جستجوی مقالات مرتبط با کلیدواژه "هوش اخلاقی" در نشریات گروه "پزشکی"

Moral intelligence in nurses is of particular importance due to the human and moral nature of their job and profession. Moral intelligence can provide a rule for the correct functioning of humans and is considered a predictive factor of behavior. The moral intelligence of nurses refers to their ability to distinguish right from wrong and adhere to ethical principles. Nurses with higher moral intelligence show more commitment to patient safety and adherence to professional protocols and have a more positive attitude toward patient safety. The purpose of this study was to investigate the relationship between moral intelligence and attitude towards patient safety in nurses working at Shahid Sadoughi Teaching Hospital in Yazd in 2023.

The present study was a descriptive-analytical one conducted cross-sectionally in 2023. The statistical population included 237 nurses working in Shahid Sadoughi Teaching Hospital, Yazd, who were selected by stratified random sampling. Two standard questionnaires with a 5-point Likert scale were used to collect data. Data were analyzed by SPSS24 using descriptive statistics, one-way analysis of variance and Pearson's correlation coefficient.

The average moral intelligence of the studied nurses was 135.22 ± 22.30, and the average attitude of the nurses towards patient safety was 72.65 ± 17.32, indicating high moral intelligence and an average attitude towards patients safety in nurses in Shahid Sadoughi University. The results of Pearson's correlation coefficient showed that there is a positive and significant correlation between moral intelligence and nurses' attitude towards patient safety (r = 0.19, p = 0.003).

Moral intelligence plays a role in predicting nurses' attitude towards patient safety; therefore, it seems that by strengthening the moral intelligence of nurses, their attitude towards patient safety can be influenced. To strengthen the moral intelligence of nurses and improve their attitude towards patient safety, professional ethics training, development of critical thinking skills and creation of ethical organizational culture can be used. Also, holding workshops to discuss ethical issues and support from ethical management can strengthen nurses in making ethical decisions and more responsible behavior in the field of patient safety.

 Nurses with intelligence and moral reasoning can perform well and be effective in their relationships with colleagues, patients, and companions. The clinical competence of nurses is the primary concern of healthcare systems. The present study aimed to assess the relationship between moral intelligence, moral reasoning, and clinical competence of nurses.

This descriptive-analytical correlational study was conducted on 110 nurses who were selected via convenience sampling in the teaching hospitals of Ilam in 2022. Data collection tools were demographic characteristics form, Link and Keel's moral ‎intelligence, the Nursing Clinical Competence Questionnaire by Liu et al., and the Nursing Dilemma Test by Chrisham. ‎Data were analyzed in SPSS software (version 16) using the Pearson correlation coefficient. The level of statistical significance was 0.05.

The majority of subjects were women (54.5%) with a bachelor's degree in nursing (87.3%), official employment (61.8%), with a work experience of 1-5 years (50%), and mean age of 30.98±5.83 years. The mean scores of moral intelligence, moral reasoning, and clinical competence were reported as 157.59±26.60, 36.51±16.17, and 136.65±46.08, respectively. There was a direct and significant correlation between moral intelligence and clinical competence (r=0.517; P=0.001), moral intelligence and moral reasoning (r=0.444; P=0.001), as well as moral reasoning and clinical competence (r=0.802; P=0.001).

Considering the direct and significant relationship between the variables, it is recommended that nurses' awareness of moral intelligence, moral reasoning, and clinical competency be raised through clinical training courses.

Delinquency is a serious challenge for teenagers and has significant negative social effects. The main goal of this research was to find out the structural equation modeling of extraversion and delinquent behavior disorder: the mediating role of moral intelligence among the juveniles of Kerman Correctional Center.

This was a descriptive correlational research of structural equation model type. The statistical population of this research was made up of 80 juveniles of Kerman Correctional Center, who were selected and studied by simple random sampling using Morgan's table. To collect information, Hans Eysenck's (1963) Personality Type Questionnaire, Goodman's Conduct Disorder Questionnaire (1997), Aiti Juvenile Delinquency Questionnaire (2013) and Link and Keel's Moral Intelligence Questionnaire (2005) were used. Descriptive and inferential statistics (structural equation modeling) were used for data analysis through SPSS-28 and Smart PLS-3 software.

