Enhancing Dentistry Students’ Knowledge of Dental Jurisprudence and Ethics through Outcome-Based Instructional Materials as an Instructional Strategy
DOI:
https://doi.org/10.11594/ijmaber.07.08.15Keywords:
Board Examination, Dental Jurisprudence and Ethics, Dentistry, Non-Law Students, Outcome-Based EducationAbstract
Dental Jurisprudence and Ethics (DJE), a board-exam subject in the Dentist Licensure Examination, presents challenges for dentistry students due to its complexity and the limited availability of outcome-based instructional materials (OBIM). This study developed and validated an OBIM in DJE using a pretest-posttest experimental design. Two validated instruments were utilized: the OBIM and a 100-item Board-Exam-Patterned Test (BEPT). A total of 276 dentistry students from Centro Escolar University Manila and Makati were assigned to experimental and control groups. Baseline results showed both groups were comparable and demonstrated low knowledge of dental jurisprudence and ethics. Following the intervention, the experimental group achieved significantly higher BEPT posttest scores than the control group. The learning gains remained significant after controlling for baseline differences and reflected a substantial educational effect. The findings demonstrate that the developed OBIM effectively enhances students’ legal knowledge, ethical understanding, and professional preparedness, supporting its institutional adoption in dental education.
Downloads
References
Ali, J. M., & Ali, S. (2009). A study on non-law students' perceptions towards law education acquisition. Research Management Institute. http://ir.uitm.edu.my/id/eprint/27115/
Asim, H. M., Vaz, A., Ahmed, A., & Sadiq, S. (2020). A review on outcome-based education and factors that impact student learning outcomes in tertiary education system. International Education Studies, 14(2), 1–9. https://doi.org/10.5539/ies.v14n2p1
Batty, R. (2013). Well there’s your problem: The case for using problem-based learning to teach law to business students. The Law Teacher, 47(2), 243–260. https://doi.org/10.1080/03069400.2013.790152
Bebeau, M. J. (1985). Teaching ethics in dentistry. Journal of Dental Education, 49(4), 236–243.
Bergmark, U., & Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. Higher Education Research & Development, 37(7), 1352–1365. https://doi.org/10.1080/07294360.2018.1484708
Bertolami, C. N. (2004). Why our ethics curricula don't work. Journal of Dental Education, 68(4), 414–425.
Bridgman, A., Collier, A., Cunningham, J., Doyal, L., Gibbons, D., & King, J. (1999). Teaching and assessing ethics and law in the dental curriculum. British Dental Journal, 187(4), 217–219. https://doi.org/10.1038/sj.bdj.4800243
Bunjevac, T. (2013). Critical reflection and the practice of teaching law. Journal of the Australian Law Teachers Association.
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184
Commission on Higher Education. (2017). CMO No. 75, s. 2017 (and related CHED OBE guidance). https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf
Cortes, I. (1976). The law teacher in Philippine society. Philippine Law Journal, 51. https://femlaw.queensu.ca/sites/flswww/files/uploaded_files/Law692Law693/law692Fall2016/The%20Law%20Teacher%20in%20Philippine%20Society.pdf
De Silva, C., & Cowap, C. (n.d.). The teaching of law to non-lawyers. https://www.irbnet.de/daten/iconda/CIB11437.pdf
Deng, Y., Kuang, Y., & Feng, J. (2020). Issues with off-campus practice education bases for health law education and the corresponding measures. Medicine and Law, 12(2), 39–42.
Douglas, S. (2012). Student engagement, problem-based learning and teaching law to business students. e-Journal of Business Education & Scholarship of Teaching, 6(1), 33–43.
Evardo, M. A. (2020). Perspectives and preparedness on the outcomes-based education (OBE) implication in the higher education institutions of Bohol. Journal of World Englishes and Educational Practices, 2(2), 46–52. https://al-kindipublishers.org/index.php/jweep/article/view/26
Gurukkal, R. (2020). Outcome-based education: An open framework. Journal of Educational Research, 1(1), 1–12. https://doi.org/10.1177/2347631119886402
Hsu, W.-C., Hung, Y.-N., Chen, H.-H., et al. (2025). Enhancing dental students’ motivation and legal knowledge via courtroom role-playing. BMC Medical Education, 25, 813. https://doi.org/10.1186/s12909-025-07379-1
Kariyawasam, K., & Low, H. Y. (2014). Teaching business law to non-law students, culturally and linguistically diverse (CaLD) students, and large classes. Journal of University Teaching & Learning Practice, 11(2), Article 9.
