Zhang

摘要

Objective

By establishing an ethical assessment framework to evaluate the medical ethical reasoning ability of medical students, systematically reveal the current actual situation and problems of medical ethics education in medical schools, and provide empirical evidence and improvement directions for optimizing the medical ethics education system and enhancing educational effectiveness.

Method

This study was based on the Medical Ethics Intermediate Concept Measurement (MD-ICM) questionnaire developed by Ponsopa Pinijphon from the University of Alabama in the United States. For the first time in China, it conducted a localization and cultural adaptation of the questionnaire. The questionnaire covers principles such as patient autonomy, confidentiality, beneficence, and fair distribution. The survey subjects were selected through a multi-stage random sampling method. A database was established using EpiData 3.1 software, and the data were statistically analyzed using SPSS 21.0 software.

Result

Students who have studied medical ethics performed significantly better in making correct reasoning decisions compared to those who haven’t; in terms of “the teaching methods of the Medical Ethics Course”, students who chose scenario simulation and audio-visual learning methods scored significantly higher in ethical reasoning ability than those who chose theoretical lectures and case analysis; in terms of “the assessment methods of the Medical Ethics Course”, students who chose ethical reasoning tests and did not undergo test assessment scored significantly higher in ethical reasoning ability than those who chose theoretical concept tests and case reflection essays; in terms of “the learning needs of the Medical Ethics Course”, students with learning needs usually have stronger ethical emotions and ethical awareness.

Conclusion

The medical ethics reasoning ability of medical students is significantly influenced by their medical ethics learning experiences, teaching methods of courses, assessment methods, and learning needs. Currently, there are shortcomings in medical ethics education in medical colleges. To enhance the ethical reasoning ability of medical students, it is necessary to strengthen the foundational position of medical ethics education, optimize the practice-oriented teaching mode, improve the diversified formative evaluation, and create a supportive educational atmosphere.