Iranian Journal of Medical Ethics and History of Medicine

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According to the professional definition of ethics, ethics is a sustainable and steady way of communication based on rights of both sides and also professional ethics is to know and act to your ethical responsibilities that every real or legal person has to others. Therefore, one of the measures of  the ethicality of a university is students rights and we can count those rights to find the ethical responsibilities.
From the very beginning of entering to the university and even when the student is admitted, he/she has rights which some of them are related to the educational system. (Of course the other parts are related to the environment, including family, friends, professors, different branches of university and totally other elements of society which are not the concern of this article). Students rights can be divided into two types: the first type is those rights which have been changed into rules and are in the form of regulations and instructions and need to be followed. The other type is those rights which are not official yet and they are just some ethical principles. These rights are called ethical responsibilities and in this article we deal with these responsibilities towards students. Therefore, it is necessary to know the students rightsin the educational system and they can be the basis of many ethical judgments for the university.
Students rights are not just related to the educational system and they surround other parts of university and society as well, but the students rights in the educational system have a straight relation to his/her learning and scientific development, so those are considered as the the most important rights of students and acting to them is also very crucial.
By counting the students rights in the educational system, the university would be aware of its duties practically and it will be the first step of implementation of ethics in the university. Total duties of university and educational system towards student's rights are as following:

• 1- To recognize the students right.
• 2- To comply and show sensitivity to the students rights.
• 3- To comply the characters
• 4- Make restitution for lack of compliance.
  

If we look at the students rights from the university's point of view, then we should consider the duties of university all based on professional principles which are like Copernican Revolution. According to this: "others have rights and we have duties." i.e. for determining the educational duties of universities towards the students, we should first consider the students rights and then the duties of the university.

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In this paper, different definitions of moral conflict and moral dilemma at two levels of recognition and observing moral duties are taken into consideration and some instances of usage of conflict in physiology (conflict of stimulant and goals) and sociology(conflict of roles and norms)are mentioned. Also concepts and constraints used in the moral dilemma, especially the concept of "ought to" and the concept of "Inescapable of wrongdoing" are surveyed in a logical analysis. If in definition of moral dilemma, the concept of “ought to” and “duties” being transformable to “commensurable reasons” and their justificatory values, many of apparent moral dilemmas will be solvable and only if the values contained in the duties, being incommensurable and non-infringement, moral wrongdoing will be inevitable. In this research, it will become clear that why and how proponents of the possibility of moral dilemmas under pressure of logical argument against the possibility of moral dilemmas and criticisms of opponents, in order to provide the necessary features for a genuine dilemma have suggested variety and supplementary definitions of moral dilemmas such as: natural, disjunctive, two shape and prohibition definitions. Natural definition of moral dilemma represents a situation in which the agent sees himself as both a moral duty, while he can't do it well. In disjunctive definition agent is required to perform either task. In two shape definition (consisting of the "ought to" and "ought not to"), on the one hand the agent ought to do and on the other hand ought not to do the same. In prohibition definition, the agent should not perform any of the two while he has no choice but to do one.

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Medical ethics is an interdisciplinary knowledge which increasingly developed during the last 30 years, and nowadays it becomes a part of medical student’s curriculum. Although, the quality of medical education has improved in Iran, but medical ethics teaching has not accomplished effective alteration yet. For deeper and more actual recognition of the challenges of medical ethics curriculum, we interviewed medical ethics instructors in a qualitative study. The data was collected by semi-structured interview with fourteen medical ethics instructors of Tehran University of Medical Sciences in 1389 and analyzed by Mairing content analyzing approach. Results of this study shows weaknesses and challenges in medical ethics curriculum which presented under five themes: comprehensiveness of goals, composing organization, proportion of content, active teaching method, and comprehensive system of evaluation. According to this the existing weaknesses and challenges of medical ethics curriculum can be considered as important obstacles in moral development of students. Considering those challenges, can develop medical ethics curriculum and introduce new models for medical ethics teaching.

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Abstract Ethical and moral values lie at the root of employee behavior and activities. Hence, observance of professional ethics and the related benefits are among the most fundamental research topics in organizational areas. This descriptive-correlational research was performed according to the practical study objectives and through adopting a data collection approach. With the aim of exploring the mediating effect of organizational identification on the relationship between professional ethics, organizational citizenship behavior and job deviation behavior, a sample of 225 employees and hospital specialists were chosen from the cities of Maku, Showt and Poldasht using random stratified sampling. Data were gathered through standard questionnaires of Van Dick’s organizational identification, professional ethics, citizenship behavior and deviation behavior. In order to evaluate the relationship among variables measured in a conceptual model, Structural Equation Modeling was used. The results showed that there is a positive and significant relationship between organizational identification and professional ethics (r = 0.177) and organizational citizenship behavior (OCB) (r = 0.179). Findings also showed that the relationship between professional ethics and citizenship behavior and deviation behavior is mediated through organizational identification. In the above-mentioned model, all regression weights were statistically significant, except for the relationship between professional ethics and deviation behavior. The results of this study indicated that professional ethics strengthened organizational identification on the one hand, and organizational identification strengthened citizenship behavior and reduced the deviation behavior of the employees and hospital specialists on the other hand.

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Medical professionalism has recently received attention in Iran, so we aimed to assess it in a single specialty educational hospital.In the present study, we evaluated observation of medical ethics principles from the viewpoints of physicians, nurses and patients. Eight principles of medical ethics were evaluated in these three groups through modified questionnaires containing 43 questions for physicians, 42 questions for nurses, and 25 questions for patients. The mean scores of those principles are as: enhancing professional efficiency (68.7 ± 23), confidentiality (67.9 ± 21), maintaining an appropriate relationship with the patients (61.7 ± 21), improving access to services (59.6 ± 21), distributing limited resources fairly (60.2 ± 25), knowledge production (61.4 ± 23), promotion of trust through management of conflicts of interests (64.8 ± 23), and perform professional responsibilities (59.6 ± 23). There were significant differences in the two parameters of “enhancing professional efficiency” and “confidentiality” between the viewpoints of the patients and the viewpoints of physicians and nurses (P < 0.0001). The difference in “maintaining an appropriate relationship with the patients”, “improving access to services”, and “distributing limited resources fairly” was significant between the viewpoints of the nurses and that of the patients and physicians. The viewpoints of the nurses and patients were significantly different only in “knowledge production”, “promotion of trust through management of conflicts of interest”, and “perform professional responsibilities” (P < 0.0001). With respect to these significant differences, the nurses’ viewpoint regarding “enhancing professional efficiency” may be more dependable due to their more accurate knowledge of the physicians’ performance and more extensive contact with them. This has also resulted in significant differences between nurses and patients or physicians in other principles as well.

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