Evaluation of Faculty Members' Professional Teaching Ethics from the Perspective of Basic Medical Science Students: A...

To assess faculty members' adherence to professional teaching ethics from the perspective of basic medical science students at Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran, and to explore the influence of demographic variables on these perceptions.

This cross-sectional study, conducted in 2025, included 300 basic medical science students selected through stratified random sampling. Data were collected using the validated Persian version of the Sobhani-Nejad Professional Teaching Ethics Questionnaire (2016), comprising 42 items across six domains scored on a 5-point Likert scale (1 = very low to 5 = very high; total possible score range: 42-210).

The overall mean ethics score was 159.11 (SD = 52.86; 95% CI: 153.14-165.08), indicating moderately high perceived ethical conduct. The highest domain score was for "personality traits" (M = 62.85, SD = 20.81), and the lowest for "teaching methodology" (M = 16.20, SD = 5.50). Gender, marital status, and academic year were significant predictors of overall scores. Although statistically significant, most effect sizes were small to moderate.

Although faculty teaching ethics are generally satisfactory, domain-specific weaknesses and demographic variations highlight the need for targeted faculty development programs focused on pedagogical skills and inclusive practices.