Why Our Ethics Curricula Do Work

Jenson, Larry

doi:10.1002/j.0022-0337.2005.69.2.tb03906.x

Cited by 9 publications

(2 citation statements)

References 5 publications

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“…No se reflejó relación entre los participantes que tomaron algún curso formal respecto a bioética respecto de sus conocimientos y la aplicación de principios bioéticos dentro de su práctica profesional; nadie ha elegido nunca hacer lo correcto por tomar un curso de ética (31).…”

Section: Discussionunclassified

Conocimiento y aplicación de los principios bioéticos en alumnos de posgrado de Odontología

et al. 2021

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Section: Discussionunclassified

Conocimiento y aplicación de los principios bioéticos en alumnos de posgrado de Odontología

et al. 2021

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“…Koerber et al, 2005). In dental ethics courses, students learn important ethical issues related to patient care, such as, for example, patient's confidentiality, information about risks and benefits of a dental treatment, patient's autonomy, objective critique about the work of other dentists, and when to decline to provide a dental treatment for a patient (Jenson, 2005). However, becoming an ethical practitioner is not a simple process and there have been suggestions that university courses in ethics are not successful in changing students' behaviors (Bertolami, 2004), mirroring similar phenomena in other practical fields such Responsibility in dental praxis as teaching (Roth, 2002).…”

Section: Introductionmentioning

confidence: 99%

Responsibility in dental praxis: an activity theoretical perspective

Ardenghi

Roth

Pozzer-Ardenghi

2007

Journal of Workplace Learning

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Purpose -The purpose of this paper is to investigate the transitions practitioners undergo as they move from dental school to their first job in a dental clinic and their learning in the workplace. The paper aims to investigate their use of ethical principles as they engage in practice, providing a theoretical explanation for the gap practitioners experience when moving from the school to the workplace, and also suggesting some viable alternatives for dental education. Design/methodology/approach -The database for this study consists of videotaped interviews with dentists. To analyze our data we followed the principles of interaction analysis, analyzing the data both individually and collectively, until some hypotheses were generated. Then, discourse analysis was used to analyze the interviews. Findings -From an activity theoretical perspective, the results show that dentists can and do learn ethical principles when working in their dental clinics, interacting with patients, and the findings and suggestions are of especial interest for curriculum planning and development in educational institutions.Practical implications -This study suggests that theoretical discussions about ethics are not enough to provide practitioners with the skills necessary to work ethically when interacting with patients. From the findings a complementary approach to teach ethics in dental schools is suggested. Originality/value -Workplace learning has become a preferred topic within many disciplines, such as, for example, sociology, education, and anthropology. However, although there is an established field of medical sociology, little if any attention on workplace learning has been paid to the health sciences in general and dentistry in particular.

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Ethical Dilemmas Reported by Fourth‐Year Dental Students

Sharp

Kuthy

Heller

2005

Journal of Dental Education

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Ethics education in dentistry is a requirement for accreditation. Despite universal adoption of ethics courses, there is ongoing discussion about the appropriate content of these courses and about methods to engage students. Faculty who teach ethics must select a limited set of topics from the broad fields of professional ethics, bioethics, and the humanities. The purpose of this article is to describe the ethical issues reported by fourth-year dental students during community-based extramural clinical experiences. Senior dental students (n=123) wrote essays describing an ethical issue they encountered during one of two extramural rotations. Ethical issues were categorized and coded by consensus between two faculty authors. Students most often reported perceived dilemmas related to patients' limited resources (25 percent), conflict between professionals (19 percent), clinic policy or procedures (15 percent), and decision making by patients' surrogates (13 percent). One student (<1 percent) reported encountering no ethical issues. Students' perceptions of ethical issues in clinical practice offer faculty a foundation for designing a dental ethics curriculum that is practical and immediately relevant to the experience of a dental student. Students' reports may also yield a method for systematic assessment of students' abilities to apply classroom ethics instruction to clinical practice.

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Why Our Ethics Curricula Do Work

Cited by 9 publications

References 5 publications

Conocimiento y aplicación de los principios bioéticos en alumnos de posgrado de Odontología

Conocimiento y aplicación de los principios bioéticos en alumnos de posgrado de Odontología

Responsibility in dental praxis: an activity theoretical perspective

Ethical Dilemmas Reported by Fourth‐Year Dental Students

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