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A BSTRACT Objectives: A medical ethics course was launched in 2012 in a French University Dental School. We compared knowledge and attitudes, before and after implementation of that course. The aim of this study was to compare students who received an ethics course (third year) to those who did not have such training, however, most of them did have some clinical traineeship. Materials and Methods: An anonymous questionnaire was sent to the second-, third-, and sixth-year students. It comprised questions with Likert item format answers and clinical vignettes with open responses. The results were analyzed by two approaches: a statistical analysis (chi-square or Fischer exact tests) and a content analysis using a predefined grid. Results: A total of 299 respondents replied (75% students) the questionnaire. The analysis showed a statistically significant association between knowledge of the law and information procedures ( P < 0.0001), access to medical files ( P = 0.004), and recording consent ( P = 0.049). It was also significant between knowledge of the law and the principles of biomedical ethics ( P < 0.0001 for autonomy and beneficence). The third-year students could state the principles of medical ethics with their percentage always greater than the sixth-year students. After the third year, the students’ attitudes switched from a social to a medical emphasis, and their point of view regarding patient’s autonomy evolved. Patient’s refusal of care raised potential conflicts between autonomy, professional judgment, information, and consent. Conclusion: Ethics teaching could offer a way to turn positive attitudes into real competencies and should be considered at an early stage.

Using computer simulation by the molecular dynamics technique, we have shown the persistence of the phenomenon of focused atomic collisions in a large range of temperature up to 0–3 Tm in copper. On the other hand, we have investigated different processes by which the sub-threshold collisions can induce a vacancy migration. A quantitative model relating the induced vacancy migration to the flux density, direction and energy of incident particles has been developed. For example in an electron irradiation, it is found that the induced vacancy jump frequency depends notably on the incident direction and exhibits a maximum value in the range of electron energy between 60 and 100keV