Examining the effect of education type on moral sensitivity

A comparative study of the effect of scenario-based education and problem-based learning on the ethical sensitivity of medical students.

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20230225057532N2

Enrollment

Registered

2026-02-06

Start date

2026-01-03

Completion date

Unknown

Last updated

2026-06-01

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Moral sensitivity.

Interventions

Intervention 1: Intervention group 1: Scenario-based training, presentation of real or simulated ethical scenarios, group analysis of ethical issues (conflicts of autonomy, beneficence, confidentialit

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 4th and 5th semester students who have taken the professional ethics course during the current semester Written informed consent Non-participation in formal professional ethics training programs during the past six months.

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Moral sensitivity score in the Lutzen questionnaire. Timepoint: Before the intervention, immediately after the intervention, and three months after the intervention. Method of measurement: Lutzen Moral Sensitivity Questionnaire.	—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactServeh Mohammadi

Oroumia University of Medical Sciences

serveh.mohamadi76@gmail.com+98 44 4223 4640

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Jun 11, 2026