Gadbury-Amyot (2005) examined how well a multifaceted approach to formal ethics instruction that includes community-based service-learning can improve learning and influence the students' attitudes and perceptions about their role as oral healthcare providers in such areas as access to care, disparity, and working in a diverse community. Students noted that service-learning was both professionally and personally enriching and made a significant impact on their person view as providers of health services and community participants. They also reported on the positive aspects of the "hands-on" experience and hoped to have additional opportunities to participate such activities and indicated a desire to address current access to oral health care dilemmas. The combined classroom information with the community-based service-learning component begins a needed dialog for these professionals to meaningfully consider ethical issues and potential resolutions. Immersion is thus found to work best, with hands-on issues. That is, most students will benefit most from an interactive, actual case study teaching methods that analyze ethical dilemmas and discuss options.
Some of the questions students and future dental hygienists may face include: 1) What is the most important ethic in your profession and why?; 2) How well do you feel that you meet this ethical code?; 3) Name some ethical dilemmas that you have or may experience in your profession; 4) Name some violations of ethics you have or may witness in your workplace; 5) What if a co-worker violated an ethical...
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