Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this thesis was to investigate the influence of the dental
school environment upon certain attitudes of dental students.
An initial attitudinal profile of beginning first-year dental students
was established by means of the Allport-Vernon-Lindzey Study of Values. Using
the same instrument, pre-test and post-test profiles were established for dental
students at the beginning of the third year and after eight months of clinical
exposure.
A cross-sectional comparison was made of the initial profile of the first-year
students with the pre-test and post-test profiles of the third-year students.
A significant difference, at the .05 level of confidence, was observed
in a comparison of the religious values of the first-year students with the pretest
of the third-year students. No significant differences were observed in the
other five values. In addition, no significant differences in any values were
observed when the first-year students were compared to the post-test of the
third-year students.
A longitudinal comparison of the pre-test and post-test profiles were made.
No significant differences were demonstrated for the entire sample and for each
quartile in any of the six areas with which the Study of Values is concerned.
Additional information was gathered for the third-year students by using a
questionnaire. The questionnaire revealed dissatisfaction and frustration with
various aspects of the dental school environment.
Within the defined limitations of this study, it appears that the sample of
third-year dental students at Indiana University School of Dentistry did not demonstrate
measurable changes in values despite an indication of dissatisfaction
and frustration with the dental school environment.
From the answers to the questionnaire, it seems likely that some of this
frustration could be reduced by an educational approach which would provide
clearly stated course objectives and criteria for evaluation, earlier clinical
exposure, elimination of repetitive course content, more individualized instruction,
and more informality in the teaching-learning environment.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/4186 |
| Date | January 1972 |
| Creators | Walker, Paul O., 1941- |
| Contributors | Koerber, Leonard G., Bixler, David, Englander, Meryl E., Barton, Paul, Roche, James R., 1924- |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
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