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Using a multifaceted approach including community-based service-learning to enrich formal ethics instruction in a dental school setting.
|Title||Using a multifaceted approach including community-based service-learning to enrich formal ethics instruction in a dental school setting.|
|Publication Type||Journal Article|
|Year of Publication||2006|
|Authors||Gadbury-Amyot, CC, Simmer-Beck M., McCunniff M., and Williams KB|
|Journal||Journal of Dental Education|
|Keywords||Adult; , Attitude , Community , Community-Institutional , DENTAL , Dental; , Dentistry; , education , Education, , ethics , Ethics, , Female; , HEALTH , Humans; , Hygienists; , Male; , Missouri; , of , Personnel; , Preceptorship; , professional , Relations; , Role; , Schools , Schools, , Services;|
The purpose of this investigation was to examine the degree to which a multifaceted approach to formal ethics instruction including community-based service-learning can enrich the learning environment and how it influences students' attitudes and perceptions about their role as oral health care providers, access to care, disparity, and working in a diverse community. Students' attitudes were evaluated prior to and following the seven-week course to determine if community-based service-learning had any impact on their perceptions. Factor analysis was conducted; and based on the identified factor structure, subscales were computed and used for subsequent analyses of change in attitude over time (pre- and post-test results) and to compare assessment of experience between discipline groups (dental and dental hygiene) as well as gender. There was a statistically significant difference in student attitudes from the beginning of the course to the end about volunteering in the community (p=.036). Additionally, there was a statistically significant difference (p<.01) between male and female students related to course impact on career choice and personal ability. Female students reported the course had a greater impact on their career choice and personal ability than did males. Students were required to complete a reflection paper on their service-learning experience. Reflective papers were analyzed using the qualitative constant comparative method. Reflective papers served as a rich source of information for understanding student perceptions related to their role as oral health care providers, access to oral health care, disparity, and cultural competence. Both dental and dental hygiene students indicated a desire for additional opportunities to participate in community-based service-learning activities and a desire for addressing the current access to care issues in their curricula. We found that a multifaceted approach to ethics instruction incorporating a community-based service-learning component provided an enriched environment for the discussion of several ethical issues facing oral health care providers today.
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