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Showing 3 results for Morality

Mostafa Hamedani,
Volume 8, Issue 5 (2-2016)
Abstract

Introduction and Problem Statement:  Attitude Prophet Muhammad (Peace be upon him and his family) treatment, has several dimensions as follows: ontological, ethical, Juridical and medical. This article studies the mystical and moral attitude of the Prophet Muhammad's treatment of prophetic mysticism a nd moral to explain the nature of treatment.

Methods: this study, used the Quran and prophetic traditions as well as Shia and Sunni interpretations used and documentary - library.

Results: The results show that the Prophet (PBUH and prophet) said treatment is only with God's command. The Prophet of Islam only God knew therapist. Prophet knew doctors who serve with tolerance to the patient. Of course, the prophet  did not know doctors dismiss the treatment but he, presented the doctor through the grace of God. He has said his companions to follow the recommended treatment processes According to this attitude. He believed that God has landed the drug. Also, according to the moral teachings of the Prophet (PBUH and prophet) central task of the treating physician is as follows: the need for specialized doctors, trying to detect treatment, avoid seeking treatment from unlawful activities.

Applications: mystical prophetic teaching about the treatment that "God is revealed for each analgesic drug" is a very important idea that can be used as a methodology proposition, medicine paradigm of the crisis related to the rescue Which can be used as a methodology proposition, fever that save crises related paradigm.

As well as other mystical vision of his heart, can be explain the moral principles of treatment in the healing process with integrated color. Ethical principles in relation to medicine and treatment can also introduce the responsibility of the medical profession as divine responsibility and thus enhance the physician's professional responsibility.


Samireh Abedini, Elham Imani,
Volume 16, Issue 1 (3-2023)
Abstract

Face many ethical challenges during this course. Since ethics is an important factor in providing health services to clients, this study was designed to explain the ethical challenges in training in viewpoint of medical students. This qualitative study was conducted with content analysis approach. Purposeful sampling was performed and data were collected using in-depth, face-to-face and semi-structured individualized interviews. Data analysis was done simultaneously with qualitative content analysis using inductive approach according to Elo and Kingaz (2008). In this study, information was gathered after interviewing 40 students of Hormozgan University of Medical Sciences. The mean age of participants was 22/67±1/22 years. After analyzing the text of the interviews, two themes and seven categories were finally obtained. Themes were named under the headings: ethical challenges in clinical field and ethical challenges in clinical training supervisors. According to the results of interviews with different students, it is imperative that the faculty members pay special attention to the ethical challenges in hospitals and clinics and consider the necessary steps to familiarize students with ethical issues, how to deal with these issues and how to make decisions in ethical situations.

Mozaffar Ghaffari, Ahmad Esmali, Vahid Abdolmanafi, Mahtab Aligolipour,
Volume 16, Issue 1 (3-2023)
Abstract

The prevalence of academic cheating in educational centers and institutions leads to inefficiency and incapacity of graduates. Accordingly, the current study aimed to design a structural model for academic cheating in medical students based on moral metacognition, moral identity, and moral potency. This correlational study was done using structural equation modeling. The statistical population of the study included the students of Tabriz University of Medical Sciences in 2022, and 350 students were selected for the study using simple random sampling method. Data were collected through the Academic Cheating Scale (ACS) (Parks-Leduc, Guay and Mulligan, 2022), Moral Metacognition Scale (McMahon and Good, 2016), Moral Identity Questionnaire (MIQ) (Black & Reynolds, 2016), and Moral Potency Questionnaire (Hannah and Avolio, 2010). Data were analyzed using Bootstrap, Sobel, and Pearson’s correlation coefficient tests via SPSS and AMOS, version 24. The results indicated that the direct effect of moral potency (-0.34), moral identity (-0.25), and moral metacognition (-0.29) was significant on estimating academic cheating in students. The indirect effect of moral identity (-1.97) and moral metacognition (-2.06) with the mediating role of moral potency on students’ academic cheating was significant. Considering the mediating effect of moral potency in the academic cheating model, it seems that moral potency plays a role in increasing the effects of moral metacognition and moral identity on reducing academic cheating.


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