2017 Volume 33 Issue 2 Pages 86-92
Abstract The purpose of this study was to examine the educational effects of medical ethics case analysis on 131 first-year dental students using the results of a questionnaire. The students were instructed to analyze the medical ethics cases using Jonsen’s four quads approach and to discuss the correspondence. The questionnaire survey was performed at the time of starting and completing this ethics class.
At the time of starting the class, about half of the students answered that they have an image of their own future, whereas only 8% answered that they have sufficient knowledge of ethics. The term “medical ethics” reminded the students of morals as dentists, respect for the patient’s will, the definition of human life, and so on.
About 80% answered that they could participate well in the group work. However, the students answered that only 10% actively participated in the group work.
At the time of completing the class, 54-63% gave positive answers to the other questions except for the degree of knowledge. The answer scores of motivation and knowledge at the time of completion were higher than those at the time of starting, and thus this group work provided an opportunity to think deeply about medical ethics. The students who gave higher scores regarding participating in the group work indicated a higher interest in the class and the cases. Although early ethics education is required, the selection of cases is difficult.
