Introduction: Regarding the great responsibility maintained by medical students, it is required to qualify ethical competence in addition to clinical competence. There is no consensus on professional ethics competence characteristics of medical students as this notion relies upon the context and may go under the influence of several cultural, religious, and social factors. Purpose: This research is conducted focusing on educators' realization of professional ethics competence qualifications in medical students. Methodology: This is a qualitative study. In this regard, semi-structured in-depth interviews were conducted by 15 medical educators. Research data were analyzed using qualitative content analysis through Graneheim and Lundmen method. Findings: Data analysis showed three main classes: belief and respect for values, beneficence, and moral character (integrity, altruism and (self) discipline. Discussion and Conclusion: Professional ethics competence of medical students is not only defined by professional values, but also by respecting cultural and religious values and beliefs in community and patients. In addition, cooperation and teamwork, as well as Moral character are of characteristics of a medical student with ethical competence. Thus, it is recommended that medical curriculums focus on training professional values, enhancing teamwork, and moral character.

Introduction: Attaining ethical competency for medical practitioners, especially physicians, is one of the critical concerns for the education and management system. The competency related factors rely upon the context and culture physicians live and train in. Therefore, it is necessary to initially identify the factors to improve ethical competency. Objective: This qualitative research was carried out to study the effective factors of professional ethical competency in medical students through using participants' life experiences. Methodology: The research was qualitatively conducted. Research data were collected following written informed consent. 14 participants who had experience in teaching medical students were semistructurally interviewed. Data were analyzed using conventional qualitative content analysis method. Data reliability and validity were verified using Lincoln and Guba criteria. Results: Three groups were extracted in the study according to participants' experiences, including comprehensive recognition, ethical development supporting climate, and comprehensive role model training. Discussion: Directing students to know the self, profession, and culture, followed by improved social and economic communications in the organization, as well as enhancing ethics contribution in educational assessment, and emphasizing ethical models may pave the roads to the ethical competency of a physician. It is recommended that policy makers adopt a holistic view in medical instruction.