Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, 2199 Wesbrook Mall, Vancouver, British Columbia V6T 1Z3, Canada.
J Dent Educ. 2010 Nov;74(11):1220-9.
The subject of ethics and the teaching of skills associated with ethical reasoning in a predoctoral dental curriculum are as important as clinical skills development, but there is no single approach to teaching ethics in dentistry. This article aims to describe the didactic approach used to teach dental ethics and ethical reasoning in the first year of the D.M.D. curriculum at the University of British Columbia. This descriptive article discusses three main pedagogies employed to teach ethics: the "hot seat" experience via a role-play with a trained actor (standardized patient, SP); small-group presentations of a case workup deconstructing an ethical dilemma; and student reflections from the SP encounters. The approach to dental ethics presented here does not profess to make an otherwise unethical person ethical, but it can give all students the tools to recognize when a dilemma exists, use a process to reason ethically, and ultimately make a good decision. The "hot seat" and the case workup approaches have had a positive impact upon students as illustrated through their reflections; however, further study is needed to better understand the implications of ethical issues in both academic and professional settings.
伦理问题以及与伦理推理相关的技能教学在牙医学博士课程中与临床技能的发展同样重要，但在牙科领域并没有单一的教学方法。本文旨在描述不列颠哥伦比亚大学牙医学博士课程第一年中教授牙科伦理和伦理推理的教学方法。本文讨论了教授伦理道德的三种主要教学方法：通过与受过训练的演员（标准化患者）进行角色扮演的“热点”体验；对一个伦理困境进行病例分析的小组陈述；以及学生从 SP 遭遇中的反思。这里提出的牙科伦理学方法并不是要让不道德的人变得有道德，但它可以让所有学生都有工具来识别何时存在困境，使用合理的推理过程，并最终做出正确的决定。“热点”和病例分析方法已经对学生产生了积极的影响，正如他们的反思所表明的那样；然而，需要进一步的研究来更好地理解学术和专业环境中伦理问题的影响。
