Learning the Law Meaningfully: Dental Students’ Experiences with Outcome-Based Instructional Materials in Dental Jurisprudence and Ethics
DOI:
https://doi.org/10.69569/jip.2025.777Keywords:
Dental jurisprudence, Dental law, Dentistry, Legal education, Outcome Based Instructional Materials (OBIMs)Abstract
Existing literature indicates a scarcity of law-related, outcome-based instructional materials (OBIM) for non-law students. Using thematic analysis, this qualitative study explored how dentistry students at a university in Metro Manila experienced learning Dental Jurisprudence and Ethics through outcome-based instructional materials specifically designed for them. The OBIM was developed, validated, and enhanced through an empirical process involving needs analysis, iterative instructional design and material development, pilot implementation, and multi-level formative and summative evaluation. Following the use of the OBIM in classroom instruction, data were gathered through open-ended questions and reflective narratives. Four major experiential themes emerged: (1) Ethical Awareness and Professional Identity Formation, where students reported deeper understanding of ethical and professional responsibilities, respect for patient privacy, and the significance of informed consent, as well as development of professional confidence; (2) Legal Preparedness, reflecting increased awareness of legal consequences, familiarity with the legal framework, commitment to professional compliance, and recognition of the protective role of law; (3) Applied Learning, characterized by appreciation for real-life case-based learning, improved ethical–legal decision making, and perceived preparedness for real practice; and (4) Foundational Knowledge, where the instructional materials were seen as providing a broad, essential understanding of ethics and law in dentistry and applying the ethico legal principles early relative to their practice. Furthermore, students observed that the OBIM contains a supportive learning design and clear, accessible, and well-structured content. Nevertheless, learning barriers arose from information overload and the complexity of legal language, leading to a strong preference for visual, summarized materials. The findings suggest that outcome-based, case-grounded instructional materials can meaningfully enhance ethical–legal competence and professional identity among dental students, while stressing the need for multimodal designs that are accessible to non-law learners.
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