Medical ethics is a practical key element in the medical curriculum. Movies can be used as an effective and innovative way to involve students in discussions and reflections on ethical issues. This study aimed to evaluate the appropriateness of medical movies as a tool in medical ethics education. During the last teaching session of the medical ethics courses, the movie “Extreme Measures” was shown to the medical students. The present study is a descriptive-analytical study of 302 students’ manuscripts. The quantitative (...) content analysis of the students’ manuscripts was carried out using a checklist that contained 11 titles and 75 subtitles. Each student’s checklist was compared to the student’s final exam score. The most recognized issue was justice, and the least recognized one was confidentiality and privacy. Nonmaleficence, respecting autonomy and informed consent, honor and integrity, end of life, duty and responsibility, conflict of interest, beneficence, relationship with colleagues and altruism were located in-between. There was a relationship between students’ final exam scores and their manuscripts’ scores. According to our findings, relevant movies with standard categorization can be used as a useful method for medical ethics education and assessment. (shrink)

In some cases, Avicenna used the semantical premises in order to deduce some conclusions in his Physics. For instance, he analyzes five derivatives of the word “tabiat” and then in the light of these analyses, he concludes that the natural properties of an object are caused by its essence and are based on it. Here, the major problem is how to justify Avicenna's passage from semantical premises to physical consequents. This paper shows that through analyzing the relation between nature and (...) its derivatives, on one hand, and explicating Avicenna’s definition of the “nature” on the other hand, we can defend the rationality of such a passage. (shrink)