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Introduction  Many authors are concerned by students' moral reasoning not developing normally during medical education.

Aim  This study is concerned with how the components of student′ moral reasoning are affected by their medical studies.

Methods  Ninety‐two medical students were tested on entry into first year and on finishing third year, to determine evolutionary changes in their moral reasoning. Changes in their use of arguments specific to each stage of moral development were measured.

Results  Significant changes were observed in the weighted global score (−18·14 ± 59·17, P = 2·8%). Changes in global score correlated with changes in stages of moral reasoning. The multivariate structure of moral reasoning was reorganised into two principal components, which, respectively, explained almost 82% (first year) and 72% (third year) of the total variability in scores. Moral reasoning stages …