Home Current issue Instructions
About us Archives Login 
Editorial board Search articles Contact us
Home Print this page Email this page Users Online: 593
Year : 2017  |  Volume : 6  |  Issue : 3  |  Page : 123-126

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

1 Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
2 Behavioral Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan

Correspondence Address:
Shiro Mataki
Dental Hospital, Tokyo Medical and Dental University, 1-5-45 Yushima, Bunkyo-ku, Tokyo 113-8549
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ejgd.ejgd_80_17

Rights and Permissions

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.

Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded181    
    Comments [Add]    

Recommend this journal