Traditional medical education often falls short in equipping undergraduates to address ethical dilemmas in healthcare. This quasi-experimental, pre-post study aimed to evaluate medical undergraduates’ knowledge, attitudes, and practices regarding healthcare ethics (HCE) and to assess the impact of introducing HCE training on their ethical behavior at the Mahatma Gandhi Institute of Medical Sciences, Sevagram, India. All participants acknowledged the importance of understanding HCE. Post-intervention, there was a marked increase in HCE knowledge, reflected in improvements in both weighted mean scores and percentage consensus. In Phase I, absolute learning gain, relative learning gain, and normalized gain (“g”) were significantly enhanced following the intervention. In Phase II, the intervention demonstrated low to moderate effectiveness in enhancing the affective and psychomotor domains and in students’ ability to manage ethical issues, although no significant improvement was observed in communication skills. Feedback revealed that most participants felt that incorporating skill-based HCE from the first year of the curriculum is essential. Overall, the study indicates that structured HCE training can effectively enhance knowledge, affective and psychomotor abilities, and ethical decision-making among undergraduate medical students.
