Aug 2026· Journal of Medical Ethics and History of Medicine· 0 citations
TL;DR
It appears that short, culturally sensitive educational videos have the potential to serve as an effective tool for teaching medical ethics.
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. *Corresponding Author Mobasher Mina Address: Department of Medical Ethics, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran. Tel:(+98) 34 31 32 05 00 Email: m.mobasher@kmu.ac.ir Received: 23 Feb 2026 Accepted: 30 Jun 2026 Published: 18 Aug 2026 Citation to this article: Noori Hekmat S, Mobasher M, Ahmadipour H, Malekpour Afshar R, Pardakhty A. How Utilizing short videos as a reflective method for teaching medical ethics concepts: An exciting experience for both students and their teacher. J Med Ethics Hist Med. 2026;19:12. 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.
Engineering ethics is widely recognized as essential to professional engineering practice, yet it remains challenging to teach effectively in engineering curricula. Traditional instructional approaches, based on lectures and case studies, tend to oversimplify ethical dilemmas and may not fully cultivate the reflective judgment, empathy and accountability required for complexity of contemporary engineering practice. This paper presents a structured mock disciplinary trial implemented in an upper-year engineering ethics course as an active learning approach that reframes ethical learning as an experiential, practice-oriented activity. The activity is designed to simulate a professional disciplinary hearing based on the Quebec Bridge collapse, during which students assume stakeholder roles, interpret relevant legislation and ethical codes and deliberate on professional responsibility. Drawing on research in experiential and role-based learning theories, this exploratory study asks: How can a structured mock disciplinary trial enhance student engagement and deepen students’ application of ethical principles? Qualitative insights drawn from classroom observations and informal student feedback indicate increased student engagement, more complex ethical reasoning and stronger appreciation of professional accountability. Early evidence suggests that structured role-playing simulations, such as mock trials, offer a promising and adaptable pedagogy for engineering ethics education.
S. Rakhimbekova· Proceedings of the Canadian...· 0 citations
Key areas for improvement identified by students included increasing opportunities for formative assessment and enhancing consistency and structure in instructional delivery and enhancing consistency and structure in instructional delivery.
C. Gathu, Marthaclaire Zammit, Urvi Saboo et al.· Journal of Medical Education...· 0 citations
Background: Competency-based medical education (CBME) highlights the importance of communication, ethics, and professionalism in clinical practice. Obtaining informed consent is a key skill that reflects these competencies. However, assessment of informed consent during Objective Structured Clinical Examinations (OSCEs) often relies on checklist-based methods, which may not adequately capture the quality of communication or ethical reasoning. This study aimed to develop and evaluate a rubric-based OSCE approach to assess informed consent competency among undergraduate medical students.Materials and Methods: A quasi-experimental educational intervention was conducted among 120 Phase III MBBS students. A structured analytic rubric aligned with CBME competencies was developed and refined using a two-round Delphi process involving experienced faculty members. Faculty were oriented through calibration sessions prior to implementation. The same cohort of students was assessed in both pre-and post-intervention phases under comparable conditions. Student performance was analyzed using paired t-tests, inter-rater reliability using Intraclass Correlation Coefficient (ICC, two-way random effects), and stakeholder perceptions using Likert-scale surveys and thematic analysis.Results: Mean student scores improved from 58 ± 8.4 before implementation to 80 ± 6.9 after introduction of the rubric (p < 0.001). Inter-rater reliability demonstrated good agreement (ICC = 0.82). Most participants (78%) reported positive perceptions, highlighting improved clarity, fairness, and feedback quality.Conclusion: Rubric-based OSCE assessment provides a structuredand reliable method for evaluating informed consent competency. It supports more transparent assessment and facilitates meaningful feedback, thereby strengthening competency-based evaluation of communication and ethical skills. Further studies with comprehensive psychometric evaluation are recommended.
