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Role Model-Based Ethics Education and Moral Injury Prevention in Second-Year Medical Students

2026年6月14日更新者：Chun Lun Hsu

Role Model-Based Ethics Education and Moral Injury Prevention in Second-Year Medical Students: A Mixed-Methods Quasi-Experimental Study

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.

研究概览

地位

完全的

条件

干预/治疗

研究类型

介入性

注册 (实际的)

101

阶段

不适用

联系人和位置

本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。

学习地点

台湾
- - Taipei、台湾
    - National Defense Medical University

参与标准

研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。

资格标准

适合学习的年龄

成人
年长者

接受健康志愿者

是的

描述

Inclusion Criteria:

Second-year medical students enrolled in a general education ethics course at National Defense Medical University, Taiwan
Willing to complete pre- and post-course questionnaires

Exclusion Criteria:

- Students who did not complete both pre-test and post-test assessments

学习计划

本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。

研究是如何设计的？

设计细节

主要用途：其他
分配：非随机化
介入模型：并行分配
屏蔽：无（打开标签）

手臂数量

武器和干预

参与者组/臂	干预/治疗
有源比较器：Standard-Intensity Group (Group A) Participants received role model narratives and guided reflection handouts as part of a semester-long general education ethics course.	行为的：Role Model-Based Ethics Education (Standard Intensity) 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.
实验性的：Enhanced-Intensity Group (Group B) 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.	行为的：Role Model-Based Ethics Education (Enhanced Intensity) 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.

参与者组/臂

干预/治疗

有源比较器：Standard-Intensity Group (Group A)

Participants received role model narratives and guided reflection handouts as part of a semester-long general education ethics course.

行为的：Role Model-Based Ethics Education (Standard Intensity)

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.

实验性的：Enhanced-Intensity Group (Group B)

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.

行为的：Role Model-Based Ethics Education (Enhanced Intensity)

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.

研究衡量的是什么？

主要结果指标

结果测量	措施说明	大体时间
Moral Injury (MIDS) 大体时间：Baseline and up to 6 weeks (immediately after course completion)	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)

次要结果测量

结果测量	措施说明	大体时间
Perceived Stress (PSS-14) 大体时间：Baseline and up to 6 weeks (immediately after course completion)	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)

其他结果措施

结果测量	措施说明	大体时间
Resilience (CD-RISC-10) 大体时间：Baseline and up to 6 weeks (immediately after course completion)	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)

合作者和调查者

在这里您可以找到参与这项研究的人员和组织。

赞助

Chun Lun Hsu

调查人员

首席研究员：Chun Lun Hsu、National Defense Medical University, Taiwan

研究记录日期

这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。

研究主要日期

学习开始 (实际的)

2025年11月1日

初级完成 (实际的)

2025年12月31日

研究完成 (实际的)

2026年2月20日

研究注册日期

首次提交

2026年6月11日

首先提交符合 QC 标准的

2026年6月14日

首次发布 (实际的)

2026年6月18日

研究记录更新

最后更新发布 (实际的)

2026年6月18日

上次提交的符合 QC 标准的更新

2026年6月14日

最后验证

2026年6月1日

Role Model-Based Ethics Education and Moral Injury Prevention in Second-Year Medical Students