Investigating the effect of digital cognitive behavioral training on the professional ethics of medical students during their psychology internship (an interventional study)

1. Determine the average professional ethics score of medical students during the psychology internship before and after (immediately and one month later) digital cognitive behavioral training. 2. Compare the average professional ethics score of medical students during the psychology internship before and after (immediately and one month later) digital cognitive behavioral training

All 32 eligible participants will be divided into two separate blocks based on their academic field, including nursing and emergency department students. Then, the random assignment process to two intervention and control groups will be carried out separately within each block. A Intervention (receiving the usual training of the psychiatric ward internship (such as psychiatric interview - learning about medications and giving them, nursing diagnosis and preparing the nursing process in the psychiatric ward) and digital CBT training) B Control (receiving the usual training of the psychiatric ward internship (such as psychiatric interview - learning about medications and giving them, nursing diagnosis and preparing the nursing process in the psychiatric ward) and not receiving digital CBT training)

Saveh Faculty of Medical Sciences - Psychiatric Department, Shahid Modarres Saveh Hospital. It will be double-blind

1. Students' willingness to participate in the study 2. Students' access to the digital learning program and channel via mobile phone

Intervention (receiving standard training during the psychiatric ward internship (such as psychiatric interviewing - learning about medications and giving medications, nursing diagnosis and preparing the nursing process in the psychiatric ward) and digital CBT training)

Promoting professional ethics by considering psychosocial criteria

Given that academic semester and field of study can affect the results of the study as a confounding variable, block randomization will be used to randomly assign participants. For this purpose, first, all 32 eligible participants are divided into two separate blocks based on their field of study, including nursing and emergency medicine students. Then, the random assignment process to the intervention and control groups is carried out separately within each block. In each block, each participant is assigned a unique identification code (from 1 to the number of people in that block). Using a random number table and starting from a random point, the numbers are read in order. If the number is even, the person is assigned to the intervention group and if it is odd, the person is assigned to the control group. This process continues until all people in that block are assigned.Finally, in each block, an approximately equal number of students (half to the intervention and half to the control) will be assigned, and a total of two intervention and control groups will be formed with an identical structure in terms of semester and field of study.Coding of intervention and control groups: There will be two intervention and control groups in this study, each of which will also be coded for random assignment: : A Intervention (receiving the usual training of the psychiatric ward internship (such as psychiatric interview, learning about medications and giving medications, nursing diagnosis, and preparing the nursing process in the psychiatric ward) and digital CBT training) : B Control (receiving the usual training of the psychiatric ward internship (such as psychiatric interview, learning about medications and giving medications, nursing diagnosis, and preparing the nursing process in the psychiatric ward) and not receiving digital CBT training) To ensure allocation concealment, the process of generating and maintaining the final allocation list will be carried out by an independent colleague who has no role in the intervention and evaluation stages. The implementation of the training will be carried out after the group of training sessions is determined according to the predetermined protocols for the intervention group.All participants in the intervention group will enter the group and educational channel via a link and receive digital cognitive behavioral training, and student movement between groups will be prevented to minimize the risk of educational contamination. Evaluation schedule: The assessment of the professional ethics variable will be conducted in 3 stages: Pre-test: before the start of the educational intervention Post-test: after the complete completion of the educational sessions and follow-up will be held one month after the last educational session. In order to comply with ethical issues and the absence of discrimination between the intervention and control groups, relevant training and educational materials will also be provided to the control group after taking the follow-up test

Participants do not know whether they are in the intervention or control group. The analyst receives the data in numerical, encrypted form and does not know the information about each group

The data is provided anonymously and without any mention of it

Access period begins 6 months after results are published

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