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Article · Journal on Efficiency and Responsibility in Education and Science · September 30, 2026

Bioethical-Communicative Judgments Across Training Years: Cross-Year Evidence from Uzbek Medical Education

Gulnoza Salimova
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Abstract

Whether bioethical-communicative judgments vary across stages of medical education remains underexplored in Central Asian contexts. This pilot cross-sectional study examined scenario-based judgments among 100 undergraduate medical students from six year groups and seven universities in Uzbekistan using a purpose-designed six-scenario Situational Judgment Test (SJT). Five Likert-format scenarios were analysed separately, with S4 and S5 reverse-coded only for directional consistency, while S6 used a forced-choice format. After Holm correction, significant year-group differences remained for patient autonomy and consent (S3: H(5) = 28.89, p < .001, ε² = .254), comprehension verification (S4: H(5) = 14.52, p = .038, ε² = .101), and emotional responsiveness (S5: H(5) = 18.72, p = .009, ε² = .146), but not for prognosis disclosure or hierarchical challenge. In Year 1 versus Years 2–6 comparisons, Year 1 students rated S2 and S3 higher, whereas Years 2–6 rated S4 and S5 higher; S1 did not differ significantly. S6 responses were divided among refusal, acceptance, and compromise. Overall, cross-year variation was domain-specific and bidirectional. Given the cross-sectional design, unequal group sizes, and exploratory instrument, the findings should be interpreted as hypothesis-generating rather than causal. They identify domains warranting further longitudinal, qualitative, and behaviourally validated investigation within Uzbek medical education settings.

Innovations in Medical EducationEthics and bioethics in healthcareMedical Education and Admissionsmedical studentsmedical educationsituational judgment tests

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