Abstract: Objective To determine the effectiveness of medical ethics drama in the teaching of ideological and moral cultivation and the legal basis. Methods A simple random sampling method is used to collect 480 students of 5-year clinical medicine from Fujian Medical University in May 2019, through a self-made questionnaire to investigate the student's evaluation on the education outcome of medical ethics drama instruction. The questionnaire including 4 parts: participants' demographic characteristics, study condition, evaluation on medical ethics drama instruction and its suggestion. Results The overall score of the learning outcome evaluation on medical ethics drama is (40.86±7.09). Male students' value recognition on medical ethics drama is higher than female students [(15.87±3.45) vs (16.46±2.89),t=-2.015,P=0.044]. Students with cadre experience get higher score on participation [(16.79±2.91) vs (16.07±2.92)], innovative thinking [(8.26±1.67) vs (7.85±1.61)]and overall evaluation on medical ethics drama [(41.38±7.11) vs (39.85±6.95)] than those without cadre experience, the difference is statistically significant (all P<0.05). Multiple linear regression analysis shows that the degree of drama participation both and out of class, clarity of learning targets, role-playing investment are the influencing factors toward the evaluation of medical ethics drama. Conclusions The results demonstrate that medical ethics drama instruction has a good education effectiveness.

Key words: Medical ethics drama, Effectiveness, Teaching, Evaluation