DESIGN ELEMENTS OF PROFESSIONAL ETHICS COURSES

Optometrists face ethical dilemmas daily in the practice of their prof ession. Students training to become optometrists also face ethical dil emmas, some of which are unique in their role as students. The focus o n ethical practice has been heightened by the increasing scope of opto metric practice, the greater demand of society for professional accoun tability, the greater diversity of membership and viewpoints, the decr ease in available dollars for health care delivery, and the conflictin g roles of ophthalmology and opticianry with optometry. These factors have led to the addition or expansion of professional ethics courses i n optometry programs. This paper examines the difficulties inherent in defining professional ethics and designing ethics courses. Curricular issues are examined, including course objectives, instructors, conten t, evaluation, timetabling, teaching strategies, student assessment, a nd resource implications. Much of the research in this area has been d one in medical education. Although the content of ethical dilemmas enc ountered by medical students and physicians may not be applicable to o ptometry, the process by which they learn to approach the dilemmas is the same.