The impact of a dental ethics curriculum on moral reasoning

摘要: This study explored the effects of problem-oriented dental ethics curriculum, consisting 39 contact hours distributed over four years on moral reasoning development and attitudes about value instruction. Students (n = 720) in classes 1985 through 1992 participated required curriculum completed, as freshman seniors, Defining Issues Test (DIT), a well-validated test reasoning. In addition, students responded to open-ended questions Cross-sectional comparison eight entering with two third quarter juniors 265) who completed DIT prior implementing ethic indicated that offered 1981 had little influence Pre- posttest comparisons for seven instructed statistically significant improvement. Comparison effect sizes (Cohen9s d) our intervention average size reported meta analysis effective interventions indicates results cannot be attributed student maturation alone. Analysis individual change patterns suggest success occurred despite higher than (17 percent vs. 6 percent) number showed regression from pre- posttest. Substantive explanations (gender, motivation, mean) did not appear account patterns, but theoretical explanations, based observations other settings, offer insights further research development. conclusion, indicate only benefit instruction, it.