The results of this research showed that there is a direct and positive relationship between extraversion and juvenile delinquency. There is a significant direct and positive relationship between conduct disorder and juvenile delinquency. There is a direct and positive relationship between extroversion and moral intelligence of teenagers. There is a significant direct and negative relationship between conduct disorder and moral intelligence of adolescents. There is a direct negative relationship between moral intelligence and delinquency. There was no relationship between extraversion and juvenile delinquency as a mediator of moral intelligence. There was no relationship between conduct disorder and juvenile delinquency with the mediating role of moral intelligence.

According to the results, it can be acknowledged that moral intelligence is an effective component of delinquency affected by extroversion and behavior disorder in teenagers. Therefore, education and training programs should be implemented to strengthen moral intelligence in schools and families, because these programs can strengthen moral skills and moral decision-making power in teenagers and help reduce behavioral disorders and, as a result, delinquency.

One of the important goals of education is to create an environment for the holistic development of an individual. Therefore, the current research was conducted to predict students' academic performance based on academic motivation, academic emotions, and moral intelligence.

The present research was a descriptive-correlational study. The statistical population included all high school students in Tehran in the second semester of the academic year 2022-2023, and 2065 participants were selected as the sample group by multi-stage random sampling method, and finally data analysis was conducted on 1010 participants. Students responded to the Questionnaires on Moral Intelligence (Lennick and Kiel, 2005), Academic Motivation (Vallerand, 1992), Academic Emotions (Pekrun et al., 2005), and Academic Performance (Pham and Taylor, 1999). To analyze the research data, Pearson's correlation test and stepwise regression were used.

The results showed that the variables of academic motivation, academic emotions, and moral intelligence have a significant correlation with academic performance in students (p<0.01). The results of regression analysis also showed that moral intelligence, academic emotions, and academic motivation explained 18%, 33%, and 39% of the variance of students' academic performance, respectively. These variables were able to simultaneously explain 39% of the variance of students' academic performance.

Therefore, to improve the academic performance of students, it is possible to develop programs to improve moral intelligence and, accordingly, academic motivation and academic emotions. The implications of the obtained results were discussed in the article.

Considering the importance of learning ethical intelligence in nursing students as the future builders of this field and the valuable role that teaching ethical principles in the narrative way, as well as considering the practicality of virtual education in all disciplines, especially medical sciences, the study aimed at determining the effectiveness of virtual teaching of ethical principles in the narrative way on the moral intelligence of nursing students. the present study was of a semi-experimental type, with 40 nursing students entering the study in the available method. Before the intervention, immediately, after and two months after the intervention, participants completed the Lennick and Kiel's moral intelligence scale. Virtual training was held in 16 training sessions. The data was analyzed with the SPSS version 18 software. The Findings showed the present study involved 40 nursing students with an age range of 18-23 years. Comparison of the average overall score of moral intelligence before intervention (155/45±17/81) immediately after intervention (161/50±17/89) and two months after intervention (162/97±15/41) indicates an increase in this score during the study, which was statistically significant(P=0/02).the present study showed that the average overall score of moral intelligence in students increased immediately after and two months after the intervention, and differed from before the intervention, which is statistically significant. Studies show that optimal moral intelligence can portray a good perspective on people's success and progress. Therefore, it is necessary for university administrators to pay special attention to ethical education with new methods, along with clinical education.

The challenges in students' life can provide sources of stress and excessive anxiety for them, which often leads to academic burnout, health problems, poor performance, dropping out of school, and even suicide. Considering the effects of anxiety and burnout in different aspects of life, it is important to investigate and reduce these factors. Moral intelligence is one of the factors that can help in proper adaptation and sustainability of students' social life in the long term. Therefore, this study was endeavored to investigate the relationship between moral intelligence and academic burnout and state/trait anxiety.

This descriptive-correlational study was conducted with the 670 students of different fields of medical sciences in Bushehr who were included using the complete enumeration method. Data were collected using four questionnaires of demographic characteristics, modified Maslach academic burnout, Spiel Berger State/Trate anxiety, and Kiel & Lennick moral intelligence.

The findings indicated that moral intelligence has an inverse and significant relationship with the level of academic burnout and the level of overt/hidden anxiety (P<0.001). Besides, a direct and significant relationship was observed between academic burnout and the level of state/trait anxiety (P<0.001).

Based on the findings moral intelligence can act as a protective factor against academic burnout and state/trait anxiety during academic life. Therefore, the attention of higher education authorities to develop the moral intelligence of students can help improve their mental health and academic performance.

