Identification of semester-specific teaching contents for dental ethics: development, testing and validation of a questionnaire

BackgroundAlthough medical ethics is an indispensable part of dental education, it has not played a relevant role in the dental curriculum thus far. This study is aimed at developing and validating a questionnaire that identifies semester-specific ethical issues, in order to develop longitudinal ethic modules.MethodsMarch 2018 a workshop on item generation was coordinated, using Delphi method; followed by a cognitive testing with students (2nd, 4th, 10th semesters, n =12). A pilot test was carried out with students from different semesters (n =60). The distribution of response frequencies and missing values were determined. The questionnaire used for validation consisted of three dimensions: ethical knowledge, dealing with ethical issues, expectations in terms of teaching. The psychometric examination was carried out by preclinical students (n =105) and clinical semesters (n =110) January 2019.ResultsAfter cognitive testing and piloting, some items were reformulated, so that a questionnaire with 127 items was used for validation. The individual dimensions were assigned to various factors with excellent to acceptable internal consistency (Cronbach's alpha 0.72-0.96).ConclusionThe questionnaire has an acceptable to excellent consistency and suggests that the different dimensions are conclusive. With this questionnaire, ethical issues in dentistry can be mapped and teaching contents identified.

Automated summary

Although medical ethics is essential in dental education, it has not been integrated into the curriculum. This study aimed to develop a questionnaire to identify semester-specific ethical issues for longitudinal ethics modules. After cognitive testing and piloting, a questionnaire with 127 items was used for validation with good internal consistency.