Gupta Richa, Khan Amir Maroof, Gupta Prashant et al.· Asian Journal of Medical Res...· 0 citations
Introduction Engaging medical students in curriculum design provides numerous advantages, fostering a more effective, student-centered learning experience. As the primary “consumers” of the curriculum, students have a unique perspective on its strengths and areas for improvement. The integration of elective courses into medical curricula yields many advantages for medical students. This study aimed at evaluating learners’ involvement in the curriculum design process of an elective course by exploring their perceptions. Methods A total of 277 final-year medical students, in a single institution, were enrolled in the elective course. They learned how to apply the six-step approach to curriculum design. Students identified their own learning needs and selected educational materials aligned with their learning goals. By the end of the course, they were required to write a reflective essay evaluating their experience. A deductive content analysis approach was employed while being guided by the 3 core psychological needs of self-determination theory. Results Analyzing the reflective writing, we identified 33 codes that were grouped under 11 subthemes and 6 themes. The emerging themes included learning control, decision-making, skill development, confidence building, social connection, and community integration. Conclusion Learners’ participation in curriculum design could positively influence their perception of learning autonomy, academic and professional competence, and connection to the learning community. We recommend that medical education programs incorporate structured learner participation in curriculum design to enhance autonomy, competence, and relatedness.
A. Eltayar, M. Mady· Advances in Medical Educatio...· 0 citations
BACKGROUND
Empathy is central to compassionate nursing care, yet teaching and measuring this skill, especially in online settings, remains challenging. Creative, arts-based assignments present an innovative and engaging approach to bridging this gap in nursing education.
METHOD
In a nonexperimental pilot program, 52 nurse practitioner students in a graduate-level Women's Health course completed a reflective empathy essay, selecting artistic works to connect with women's health conditions. Perceptions and outcomes were assessed via an anonymous postassignment survey (Likert scale and open-ended questions).
RESULTS
Ninety-two percent of the students agreed the assignment improved their empathy, with most finding the creative activity enjoyable and relevant. Narrative responses reflected deeper engagement and personal insights, although some students struggled to choose a meaningful creative work. Overall, the assignment positively influenced students' perspectives on patient care.
CONCLUSION
Arts-based assignments show promise for nurturing empathy in students. Future research should use validated empathy scales and expand curricular integration to confirm the effects of this pilot program.
Kristina M Yaklin, Megan Keiser· The Journal of Nursery Educa...· 0 citations
In the context of higher education, where student engagement and motivation are central concerns, innovative teaching strategies that represent a holistic, student-centered approach to teaching are needed. This study aims to examine university students’ perceptions of three innovative teaching strategies integrated into classroom practice—weekly individual reflections, gamification using Quizizz, and one-minute silent mindfulness sessions before class. The study also investigates how these methods influence students’ engagement, focus, and perceived learning. A mixed-methods design was employed, combining quantitative survey data from a structured Likert-scale questionnaire (18 items) with qualitative responses from three open-ended questions, administered to 61 undergraduate students enrolled in a Research Methodology course at a university in Cambodia during the 2024–2025 academic year. Quantitative data were analyzed using descriptive statistics, and qualitative reflection data from open-ended questions were thematically analyzed. The quantitative analysis indicated that all three strategies contribute to a positive and effective classroom environment. Further qualitative analysis showed they significantly enhanced comprehension, recall, and focus. Specifically, reflection deepened understanding and increased awareness of knowledge gaps. Quizizz supported immediate recall and application. The one-minute silence activity promoted mental preparation and focus. Collectively, these strategies boosted students’ motivation, focus, and cognition by increasing intrinsic drive, improving concentration, reducing stress, and supporting deeper understanding and self-assessment. Students are highly satisfied with the innovative learning strategies, affirm their effectiveness, and support their continuation. Suggestions for improvement focused on the classroom environment (e.g., reducing distractions and adjusting pacing) and on activity modifications (e.g., easing Quizizz-related anxiety and extending silence periods). The article concludes with recommendations and suggestions for practical implications.
Mengkorn Pum· Journal of Technology-Assist...· 0 citations
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