Nursing is one of the key jobs in healthcare. Quality of care is an important part of nursing and has been accepted by most nurses and researchers. The quality of nursing care is affected by different components of emotional and moral intelligence. In addition, emotional and moral intelligence affect better decision-making and problem-solving abilities, improving nurses' performance. This study was conducted to determine the predictive power of emotional and moral intelligence on the quality of nursing care.

The present study was cross-sectional-correlational descriptive research. Three hundred ninety-five eligible nurses who met the study inclusion criteria were selected by quota sampling. Data were collected using demographic characteristics, emotional intelligence, moral intelligence, and the quality of nurses' care questionnaires. Frequency and percent were used to analyze the descriptive results. Pearson's correlation coefficient and linear regression were used to examine the relationship between variables and predictions, and t-tests and variance analysis were also used in the analytical tests.

The results showed a relationship between emotional and moral intelligence with the quality of nursing care (P<0.001). Also, moral intelligence and emotional intelligence can predict the quality of nursing care.

Considering the positive relationship between emotional and moral intelligence with the quality of care and the fact that emotional intelligence can be learned and acquired, it is recommended that nurses attend classes and training courses to improve their emotional intelligence. Promoting and improving emotional and moral intelligence helps to maintain nurses' mental health and improve the quality of nursing care.

Improving the quality of working life of organizations' employees affects the quality of the services they provide, their productivity, and their mental health. Studies have shown that the low quality of working life increases the number of employee complaints, the rate of absenteeism, and the application of disciplinary regulations, but decreases the employees' positive attitude and discourages their participation in the suggested system programs. Meeting the needs of employees, on the other hand, leads to the improvement and long-term efficiency of the organization. Moral intelligence refers to the capacity and ability of an individual to understand right from wrong, have strong moral beliefs and act based on them, and behave appropriately. The present study aimed to investigate the relationship between moral intelligence and quality of working life of the officials working in different units of the teaching hospitals in Yazd city, Iran.

In this descriptive study, a census sampling method was adopted to investigate all officials (i.e., 75 individuals) working in different units of teaching hospitals affiliated with Shahid Sadougi University of Medical Sciences in Yazd, Iran in 2023. Two standard questionnaires including moral intelligence of Kiel and Lenik and the quality of life of Casio were used to collect the required data. It should be noted that the demographic information including age, sex, education, and work experience was provided at the beginning of the questionnaires and before its main items. The questionnaires were distributed and collected by the researcher visiting the hospital and providing additional explanations. Data analysis was performed by using SPSS version 22 software, descriptive statistics (i.e., prevalence, mean, standard deviation), as well as t-test, ANOVA, Mann-Whitney U, and Kruskal-Wallis tests.

Majority of the participants were females (62.7%), aged 31-40 years (49.3%), had a work experience of 10-20 years (56%), and had bachelor's degrees (54.7%). The total score of the quality of working life of the participants was (107.82±18.63), and the total score of the moral intelligence was (163.76±16.11). Therefore, the scores of both variables were above the average level. Generally, there was no significant relationship between the two variables of quality of working life and moral intelligence (P=0.051), but a significant relationship was observed between the participation and communication dimensions of the overall score of moral intelligence (P<0.05).

It was recommended that the policy makers and macro decision makers in the field of health and treatment should pay more attention to the improvement of communication between employees and officials as well as to the encouragement of participation in decision-making and goal-setting processes, which, in turen, may have contributed to strengthening moral intelligence and improving the quality of their life in the organization.

ensuring the social well-being of society members, especially students, who are considered the young and active stratum of every society, is necessary and important; the present study was conducted to determine the role of moral intelligence in predicting the social well-being of nursing students with the mediation of psychological hardiness.

The present study was a descriptive-correlation type of path analysis. The research population included all the female and male students of the Faculty of Nursing and Midwifery in Qain City in the academic year 2019-2020, 180 of whom were selected by available sampling. To collect information, the questionnaires on the moral intelligence of Lenik and Keel (2007) and, the psychological hardiness of Kiamerei et al. The research model was analyzed using SPSS version 18 and Amos software.

Based on the results, moral intelligence has a direct effect on psychological hardiness, and psychological toughness has a direct effect on social well-being. Also, the indirect effect of moral intelligence on social well-being was confirmed through the mediation of psychological hardiness (p<0.01).

The research results emphasize the importance of moral intelligence and psychological hardiness in improving the social well-being of nursing students.

Investigating factors affecting academic ethics is of interest to researchers in this field. This study was conducted with the aim of investigating the relationship between moral intelligence and academic ethics with the mediating role of spiritual intelligence.

