Search

Introduction: The lack of a uniform and agreed program in medical ethics education has led to the neglect of many essential features to provide an effective medical ethics course. The role of the students in selfassessment and the construction of the knowledge they need is necessary through methods that enable rethinking performance. Therefore, this study aimed to investigate the students' experiences of comprehensive ethics education based on a case study method and the combined learning approach in a phenomenological study. Methods & Materials: In this qualitative study with a phenomenological approach, 70 medical students participated in the physiopathology course who had passed the medical ethics course. The data collection tool was a semistructured interview in the individual and focus groups on students' experiences of the intervention and its impact on learning. All writings were considered as units of analysis, including: semantic units, codes, subtopics and then themes were extracted so that the accuracy and robustness of the data was done using the criteria proposed by Lincoln and Guba. Results: Students have listed their experiences in teaching ethics as a comprehensive student-centered education in 8 sub-areas and 3 areas. Areas included: 1- Applied training with sub-domain (content application level, training in practice, training load), 2- Challenging training (contradiction in practice, challenge of ambiguity), 3- Contradiction in practice (role models, objective training, real experience). Conclusion: The present study results showed that this method of education in practice could provide the basis for examining the challenges of medical ethics and resolving ethical contradictions in the clinical environment in students' minds. Therefore, using this method in teaching medical ethics is felt and recommended. [ABSTRACT FROM AUTHOR]