Investigation of moral intelligence’s predictive components in students of Shahid Beheshti University of Medical Sciences (SBMU)

  • Maryam Mohammadi ORCID Mail Assistant Professor, Health Education and Health Promotion, Department of Public Health, School of Public Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
  • Shabnam Mohammadi ORCID Assistant Professor, Neurogenic Inflammation Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.
  • Ali Mehri ORCID Assistant Professor, Department of Health Education, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran.
  • Fatemeh Bagheri Mazraeh ORCID Researcher, Student of Public Health, School of Public Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Keywords:
Moral Intelligence; Students; Medical Sciences; Lennick and Kiel’s Model.

Abstract

This study aimed to investigate dominant predictor components of moral intelligence (MI) based on the Lennick and Kiel's model in students of Shahid Beheshti University of Medical Sciences (SBMU).
In this descriptive-analytical study, 322 students of SBMU were chosen through cluster sampling. To collect data, a 40-item questionnaire, whose validity and reliability was confirmed in previous studies, based on the Lennick and Kiel's model was used. The collected data were analyzed by SPSS  21 software using appropriate descriptive and analytical statistics. Of 322 participants, 180 and 142 were female and male, respectively. The mean age of the participants was 22.30±2.69 years. The study’s regression analysis revealed that the most and the least direct effects were related to the forgiveness (R2=0.320) and compassion (R2=0.284) components, respectively. Among the inspected components, the responsibility component with an overall effect of R2=0.655 was shown to be the strongest predictor component of MI. Universities play a significant role in students’ moral development and enhancement. The present study’s findings suggest that developing strategic plans and interventions can enhance MI level (e.g., incentive systems for individuals maintaining high moral responsibility).  Since today’s students will be tomorrow’s medical and healthcare professionals, upgrading of MI level in students studying in various divisions of medical sciences enhances their moral responsibility through setting out strong ethics principles to follow and the quality of care that they will provide to patients, thereby improving health.

References

Mohammadi S, Nakhaei N, Borhani F, Roshanzadeh M. Moral intelligence in nursing: a cross-sectional study in East of Iran. Iranian Journal of Medical Ethics and History of Medicine. 2013; 6(5): 57-66.

Eskandari N, Golaghaie F, Aghabarary M, et al. Explaining the relationship between moral intelligence and professional self-concept with the competency of nursing students in providing spiritual care to promote nursing education. J Educ Health Promot. 2019; 8: 230.

Flite CA, Harman LB. Code of ethics: principles for ethical leadership. Perspect Health Inf Manag. 2013; 10: 2-10.

Turner N, Barling J, Epitropaki O, Butcher V, Milner C. Transformational leadership and moral reasoning. J Appl Psychol. 2002; 87(2): 304-11.

Lennick D, Kiel F. Moral Intelligence: Enhancing Business Performance and Leadership Success. USA: Wharton School Publishing; 2005.

Bahrami MA, Asami M, Fatehpanah A, Dehghani Tafti A, Ahmadi Tehrani G. Moral intelligence status of the faculty members and staff of the Shahid Sadoughi University of Medical Sciences of Yazd. Iran Journal of Medical Ethics and History of Medicine. 2012; 5(6): 81-95.

Fotouhi Qazvini F, Khazaei Z. University ethical evaluation virtual. Ethics in Science and Technology. 2008; 3(1-2): 31-42.

Martin DE, Austin B. Validation of the moral competency inventory measurement instrument: content, construct, convergent and discriminant approaches. Management Research Review. 2010; 33(5): 437-51.

Arasteh H, Azizi Shamami M, Jafari-Rad A, Mohammadi Jozani Z. A study of ethical intelligence of students. Strategy for Culture. 2010; 3(10-11): 201-214.

Rucinski DA, Bauch PA. Reflective, ethical, and moral constructs in educational leadership preparation: effects on graduates practices. Journal Educational Administration. 2006; 44 (5): 487-508.

Wimalasiri JS. Moral reasoning capacity of management students and practitioners: an empirical study in Australia. Journal of Managerial Psychology. 2001;16 (8): 614-34.

Raisi M, Ahmari Tehran H, Bakouei S, Jafarbegloo E, Momenuan S, Abedini Z. Evaluation of moral intelligence in nursing and midwifery students of Qom University of Medical Sciences. J Educ Ethics Nurs. 2016; 5(3) :9-16.

Jahanian R, Saiearasi R, Tayyeba M. Examining moral intelligence and its aspects and variables in university students (case of study: Khwarizmi university students). Journal of Behavioral Sciences. 2013; 5(15): 55-72.

Bayattork R, Alikhah A, Alitaneh F, Mostafavian Z, Farajpour A. Moral intelligence and its relative demographic factors in medical and nursing students studying at Islamic Azad University of Mashhad. Iranian Journal of Medical Ethics and History of Medicine. 2018; 11(1): 353-64.

Bakhtiari N, Soleimani E. The comparison of moral intelligence and its components in academic cheating and non-academic cheating students at Urmia University. Culture in The Islamic University. 2017; 7(2(23)): 205-26.

Zerrati SH, Reje N, Ahmadivash TM, Davati A. A study of ethical intelligence of medical students. Medical Ethics. 2014; 8(27): 71-91.

Ghaffari M, Hajlo N, Bayami S. The Relationship between social and moral intelligence with academic performance of medical students in Maragheh and Bonab, Iran in 2015. Journal of Nursing Education. 2015; 4(3) :48-55

Published
2020-09-20
How to Cite
1.
Mohammadi M, Mohammadi S, Mehri A, Bagheri Mazraeh F. Investigation of moral intelligence’s predictive components in students of Shahid Beheshti University of Medical Sciences (SBMU). J Med Ethics Hist Med. 13.
Section
Original Article(s)