The Conditional and Moderated Effects of Ideological and Political Education on Professional Values in Medical...

This systematic review aims to synthesize empirical evidence on the impact of ideological and political education (IPE) on the formation of professional values in medical students, assessing the efficacy of different curricular models and pedagogical approaches. Conducted in accordance with PRISMA 2020 guidelines, the review analyzed 14 eligible studies identified through a systematic search of four major databases (PubMed, Web of Science, EMBASE, Scopus). A narrative synthesis was performed to integrate findings from diverse geographical and methodological contexts. IPE interventions reliably improve students' cognitive knowledge of ethical principles. However, their effect on affective (attitudinal) and behavioral domains is more variable and contingent. Effectiveness is strongly moderated by pedagogical design, with active, experiential, and reflective methods showing greater promise than didactic instruction. The influence of formal IPE is heavily mediated by its alignment with the informal "hidden curriculum" of the clinical environment and by broader socio-cultural contexts, which define the prioritized values. Medical educators should move beyond standalone ethics lectures towards integrated, longitudinal, and experiential curricula. Success requires aligning the formal and hidden curriculum through faculty development and fostering a supportive institutional culture. While IPE is a valuable tool for values formation, its impact is not guaranteed. Its success depends on strategic instructional design, cultural relevance, and systemic reinforcement throughout the medical education continuum.