Methods and Materials: 

The research was descriptive and correlational. The statistical population, was all the students of Farhangian University of South-Khorasan in the Academic year of 2022-2023, in the number of 2612 people, with the random sampling method and based on the table of Krejcie & Morgan, 336 people, King’s spiritual intelligence questionnaires (2008), ethical intelligence of Lennick & Kiel (2005) and academic ethics of GolParvar (2014). Pearson’s correlation coefficient test and structural equation approach and SPSS-26 and SmartPLS-3 software were used for data analysis.

Investigations show that all coefficients of the direct path related to the relationship between moral intelligence and spiritual intelligence and academic ethics of students are positive and significant (p<0.01). The results showed that the relationship model between spiritual intelligence and academic ethics is positive and significant (p<0.05). The results show that the path coefficient of the indirect relationship between moral intelligence and academic ethics, through the mediating variable of spiritual intelligence, is significant at the alpha level of 0.01 (p<0.05). Overall, obtaining the 0.688 value for GOF shows the overall fit of the research model.

The research results, while pointing to the key role of spiritual and moral intelligence in students’ academic ethics, point out the necessity of the aforementioned variables to the administrators of the higher education system.

Budgetary slack has been defined as managers’ request for a budget beyond the actual requirements, which can be influenced by the accountability pressure, information asymmetry, and moral intelligence. The aim of this study was to investigate the correlation between healthcare managers' accountability pressure and budgetary slack with focusing on the role of moral intelligence and information asymmetry in public hospitals in Kerman.

In the current descriptive study, the statistical population consisted of all the managers who participated in the budgeting process in any way in the public hospitals of Kerman City in 2022. One-hundred questionnaires were collected by distributing questionnaires among the statistical population. In order to test the research model, structural equations modeling was used.

The research findings indicated that there was a negative and significant relationship between the accountability pressure and budgetary slack (β=-0.169, p<0.001). Moreover, there was a positive and significant relationship between information asymmetry and budgetary slack (β=0.809, p<0.001). In addition, it should be noted that the information asymmetry and moral intelligence variables did not have a moderating role in the relationship between accountability pressure and budgetary slack.

Considering the participative role of managers and the sufficient opportunity to create budgetary slack, upper managers should prevent the creation of budgetary slack by monitoring as closely as possible, reviewing and applying more controls, and increasing the accountability pressure, while improving the performance of lower-level managers.

 Clinical education plays an important role in achieving clinical competence of nursing students. One of the parameters of the clinical environment that seems to help in achieving the goals of internships is moral intelligence. The current research aims to determine the relationship between moral intelligence and clinical competence in nursing students in Khuzestan province 2019.

 This practical study was conducted in 2019 with the participation of nursing students in Khuzestan province. The method of data collection and analysis is descriptive and correlational. The sample size was estimated to be 321 people based on Morgan's table, which by removing distorted information. The number of 299 people was calculated. The sampling method is random-stratified and the data collection tool is the moral intelligence standard questionnaire and the nursing clinical competence questionnaire in the clinical period. Data were analyzed using Pearson's correlation coefficient.

 The findings showed that students have an average status in terms of honesty, responsibility, forgiveness and compassion. Also, there is a positive and significant relationship between moral intelligence and clinical competence (P<0.001, r=0.602). All dimensions of moral intelligence had a positive and significant relationship with clinical competence (P<0.001).

 Due to the fact that moral intelligence is acquired and related to clinical competence, trainings that lead to the growth of students' moral intelligence can increase clinical competence and ultimately raise the academic level of the university.
Keywords: moral intelligence, clinical competency, nursing, student.

Background and Objectives Considering the importance of pain control in patients, examining pain management awareness among medical students is necessary. Therefore, the present study aimed to investigate the relationship between moral intelligence and pain management awareness among medical interns at Jundishapur Ahvaz University of Medical Sciences. Subjects and Methods This cross-sectional descriptive study included 150 medical interns, who completed demographic information, the Lennik and Keil moral intelligence and Macmillan Pain Management questionnaires. Eventually, data were recorded and analyzed using SPSS software (version 26). Results The moral intelligence score of interns was 144.98 ± 17.18219. a total of 21 (14%) had average moral intelligence, and 129 (86%) cases showed good moral intelligence. The highest mean was related to accepting responsibility to serve others, and the lowest mean was related to the ability to forgive others' mistakes. The mean score for pain management was 73.72 ± 4.96446. Moreover, 30 (20%) cases had moderate pain management, and 120 (80%) cases showed good pain management. A statistically significant relationship was found between the moral intelligence and pain management score (P=0.003). The pain management score in women was significantly higher than that of men (p=0.001). Conclusion The indicators of moral intelligence and pain management in medical interns were at a good level, which indicates the success of general and specific educational programs in the field of developing moral skills in medical students.

