Strides in Development of Medical Education

Document Type : Letter to editor


1 Assistant Professor, Department of Medical Ethics and History of Medicine, Faculty of Iranian Medicine, Kerman University of Medical Sciences, Kerman, Iran

2 MSc. Psychology, Afzalipour Faculty of Medicine, Kerman University of Medical Sciences, Kerman, Iran.


The primary purpose of medical ethics education is to prepare qualified physicians, who can improve the community’s health while respecting the patients’ rights and values (1). To improve the professionalism of medical students and physicians, basic components of professionalism (e.g., communication skills and ethics) and professional characteristics (e.g., accountability, altruism, professional excellence, and moral behavior) should be taken into consideration (3). In other words, ethics education attempts to communicate the governing virtues and values related to physicians’ interactions with patients, colleagues, and community (2). First and foremost, administrators and authorities of educational institutions should openly advocate for professional training and professional commitment; this ensures the success of related programs. Second, the etymological features of professionalism (historical roots, definitions, values, attributes, behaviors, and responsibilities) should be explicitly explained. Third, the learning environment should be in coordination with the objectives of the institution and professional regulations. Also, institutions should act based on their professional and organizational values, such as accountability, impartiality, honesty, integrity, and service, as their behaviors can influence the individual behaviors of learners and physicians.


1. Fasihi Harandy T, Soltani Arabshahi K. A survey of input and process
of clinical education in Iran university of medical science]. Payesh. 2003;
2(2): 131-6. [In Persian]
2. Miles SH, Lane LW, Bickel J, Walker RM, Cassel CK. Medical
ethics education: coming of age. Acad Med. 1989; 64(12):705-14.
doi:10.1097/00001888-198912000-00004 PMID:2686674
3. Muller PS. Teaching and assessing professionalism in medical learners
and practicing physicians. Rambam Maimonides Med J. 2015; 6(2):e0011.
doi:10.5041/RMMJ.10195 PMID:25973263 PMCID:PMC4422450
4. Cruess RL, Cruess SR. Teaching professionalism: general principles.
Med Teach. 2006; 28(3):205-8. doi:10.1080/01421590600643653
5. Cruss SR, Cruess RL. Teaching Professionalism-Why, What, and How.
Facts Views Vis Obgyn. 2012; 4(4):259-65.
6. Goldie J. Review of ethics curricula in undergraduate medical
education. Med Educ. 2000; 34(2):108-19.
doi: 10.1046/j.1365-2923.2000.00607.x PMID:10652063
7. Fox E, Arnold RM, Brody B. Medical ethics education: Past, Present,
and Future. Acad Med. 1995; 70(9):761-9. doi:10.1097/00001888-
199509000-00013 PMID:7669152
8. Beigy M, Pishgahi G, Moghadas F, Maghbooli N, Shirbache K, Asghari
F, et al. Students’ medical ethics rounds: a combinatorial program for
medical ethics education. J Med Ethics Hist Med. 2016; 9: 3.
9.Courneya CA. Illustrating the art of teaching medicine. Cogent Arts
& Humanities. 2017; 4(1): 1335960. doi:10.1080/23311983.2017.1335960
10. Scott PA. The relationship between the arts and medicine. Med
Humanit. 2000; 26(1):3-8. doi.:10.1136/mh.26.1.3 PMID:23669582