Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
This study examines whether role model-based ethics education can reduce moral injury and perceived stress, and improve resilience, among second-year medical students in Taiwan. Students participated in a general education ethics course and self-selected into one of two groups: a standard-intensity group receiving role model narratives and guided handouts, or an enhanced-intensity group receiving the same content plus reflective writing assignments and live guest appearances by featured practitioners. Validated questionnaires measuring moral injury (MIDS), perceived stress (PSS-14), and resilience (CD-RISC-10) were administered before and after the course. Open-ended written responses were also collected and analyzed. The study aims to inform early curricular integration of ethics education in medical training and to identify instructional designs that support moral agency without inadvertently promoting emotional disengagement.
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Standard-Intensity Group (Group A) | Active Comparator | Participants received role model narratives and guided reflection handouts as part of a semester-long general education ethics course. |
|
| Enhanced-Intensity Group (Group B) | Experimental | Participants received the same role model narratives and guided reflection handouts as Group A, supplemented with structured reflective writing assignments and live guest appearances by the featured practitioners. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Role Model-Based Ethics Education (Standard Intensity) | Behavioral | Participants attended a semester-long general education ethics course incorporating role model narratives drawn from real clinical practitioners. Guided reflection handouts were provided to facilitate structured engagement with the ethical themes presented. This condition served as the active comparator. |
| Measure | Description | Time Frame |
|---|---|---|
| Moral Injury (MIDS) | Moral injury symptoms measured using the Moral Injury and Distress Scale (MIDS). Higher scores indicate greater moral injury. | Baseline and up to 6 weeks (immediately after course completion) |
| Measure | Description | Time Frame |
|---|---|---|
| Perceived Stress (PSS-14) | Perceived stress measured using the 14-item Perceived Stress Scale (PSS-14). Higher scores indicate greater perceived stress. | Baseline and up to 6 weeks (immediately after course completion) |
| Measure | Description | Time Frame |
|---|---|---|
| Resilience (CD-RISC-10) | Psychological resilience measured using the 10-item Connor-Davidson Resilience Scale (CD-RISC-10). Higher scores indicate greater resilience. | Baseline and up to 6 weeks (immediately after course completion) |
Inclusion Criteria:
Exclusion Criteria:
- Students who did not complete both pre-test and post-test assessments
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Affiliation | Role |
|---|---|---|
| Chun Lun Hsu | National Defense Medical University, Taiwan | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| National Defense Medical University | Taipei | Taiwan |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Students self-selected into two parallel groups receiving role model-based ethics education at different instructional intensities (standard vs. enhanced) within the same course.
Not provided
Not provided
Not provided
Not provided
|
| Role Model-Based Ethics Education (Enhanced Intensity) | Behavioral | Participants attended the same role model-based ethics course as the standard-intensity group, with two additional components: structured reflective writing assignments requiring personal ethical reflection, and live guest appearances by the practitioners featured in the role model narratives. This condition served as the experimental arm. |
|
| ID | Term |
|---|---|
| D013313 | Stress Disorders, Post-Traumatic |
| ID | Term |
|---|---|
| D040921 | Stress Disorders, Traumatic |
| D000068099 | Trauma and Stressor Related Disorders |
| D001523 | Mental Disorders |
Not provided
Not provided