Recommended Curriculum For The Teaching of Professionalism and Ethics in Optometry: Part 2

Part 1 | 2

Guidelines For Implementation

Professional behavior and ethics are interrelated. Ethics is the route through which professionalism becomes understandable, relevant, and practical. The topics of professionalism and ethics should be introduced early in optometric education and reinforced throughout all four years of the professional program.

Those elements related to the nature of professionals in general and to the profession of optometry in particular (I. Professionalism and The Optometric Profession) may be presented best during the beginning of the professional program, primarily in a lecture format. The use of classroom discussion when feasible should enhance the instruction in professionalism.

Similarly, the basic elements related to ethical theory, principles of ethics, and the process of ethical decision-making (II. Ethics) should also be introduced during the pre-clinical didactic-course period. A lecture/discussion format is effective. Use of case studies for classroom discussion during the study of ethical theory and principles reinforce students' understanding of their application. The process of ethical decision-making is best taught by actively engaging the students in an interactive fashion, with an emphasis on the analysis of cases presenting ethical issues or ethical dilemmas. Video and computer simulation formats could also be utilized.

The enhancement of ethical decision-making skills should take place within the classroom and throughout the clinics. Ongoing practice in the process of ethical decision-making will be required if this skill is to be mastered and internalized. Including a number of small-group ethics rounds or seminars during the clinical years is typically effective. These ethics rounds enhance ethical decision-making skills through the discussion of case studies that present common ethical issues and dilemmas from optometric practice. Discussion of specific cases encountered by student clinicians is beneficial in preparing students to reflect critically on their own practice.

The elements of the above outline of the core content of the recommended curriculum in professionalism and ethics may be presented entirely within one course or divided among several courses within the professional program. Consideration was given to the order of presentation of the various topics; however, it is understood that this order could be adjusted to fit a school or college's needs without seriously affecting the quality of the curriculum. The outline of the core content of the recommended curriculum does not presume to list all of the important topics in professionalism and ethics. Each school and college should consider adding those elements they consider important for their professional program.

The study of ethics should be incorporated into all courses within the professional curriculum whenever possible. For the ethics curriculum to be effective, each faculty member should understand basic ethical principles and the process of ethical decision-making, and be committed to their implementation. There are many ethical issues, apart from patient care concerns, encountered by students within both the classroom and the clinic which demand attention. Also, ethical concerns surrounding research, publication, and presentation issues should be addressed within the appropriate courses identified by the faculty of each school and college. Effective education relating to patient care requires the full cooperation of clinical faculty, who must reinforce good ethical behavior in patient care in both their formal teaching and individual interaction with patients, students, and support staff.

Faculty commitment is necessary to ensure the effectiveness of the ethics education process. Therefore, faculty development is an essential component of the optometric ethics curriculum. In addition to well trained optometric ethics educators, it is suggested that professional ethicists, experienced in the ethical issues of patient care, be employed to enrich both faculty development and the instruction of professional students.

The complexity of implementing the curriculum of professionalism and ethics throughout the professional program will, in most cases, require appointment of a Coordinator of Ethics Education. This individual would work with all faculty to ensure the level of ethics education suggested in these guidelines.

References:

Curriculum guidelines on ethics and professionalism in dentistry. Journal of Dental Education 1989; 53(2):144-47
Weistein BD, ed. Dental ethics. Philadelphia: Lea & Febiger, 1993.

Consultants:

Elizabeth Heitman, Ph.D.
Program on Humanities & Technology in Health Care
School of Public Health
University of Texas-Houston

Bruce D. Weinstein, Ph.D.
Center of Health Ethics and Law
West Virginia University

Editorial Group:

R. Norman Bailey, O.D. College of Optometry University of Houston	Marc Marenco, D. Phil. Oxon Department of Philosophy College of Optometry Pacific University
Jack W. Bennett, O.D. School of Optometry Indiana University	James E. Paramore, O.D. College of Optometry Ferris State University
Albert Flores, Ph.D. Department of Philosophy California State University, Fullerton Southern California College of Optometry	D. Leonard Werner, O.D. State College of Optometry State University of New York

Optometric Ethics Educators Committee:

D. Leonard Werner, O.D., Chair State College of Optometry State University of New York	Stanley Hatch, O.D. New England College of Optometry
Arthur J. Afanador, O.D., Ph.D. School of Optometry Inter American University of Puerto Rico	Sherry Hogan, O.D. College of Optometry The Ohio State University
R. Norman Bailey, O.D. College of Optometry University of Houston	Marc Marenco, D. Phil., Oxon Department of Philosophy College of Optometry Pacific University
Jack W. Bennett, O.D. School of Optometry Indiana University	W. Howard McAlister, O.D. School of Optometry University of Missouri-St. Louis
Bethany Busemeyer, Representative American Optometric Student Association School of Optometry University of Missouri-St. Louis	Neal Nyman, O.D. Pennsylvania College of Optometry
John G. Classe, O.D., J.D. School of Optometry University of Alabama at Birmingham	James E. Paramore, O.D. College of Optometry Ferris State University
Jerry Christianson, O.D., Ph.D. School of Optometry University of Missouri-St. Louis	Ronald Rounds, O.D. College of Optometry Northeastern State University
Albert Flores, Ph.D. Department of Philosophy California State University, Fullerton Southern California College of Optometry	Morton W. Silverman, O.D. College of Optometry Nova Southeastern University
Allan N. Freid, O.D. Southern California College of Optometry	Marlee Spafford, O.D. School of Optometry University of Waterloo
Alden N. Haffner, O.D., Ph.D., Representative Assoc. of Schools and Colleges of Optometry State College of Optometry State University of New York	Bradley Taylor, O.D. Southern College of Optometry
Patsy Harvey, O.D. School of Optometry Univeristy of California, Berkeley	Jeffrey Weaver, O.D. School of Optometry University of Missouri-St. Louis