Volume 17 - Supplement of 11th Annual Iranian Congress of Medical Ethics
IJMEHM 2024, 17 - Supplement of 11th Annual Iranian Congress of Medical Ethics : 1-2 |
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Ahmari Tehran H, Mashkoori A, Ilaghinezad T, Tajadini M. The Effect of Using Student Reflective Narratives to Observe Dignity and Respect for Patients’ Rights in Clinical Education. IJMEHM 2024; 17 (S1) :1-2
URL: http://ijme.tums.ac.ir/article-1-7043-en.html
URL: http://ijme.tums.ac.ir/article-1-7043-en.html
1- Assistant Professor. Faculty of Medicine, QOM University of Medical Sciences. Qom. Iran
2- Assistant professor in medical ethic, School of Health and Religion, Qom University of Medical Sciences, Qom. Iran
3- Student Research Committee, School of Health and Religion, Qom University of Medical Sciences, Qom. Iran
2- Assistant professor in medical ethic, School of Health and Religion, Qom University of Medical Sciences, Qom. Iran
3- Student Research Committee, School of Health and Religion, Qom University of Medical Sciences, Qom. Iran
Abstract: (761 Views)
Research shows that stress in medical students leads to burnout and a loss of respect for patients’ rights. These declines in mood and an increase in malpractice are particularly evident during the internship period. On the other hand, literature highlights the importance of reflective practice in education. This study investigates the effect of using student reflective narratives on observing dignity and respect for patients’ rights in clinical education. A mixed-methods study based on reflective learning theories (Gibbs' Reflective Model) was conducted over 12 months with 48 intern students. In a quasi-experimental design, 38 medical students were randomly assigned to either an intervention or a control group. Only students in the intervention group were allowed to engage in conversations with patients and inquire whether they had properly respected the patients’ rights and dignity. The students then reflected on their performances. In the first week, a pretest was conducted in both groups. The intervention group received reflective education and participated in reflection writing during the second and third weeks. In the final week, a post-test was conducted for both groups. To explore students’ perceptions of the effectiveness of reflecting on their performance, a qualitative content analysis was carried out, including 12 semi-structured interviews and 144 reflection notes. The mean scores of students’ performance regarding respect for patients in the intervention group improved significantly in the post-test (12.32 ± 1.21) compared to the pretest (9.85 ± 1.39) (p < 0.05). An independent t-test indicated that the difference in post-test scores between the two groups was significant (p = 0.01). From the interviews, four main themes emerged: improving empathy and understanding patients’ feelings, paying attention to patients’ humanistic dimensions, respecting patients’ autonomy and rights, and promoting interpersonal communication skills. This study demonstrated the positive emotional effects of reflective narrative writing interventions on medical students in observing dignity and respecting patients' rights. It is recommended to incorporate reflective narratives into medical education programs to enhance these qualities.
Type of Study: Oral Presentation |
Subject:
Health Ethics Congress (11th) - Oral Presentation
Received: 2025/08/17 | Revised: 2026/01/12 | Accepted: 2024/12/22 | Published: 2024/12/22
Received: 2025/08/17 | Revised: 2026/01/12 | Accepted: 2024/12/22 | Published: 2024/12/22
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