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.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
101
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.
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.
National Defense Medical University
Taipei, Taiwan
Moral Injury (MIDS)
Moral injury symptoms measured using the Moral Injury and Distress Scale (MIDS). Higher scores indicate greater moral injury.
Time frame: Baseline and up to 6 weeks (immediately after course completion)
Perceived Stress (PSS-14)
Perceived stress measured using the 14-item Perceived Stress Scale (PSS-14). Higher scores indicate greater perceived stress.
Time frame: Baseline and up to 6 weeks (immediately after course completion)
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.