Purpose: This study explores the effects of a professionalism course based on problem-based learning (PBL) for 2nd year dental
students on professional role concept and on ethical reasoning. It also investigates students’ attitudes toward professionalism
development program.
Methods: The experimental group (n=36) participated in the 5-week professionalism course, which uses PBL approach while the
control group (n=89) did not receive the professionalism instruction during the same period. The professionalism development
program was implemented via discussions among students in small-group tutorial. Four professors, who served as group facilitators
participated in faculty seminars before every tutorial. After each tutorial, students had to write essays on the cases they discussed
in their groups. Both groups completed Professional Role Orientation Inventory and Defining Issue Test (KDIT) prior to and post
intervention period. The experimental group also responded to questionnaires about the value of professionalism program.
Results: Analysis of covariance indicated that the experimental group‘s responsibility score significantly improved (F=32.552,
measured by DIT. Twenty-eight students (78%) responded that they learned the value of other opinions. Seventy percent of the
students responded that the course is worthwhile or very worthwhile.
Conclusion: The result reveals that students‘ professional role concept is associated with the learning experience in professionalism
program based on PBL. Opportunities to think of professionalism in clinical situations improved students' sense of responsibility
as dentist.