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Results for “ETHICS, DENTAL”

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At least 163 records · Page 9Linked to original sources
PubMed1990

[Psychology in the curriculum of Royal Dental College, Copenhagen].

In the curriculum of the Royal Dental College, Copenhagen, psychology has been offered as a separate discipline since 1986. In total there are 38 lectures and 31 seminars each of 2 hours. The teaching is divided into 6 main subjects: theory og education (learning, remembering and thinking), motivation and emotion, personality and the individual, biological and developmental processes, social behavior and conflict, adjustment and mental health. A general theme is a psychological understanding of anxiety and pain, and how to create positive attitudes and behavior to dental care and to the dentist. The lectures and seminars are primarily placed in the two first semesters of the dental education. In the final part of the education there are follow-up teaching in the disciplines pedodontics, gerodontics, sociology and dental ethics.

Curriculum↗
PubMed1988

Ethical or legal perceptions by dental practitioners.

Perplexing ethical and legal concerns cross health professions and reach into many professions and vocations. Confidentiality is crucial not only to the health professional and the patient, but also to the lawyer and client, and the investigative reporter and the source. Reporting poor work or whistleblowing is a dilemma not only for dentists and other health care professionals, but also for the engineer, architect, and federal employee, among others. This survey of the ethical or legal perceptions of the dental practitioner supports two conclusions: perplexing situations are perceived as predominantly ethical rather than legal problems and the factor of age (number of years in practice) might affect this trend toward the ethical consideration of complicated issues. Understanding the nature of these and other perplexing situations requires that dental practitioners step beyond the confines of their practice and the boundaries of the dental profession to search for more effective ways of dealing with, and therefore living with, the realities of their practice.

Age Factors↗
PubMed1990

Survey of ethical issues in dental hygiene.

The purpose of this study was to determine the types and frequency of ethical problems encountered by dental hygienists, and to determine the type of instruction they have received in ethical theory and problem solving. A 40-item questionnaire mailed to 2,251 American Dental Hygienists' Association members resulted in a stratified random sample of 1,523 (68% response rate). The three ethical dilemmas most frequently encountered in dental hygiene practice are (1) observation of behavior in conflict with standard infection control procedures (66%); (2) failure to refer patients to a specialist such as a periodontist (60%); and (3) nondiagnosis of dental disease (58%). While almost 86% of the respondents received formal instruction in ethical theory, only 51% received formal instruction in methods for solving ethical problems. More hygienists (74%) felt their ethical principles were influenced by role models rather than by formal instruction (63%). This study indicates that serious ethical dilemmas are encountered by the majority of dental hygienists and that some modification of current entry-level education, as well as of continuing professional education, should be considered to prepare dental hygienists to recognize and resolve ethical problems.

Adult↗
PubMed2002

Use of an inventory for ethical awareness in dental hygiene.

This is a study of practicing dental hygienists and dental hygiene students undertaken to ascertain their perceived awareness of ethical, moral, and legal matters and their convictions about being knowledgeable in dealing with them. The study focused on identifying ethical concerns that dental hygienists maintain as being professionally significant and the differences, if any, between currently enrolled students and dental hygiene practitioners.

Attitude of Health Personnel↗
PubMed1993

The role of forensic dentistry in South Africa.

Forensic dentistry has become an integral part of forensic medicine over the past 100 years. This has been due to the dedication of people like Amoedo, Gustafson, Sognaes, Keiser-Nielsen and Suzuki, to name but a few. They established the essential role which forensic dentistry plays mainly in the identification of human remains. Dental hard tissues are extremely resistant to fire and are usually the only remains after an extended period of burial. If antemortem dental records are available for an individual then dental identification is as certain as those of fingerprints. In South Africa forensic dentistry had its beginning in 1969 during the Windhoek air disaster. Since then there have been several cases of interest throughout the country, one of which was the crash of the Helderberg off the coast of Mauritius. Other aspects of forensic dentistry are the examination of bite marks and the recognition of facial trauma especially in cases of child abuse; the determination of age, sex and race of skeletal remains; dental ethics and jurisprudence as well as malpractice also form part of the duties of the forensic dentist. The five dental schools in South Africa each have a forensic team which is consulted on a regular basis by forensic pathologists and district surgeons. Forensic dentists are active members of the medicolegal team and should be consulted on a regular basis especially in cases where identification is concerned.

Forensic Dentistry↗
PubMedDate not supplied

Professional ethics.

Explore the source record for details and available documents.

Education, Dental↗
PubMed1999

Doing the right thing: resolving ethical issues in geriatric dental care.

This article reviews key ethical concerns facing dental professionals caring for older adults and offers guidelines for resolving them. Approaches to securing informed consent for treatment and assessing decision making capacity are discussed. Next, the question of deciding among several treatment options when patient preferences are unknown is considered. Finally, guidelines are offered on restraint use for older adults with behavioral problems.

Aged↗
PubMed2002

The defining issues test and the four component model: contributions to professional education.

This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Components Model. Assessment methods have been validated for sensitivity, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice.

Curriculum↗