Spafford M M, Strong G
School of Optometry, University of Waterloo, Ontario, Canada.
Optom Vis Sci. 1995 Oct;72(10):741-52. doi: 10.1097/00006324-199510000-00007.
Optometrists face ethical dilemmas daily in the practice of their profession. Students training to become optometrists also face ethical dilemmas, some of which are unique in their role as students. The focus on ethical practice has been heightened by the increasing scope of optometric practice, the greater demand of society for professional accountability, the greater diversity of membership and viewpoints, the decrease in available dollars for health care delivery, and the conflicting roles of ophthalmology and opticianry with optometry. These factors have led to the addition or expansion of professional ethics courses in optometry programs. This paper examines the difficulties inherent in defining professional ethics and designing ethics courses. Curricular issues are examined, including course objectives, instructors, content, evaluation, timetabling, teaching strategies, student assessment, and resource implications. Much of the research in this area has been done in medical education. Although the content of ethical dilemmas encountered by medical students and physicians may not be applicable to optometry, the process by which they learn to approach the dilemmas is the same.
验光师在其职业实践中每天都会面临道德困境。正在接受培训以成为验光师的学生也面临道德困境，其中一些困境在他们作为学生的角色中是独特的。随着验光实践范围的扩大、社会对专业责任的更高要求、会员和观点的更多样化、医疗保健可用资金的减少以及眼科和配镜行业与验光行业的角色冲突，对道德实践的关注得到了加强。这些因素导致验光专业课程中增加或扩展了职业道德课程。本文探讨了定义职业道德和设计道德课程所固有的困难。研究了课程问题，包括课程目标、教师、内容、评估、时间表、教学策略、学生评估和资源影响。该领域的许多研究是在医学教育中进行的。虽然医学生和医生遇到的道德困境的内容可能不适用于验光，但他们学习处理这些困境的过程是相同的。