Kesavan, R., Mary, A. V., Priyanka, M., & Reashmi, B. (2016). Knowledge of dental ethics and jurisprudence among dental practitioners in Chennai, India: A cross-sectional questionnaire study. Journal of Orofacial Sciences, 8(2), 128–134. https://doi.org/10.4103/0975-8844.195915
Khan, H. (2021). Teaching law to non-law students: The students’ experience. Studies of Applied Economics, 39(10). https://doi.org/10.25115/eea.v39i10.5407
Khan, H. A. (2024). Accounting students’ perspective of learning law course. Environment and Social Psychology, 9(3), 2083. https://doi.org/10.54517/esp.v9i3.2083
Kiskina, M. V., & Tkacheva, E. P. (2025). Effective teaching methods and ways of mastering legal vocabulary by students of universities of law. Courier of the Kutafin Moscow State Law University. https://doi.org/10.17803/2311-5998.2025.134.10.139-146
Lantz, M. S., Bebeau, M. J., & Zarkowski, P. (2011). The status of ethics teaching and learning in U.S. dental schools. Journal of Dental Education, 75(10), 1295–1309.
Morris, R. J. (2010). The teaching of law to non-lawyers: An exploration of some curriculum design challenges. International Journal of Law in the Built Environment, 2(3), 232–245. https://doi.org/10.1108/17561451011087328
Muralidharan, S., Pendyala, G. S., Gandhage, D., & Sachan, S. (2022). Knowledge of dental ethics and jurisprudence among dental practitioners in Pune: A questionnaire survey. Cureus, 14.
Orga-Dumitriu, G. (2025). Legal education—History, methods and paradigms: The contribution of antiquity. Revista Românească pentru Educaţie Multidimensională. https://doi.org/10.18662/rrem/17.2/1004
Patrick, A. C. (2017). A review of teaching ethics in the dental curriculum: Challenges and future developments. European Journal of Dental Education, 21(4), e114–e118. https://doi.org/10.1111/eje.12230
Pollack, B. R. (1989). Teaching law, ethics, and risk management at the School of Dental Medicine, State University of New York at Stony Brook. Journal of Law and Ethics in Dentistry, 2(1), 32–49.
Poon, J., & Kong, M. (2014). Perception of non-law students on the combined lecture- and problem-based learning approaches. Open Journal of Social Sciences, 2, 45–50. https://doi.org/10.4236/jss.2014.25010
Pusporini, W., & Nurdiyanto, H. (2024). Utilization of artificial intelligence in outcome-based curriculum evaluation and development. Journal of Research in Social Science and Humanities, 4(1). http://dx.doi.org/10.47679/jrssh.v4i1.109
Razak, F. A., Osoman, A., & Patel, I. F. M. (2020). Teaching law to non-law background students: Challenges and strategies. International Journal of Humanities and Social Science Invention, 9(3), 51–55.
Rezai, A., Ahmadi, R., Ashkani, P., & Hosseini, G. H. (2025). Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners. Acta Psychologica, 253, Article 104704. https://doi.org/10.1016/j.actpsy.2025.104704
Riparip, E., & Opina, A. (2025). Learning the Law Meaningfully: Dental Students’ Experiences with Outcome-Based Instructional Materials in Dental Jurisprudence and Ethics. Journal of Interdisciplinary Perspectives, 4(1), 324–340. https://doi.org/10.69569/jip.2025.777
Rigby, S., Toohey, D., Toohey, L., & McNamara, D. (2024). Legal education for non-lawyers as “legal first aid”: A participatory inquiry into law for social work students. Legal Education Review, 34(1).
Roganović, J. (2021). The lack of dental ethics education in the undergraduate curricula in dental schools of Serbian universities. Trivent Ethics in Science and Technology Imprint. https://doi.org/10.22618/TP.AEBIO.20214.231012
Sheppard, B., Coenen, M., & Moshirnia, A. (2025). Judicial perceptions of legal difficulty: An empirical inquiry. Journal of Empirical Legal Studies. https://doi.org/10.1111/jels.70017
Sherinda, M. B. (2024). Please think critically: A theoretical and conceptual analysis of curriculum delivery of law degrees. International Conference on Education Research. https://doi.org/10.34190/icer.1.1.3184
Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators. https://files.eric.ed.gov/fulltext/ED380910.pdf
Sucgang, J. D. (2020). Tipping point: Will this pandemic mainstream online learning in Philippine legal education. Philippine Law Journal, 93(183). https://philippinelawjournal.org/wp-content/uploads/2025/02/93PLJ183_SUCGANG.pdf
Sucgang, J. D., & Cruz, J. P. (2021). Philippine legal education in the time of pandemics. In Proceedings of the 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning (pp. 187–194).
Swetha, R. K., Sobana, R., Rajeshwari, M. R. C., Prem Karthick, B., & Gnanambigai. (2023). Knowledge of dental ethics and jurisprudence among dental professionals. Magna Scientia Advanced Research and Reviews, 8(1), 61–64. https://doi.org/10.30574/msarr.2023.8.1.0068
Tiroli, L. (2024). Profile of the legal education professor: Views and tensions about being and doing teaching. https://doi.org/10.1590/S1678-4634202450265392en
Tsalits, A., et al. (2024). Blended learning implementation of outcome-based education curriculum in learning management systems. E3S Web of Conferences, 499, 01020. https://doi.org/10.1051/e3sconf/202449901020
Xu, J., & Wang, Y. (2022). Measures to address the stalled development of health law education in Chinese universities. Global Health Research and Policy. https://doi.org/10.1186/s41256-022-00272-0
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Eduard M. Riparip
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
