Volume 30, Issue 4 (7-2023)
RJMS 2023, 30(4): 312-325 |
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Tayyebi Sani S M, Delqhandi K, Rouhani A. Presenting Dominant Models in Sports Ethics Education: A Conceptual Reconceptualization through a Qualitative Meta-Synthesis Approach. RJMS 2023; 30 (4) :312-325
URL: http://rjms.iums.ac.ir/article-1-9240-en.html
URL: http://rjms.iums.ac.ir/article-1-9240-en.html
1- Faculty Member, Department of Physical Education, Farhangian University, PO Box 888-14665 Tehran, Iran.
2- Department of Educational Sciences, Farhangian University, PO Box 889-14665 Tehran, Iran
3- PhD in Sports Management. Official Secretary of Education, District 1, Tehran. Tehran. Iran.
2- Department of Educational Sciences, Farhangian University, PO Box 889-14665 Tehran, Iran
3- PhD in Sports Management. Official Secretary of Education, District 1, Tehran. Tehran. Iran.
Abstract: (158 Views)
| Background & Aims: In recent decades, sports ethics education has become one of the core pillars of professional training and athletic competence. Despite the expansion of research in Iran, the conceptual and methodological coherence required to develop a context-based model of professional ethics education remains insufficient. Existing studies have primarily focused on describing attitudes or identifying virtues, with limited attention to evaluating educational effectiveness or meaningfully integrating quantitative and qualitative findings. Measurement instruments often lack cultural validation or adequate reliability, and qualitative analyses have rarely considered the institutional and organizational factors influencing ethical decision-making. Consequently, findings tend to reflect individual researchers’ perspectives rather than broader professional or social contexts. This study seeks to address these gaps through a qualitative meta-synthesis of Iranian research conducted between 2011 and 2024. By examining conceptual frameworks, methodological patterns, and the interaction between individual and institutional dimensions, the study aims to provide a systematic understanding capable of guiding the design of evidence-based and culturally relevant sports ethics education programs in Iran. The objective of this study is to identify the conceptual foundations and methodological patterns of sports ethics education through a qualitative meta-synthesis of Iranian studies conducted between 2011 and 2023 . Methods: This research employed a qualitative meta-synthesis approach, following the interpretive model proposed by Sandelowski and Barroso (2007). Data were drawn from 27 eligible studies retrieved from major Iranian academic databases, covering research conducted between 2011 and 2023. The analysis was carried out in three consecutive stages: summarizing the studies, conducting a conceptual analysis, and evaluating methodological patterns. Both inductive and deductive coding strategies were applied simultaneously to interpret the meanings emerging from qualitative findings. This approach enabled the identification of recurring themes, underlying conceptual frameworks, and methodological strengths and weaknesses across studies. By integrating and synthesizing qualitative evidence, the study not only highlighted dominant trends in sports ethics education in Iran but also revealed gaps in research design, measurement tools, and contextual sensitivity. Ultimately, the meta-synthesis provides a systematic foundation for developing empirically grounded and culturally relevant models of professional ethics education . Results: Eight conceptual themes were identified, including structural transformation of ethics education, interactive teaching methods, evaluation of moral development, Islamic–Iranian foundations, mentoring and the moral role model, philosophical transition from principlism to humanism, management and hidden curriculum, and historical–comparative perspectives. Methodologically, six dominant patterns emerged, highlighting the prevalence of qualitative approaches (55.6%), weak measurement tools (44.4%), and theoretical dependence on Western models (37%). The meta-synthesis revealed eight central conceptual themes in Iranian medical ethics education. These included the structural transformation of ethics education, emphasizing curriculum reforms and institutional adaptation; the adoption of interactive teaching methods that foster engagement and reflective practice; and the evaluation of moral development to assess the effectiveness of educational interventions. The integration of Islamic–Iranian ethical foundations highlighted the contextualization of ethics within local cultural and religious frameworks. Mentoring and the presence of moral role models were identified as critical influences on professional formation, while the philosophical shift from principlism toward humanism reflected evolving theoretical orientations in ethical reasoning. Attention to management practices and the hidden curriculum underscored the role of organizational culture in shaping ethical behavior, and historical–comparative perspectives provided insights into the evolution and diversity of ethics education approaches over time. Methodologically, the analysis indicated a dominance of qualitative approaches, with limited use of robust and culturally validated measurement tools. Furthermore, many studies relied heavily on theoretical models derived from Western frameworks, often without adaptation to the Iranian context. These findings suggest that while conceptual diversity exists, there is a need for more rigorous, context-sensitive, and methodologically integrated research to inform the design of culturally relevant and empirically grounded ethics education programs. Conclusion: The findings indicate that sports ethics education in Iran is in a transitional phase-from theoretical abstraction toward cultural and practical integration. The study proposes an Islamic-Iranian integrative model of sports ethics education grounded in three core components: a monotheistic philosophy of value, situational clinical training, and the combined assessment of meaning and behavior. This framework may help bridge the gap between ethical knowledge and professional practice. In several Iranian mixed-methods studies, the logic of integrating quantitative and qualitative phases was not clearly articulated, and the linkage of data was more formal than explanatory. This lack of coherence has prevented qualitative theories from being translated into empirically testable macro-level models. A significant portion of the methodological weakness relates to measurement tools for ethical concepts: in 12 articles (44.4%), instruments were used without cultural validity testing or sufficient reliability, and only four studies reported a Cronbach’s alpha above 0.80. In qualitative research, only two articles applied Lincoln and Guba’s criteria for trustworthiness. Such limitations not only reduce the accuracy of findings but also hinder national-level comparisons. Conceptual analysis further reveals that the connection between data and cultural context has often been neglected; sports ethics has been measured in an overly rationalistic and individual-centered manner, while virtue-based components such as humility and professional compassion have received limited attention. Moreover, the influence of policies, organizational culture, and the hidden curriculum has frequently been overlooked. From a qualitative perspective, the institutional level represents the intersection of professional culture, power structures, and applied training; ignoring this level leads to an incomplete explanation of professional ethics phenomena. Therefore, the meta-synthesis suggests that future research should adopt multilevel analyses beyond the individual level in order to assess the social and policy contexts shaping ethical decision-making . |
Keywords: Qualitative meta synthesis, medical ethics education, professional ethics, methodology, indigenization, Islamic–Iranian model
Type of Study: Research |
Subject:
Clinical Psychiatry
