Dr. Surekha Rathod, Dr. Jaishree Chahande, Dr. Usha Radke


Introduction: Health professionals usually have low morale & burnout. Core values are the foundation of the spiritual approach. Knowing and living by our values enriches our self-development and leads to an understanding of the purpose of our lives. Values in health care programme are based on three principles viz., physician heal thyself, learning through experience and relevance to work.

Material and Methods: An introduction to the theme, warm up followed by structural program and activities was started with 2-minute meditation followed by a 2- hour lecture on core values, ethics and professionalism and a small group discussion. The students were asked to think of the values that reflected from them, songs, poems, quotes, books and images and a feedback form was duly filled.

Results: 95 % participants believed that moral, ethics, honesty, consciousness, positivity, punctuality, kindness, hard work, creativeness and truthfulness added orientation focus and enhanced teamwork. All 100% participants believed that it built team spirit, creativity, truthfulness, compassion, positivity, honesty, motivation, cooperation, and punctuality.

Conclusion: The present study revealed a positive learning behavior among values in health care towards personal and professional level. Dental teachers should engage students more effectively in orientating them to the essential values needed in dental practice and contribute towards building a more effective and proactive dental health service to the society


core values, spirituality, professionalism

Full Text:



Atkins, S., & Murphy, K. (1993). Reflection: a review of the literature. Journal of Advanced Nursing, 18(8), 1188–1192.

Berk, N. W. (2001). Teaching ethics in dental schools: trends, techniques, and targets. Journal of Dental Education, 65(8), 744–50.

Bradshaw, A. (1997). Teaching spiritual care to nurses: An alternative approach. International Journal of Palliative Nursing, 3(1), 51–7.

Brown, C. (2003). Low morale and burnout; is the solution to teach a values-based spiritual Approach? Complementary Therapies in Nursing and Midwifery, 9(2), 57–61.

Eagger, S. , Desser, A. , & Brown, C. (2005). Learning values in healthcare? Journal of Holistic Healthcare, 2(3), 25–30.

Hurwitz, B . , & Richardson, R. (1997). Swearing to care: the resurgence in medical oaths. British Medical Journal, 315, 1671–4.

Mamede, S., & Schmidt, H. (2004). The structure of reflective practice in medicine. Medical Education, 38(12), 1302–1308.

McSherry, W., & Jamieson, S. (2011). An online survey of nurses’ perceptions of spirituality and spiritual care. J Clin Nurs, 20, 1757–67.

Orr, RD., Pang, N., Pellegrino, ED., & Siegler, M. (1997). Use of the Hippocratic Oath: a review of twentieth century practice and a content analysis of oaths administered in medical schools in the U.S. and Canada in 1993. J Clin Ethics, 8(4), 377–88.

Rancich, A. M., Pérez, M. L., Morales, C., & Gelpi, R. J. (2005). Beneficence, justice, and lifelong learning expressed in medical oaths. The Journal of Continuing Education in the Health Professions, 25(3), 211–220. Retrieved from

Srithara, K., Russell, G., & Fritz, Z. (2001). Medical oaths and declarations: a declaration marks an explicit commitment to ethical behaviour. British Medical Journal, 323(7327), 1440–1441.

Trathen, A., & Gallagher, J. E. (2009). Dental professionalism: definitions and debate. British Dental Journal, 206(5), 249–53.


  • There are currently no refbacks.

Comments on this article

View all comments

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.