One of the most effective factors in developing the educational system development which has a significantly direct relationship with academic performance is student flourishing. Present study aimed to develop a model for explaining academic flourishing of students based on moral intelligence, with the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout.

The present study used descriptive-correlational design with structural equation model. The population included all the students of secondary school in Tehran in the second semester of academic year 2021-2022. Through multistage random sampling method, a sample of 2010 students was selected. The students completed Moral Intelligence Questionnaire (Link& Keil, 2005), Researcher-made Academic Flourishing Questionnaire, Academic Motivation Scale (Vallerand, 1992), Achievement Emotions Questionnaire (Pekran et al. 2005), Academic Procrastination Scale (Solomon& Rothblum, 1984), and Academic Burnout Questionnaire (Schaufeli et al. 2002). Data were analyzed by using Structural Equation Model by PLS 3.

Results indicate the significantly positive effect of moral intelligence on academic flourishing and academic motivation as well as its significantly negative effect on academic emotions, academic procrastination, and academic burnout. Academic procrastination, academic emotions and academic burnout have a significantly negative effect on academic flourishing while academic motivation has a significant positive effect on it. Moral intelligence affects academic flourishing through the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout. 78 % of the academic flourishing variance is explained through the direct and indirect effect of moral intelligence.    

Accordingly, to increase the academic flourishing of students, programs can be developed for enhancing moral intelligence, which in turn results in the enhancement of academic motivation, academic emotions, academic procrastination, and academic burnout. Implications of the results are discussed in the article.

Abused teenagers have many behavioral and psychological problems. Therefore, the purpose of this research was to predict social adjustment based on successful intelligence, moral intelligence, and psychological toughness in abused teenagers.

The present research is of the correlation type. The current study population included all the abused teenagers living in day and night welfare centers of Kerman province in 2021, out of which 250 people were selected as a sample by stratified random sampling method. Short-form questionnaires of the California Social Adaptation Scale, Sternberg's Successful Intelligence Questionnaire, Lenik and Kiel's Moral Intelligence Questionnaire, and Kubasa's Hardness Scale were used.

The results showed that successful intelligence, moral intelligence, and mental toughness are able to predict social adjustment. Successful intelligence, with a regression coefficient value of B=0.33 (P<0.001), moral intelligence with a value of B=0.34 (P<0.001), and mental toughness with a value of B=0.51 (P0.001). They could directly predict social adjustment (P<0.001).

It can be concluded that successful intelligence, moral intelligence, and mental toughness are predictors of social adjustment in abused teenagers. It is suggested that social adaptation training courses be held to increase the successful intelligence, moral intelligence, and mental toughness of abused teenagers.

The study of effective factors in promoting resilience is one of the goals of positive psychology, so the aim of this study was to determine the role of moral intelligence and distress tolerance in predicting resilience of students during coronation.

The present study was a correlation-analytical study. The statistical population of the study included all male students of Farhangian University of Shahid Bahonar Campus in Birjand in the academic year 2020-2021. The distress of Simon and Gaher (2005) and the resilience of Connor and Davidson (2003) responded. Pearson correlation test and multiple regressions with SPSS software version 24 were used to analyze the data.

The results showed that there was a direct and significant correlation between distress tolerance (r = -0.611) and moral intelligence (r = -0.613) with resilience (P <0.01). Also, the results showed distress tolerance (37.6%) and moral intelligence (45.1%) predict the variance of resilience. Ethical Considerations: This study was conducted in accordance with the ethical principles of Helsingi, informed consent and approval of the code of ethics. Discussion and

According to the results of the study, by increasing the tolerance of distress and promoting moral intelligence and their dimensions, students' resilience can be reduced during the corona; Therefore, in programs based on health promotion, it seems necessary to pay more attention to stress tolerance, moral intelligence and its promotion in students.

Paying attention to psychological security is one of the important tasks that should be given special attention in addition to acquiring knowledge, so the present study aims to investigate the role of moral intelligence and resilience in predicting the psychological security of accounting students.

