Experiential Teaching Strategies Applied to an Ethics and Professional Issues Course

Effective ethics training requires more than being knowledgeable about the code of ethics. Ethical decision-making requires higher order cognitive skills and an examination of personal values. Didactic course work establishes a foundation, but it must be supplemented with experiential activities that will provide the student with first-hand experience with ethical dilemmas, and by classroom discussions that expand cognitive awareness. It is important for students to have first-hand experience in working with contemporary ethical issues before they finish their graduate training. While ethical vignettes are one way to simulate clinical contexts, real life examples that place students in situations where they will personally experience ethical issues is recommended. Nine experiential teaching strategies that are appropriate for an ethics and professional issues course are discussed. Some suggestions include students completing a family genogram; developing a professional disclosure brochure; researching ethical decision-making models; and participating in a professional growth group. (Contains 11 references.) (JDM) Reproductions supplied by EDRS are the best that can be made from the original document