Impacts of Problem-Based Professionalism Course in Dental Education.
- Author:
Young A JI
1
;
Min Kang KIM
;
Jae il LEE
Author Information
1. Center for Educational Development in Dentistry, Seoul National University School of Dentistry, Seoul, Korea. edudent@snu.ac.kr
- Publication Type:Original Article
- Keywords:
Professional competence;
Problem-based learning;
Dental ethics;
Dental education
- MeSH:
Dentists;
Education, Dental;
Ethics, Dental;
Humans;
Learning;
Orientation;
Problem-Based Learning;
Professional Competence;
Professional Role;
Students, Dental;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2010;22(4):275-281
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study explores the effects of a professionalism course based on problem-based learning (PBL) for 2nd year dental students on professional role concept and on ethical reasoning. It also investigates students' attitudes toward professionalism development program. METHODS: The experimental group (n=36) participated in the 5-week professionalism course, which uses PBL approach while the control group (n=89) did not receive the professionalism instruction during the same period. The professionalism development program was implemented via discussions among students in small-group tutorial. Four professors, who served as group facilitators participated in faculty seminars before every tutorial. After each tutorial, students had to write essays on the cases they discussed in their groups. Both groups completed Professional Role Orientation Inventory and Defining Issue Test (KDIT) prior to and post intervention period. The experimental group also responded to questionnaires about the value of professionalism program. RESULTS: Analysis of covariance indicated that the experimental group's responsibility score significantly improved (F=32.552, p<0.001) while their perception of agency decreased (F=29.510, p<0.001). The program had little influence on ethical reasoning measured by DIT. Twenty-eight students (78%) responded that they learned the value of other opinions. Seventy percent of the students responded that the course is worthwhile or very worthwhile. CONCLUSION: The result reveals that students' professional role concept is associated with the learning experience in professionalism program based on PBL. Opportunities to think of professionalism in clinical situations improved students' sense of responsibility as dentist.
