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CC BY-NC-ND 4.0 · European Journal of General Dentistry 2017; 6(03): 123-126
DOI: 10.4103/ejgd.ejgd_80_17
Original Article

Changes in student evaluations of a medical ethics class 3 years later

Ken-ichi Tonami
Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
,
Sachi Umemori
Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
,
Hiroshi Nitta
1   Behavioral Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
,
Kouji Araki
1   Behavioral Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
,
Shiro Mataki
1   Behavioral Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
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Abstract

Aims: The present study investigated changes in the student evaluations of a medical ethics class after studying in dental school for an additional 3 years.Materials and Methods: A problem-based learning medical ethics class in which students discuss the “right to death with dignity” using video material as a trigger was offered to third-year students at the School of Dentistry. At the end of the class, each student submitted a report describing their own opinions of the ethical questions raised as well as their impression of the class. Three years later, the same students were surveyed regarding cognitive changes in class evaluations. The changes in class evaluations were statistically analyzed with reference to the contents of the initial report (P < 0.05). Results: Student evaluations of the class rose 3 years later. One reason for the evaluation rise was considered to be the growth in their reflection capacity during additional years of learning experience in the dental school. Students whose report demonstrated that they were engaged by the ethical dilemma tended to raise their evaluation of the class. On the other hand, students who mentioned the difficulty of the task or the shocking images in the video material in their initial report did not raise their evaluation later. Thus, students’ perception of the task or setting in the class appeared to have a continuing effect on their evaluation. Conclusion: The results confirmed that student evaluations of a class would change after additional years of learning experience.

Keywords

Medical ethics - professionalism - reflection


Publication History

Article published online:
01 November 2021

© 2017. European Journal of General Dentistry. This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial-License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commercial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/.)

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