The present study was descriptive-correlational. The statistical population included all male and female undergraduate students in accounting of Bozormehr Qayinat University in the academic year 2022-2023, and 225 people were selected from the statistical population by available sampling method; And they responded to the moral intelligence questionnaires of Lennick & Kiel (2007), Connor & Davidson resilience (2003) and the short form of Maslow psychological security (1952). In data analysis, Pearson correlation test and multiple regression analysis method were used using SPSS version 25 software. Ethical Considerations: This research was conducted in accordance with the ethical principles of Helsinki and the informed consent of the individuals.

The results showed that the relationship between moral intelligence and resilience with psychological security was positive and significant (p<0.01). Also, moral intelligence and resilience in total had the ability to predict 1.45% of psychological security changes.

Based on the findings, it can be concluded that moral intelligence and resilience are variables related to increasing the psychological security of students. 

identifying and targeting factors predicting the anxiety of the corona virus can be effective in health management; therefore, the aim of the present study was to determine the mediating role of distress tolerance in the relationship between moral intelligence and covid-19 anxiety in students.

The current descriptive-correlational structural equation study was conducted using the path analysis method, from the statistical population that included all male students of Farhangian University of Shahid Bahonar Campus in Birjand in the academic year 2019-2020 (the last three months of 2019). Based on the Chrissy and Morgan table, 260 students were selected using available sampling method and responded online to the questionnaires of moral intelligence of Lenik and Keel (2007), distress tolerance of Simon and Gaher (2005) and anxiety of Corona Alipour et al. (2020). The research model and relationships between variables were analyzed using mean, standard deviation, Pearson correlation test and using SPSS version 22 and Amos software.

The results showed that the components of moral intelligence had a positive and direct effect on distress tolerance, and distress tolerance in turn had a direct and negative effect on corona anxiety, and the components of moral intelligence had a negative effect on corona anxiety indirectly and through the mediation of distress tolerance (P<0.01) . In general, the research model was suitable.

According to the results of the research, focusing on the type of components of moral intelligence and distress tolerance can have an important effect on students' covid-19 anxiety. It is suggested that therapeutic interventions based on moral intelligence and distress tolerance should be considered in the treatment of Covid-19 anxiety.

Teaching the components of moral intelligence is one of the important components of child and adolescent education that can help the personal and social development of children and adolescents, so the present study aims the effect of moral intelligence on psychological hardiness and social adaptation of students.

The research method was a semi-experimental pre-test-post-test type with a control group. From the research population, which included all seventh-grade female students of the first secondary school in Do Baharestan district in the academic year 2022-2023, 30 people were randomly selected in two experimental groups (15 people) and the control group (15 people) ) were placed. The research tools were psychological toughness questionnaire by Kiyamrie et al. (1998) and Sinha and Singh social adjustment (1993). The experimental group received training on the components of moral intelligence, in eleven 60-minute sessions twice a week, but the control group did not receive any intervention. To analyze the data, mean and standard deviation and multivariate and univariate covariance analysis methods were used with the help of SPSS version 24 software.

The results showed that by controlling the effect of the pre-test in the variables of psychological toughness and social adjustment, there is a significant difference between the post-test average in the experimental group and the control group (P<0.05).

Teaching the components of moral intelligence improved psychological hardiness and promoted social adaptation of students. Based on the results of teaching the components of moral intelligence to students, it is an effective intervention method to promote psychological hardiness and social adaptation of students.

Moral intelligence has a direct effect on the professional performance of individuals, desirable health services and reduction of medical costs. This study was aimed to evaluate the moral intelligence of trainees and medical interns of Kashan University of medical sciences in 2021.

This descriptive cross-sectional study was performed in 2021 on clinical students. Sampling was done by stratified random sampling among medical trainees and interns. A total of 209 people participated in the study. The data collection tool was Lenick and Kiel Moral Intelligence Questionnaire. Data were analyzed using SPSS software.

The results of this study showed that the mean score of students' moral intelligence was 71.75. 9.15 (good). In examining the dimensions of moral intelligence, honesty with a score of 73.15±10.44 has the highest score and forgiveness with a score of 10.92±68.06 has the lowest score. The difference in the mean score of moral intelligence in the dimension of responsibility was significant (P=0.03). Moral intelligence and all its dimensions except empathy were lower in dormitory students than in students living in a private home with family.

Considering the level of moral intelligence score of medical students in clinical courses, there is a need to revise the ethical guidelines for the development of moral intelligence.