Abstract

The purpose of this study is to explore the decision-making process used to resolve ethical dilemmas experienced by undergraduate dental students. Various pedagogical approaches were considered and a modified decision-making strategy based upon a synthesis of current models was suggested. The research methodology included a literature review of articles obtained through a Medline search. Data collected from student essays over a four-year period provided a list of common ethical dilemmas encountered by undergraduate dental students. A survey tool was designed using four of these situations and distributed to third and fourth year students and dentists having more than five years of clinical experience to determine the underlying ethical principles used in resolving ethical conflicts. Two main conclusions can be drawn from this study. Dental programs have an obligation to include the teaching of ethics and are most successful when it is a part of the curriculum every year. The second conclusion is that in general, experienced clinicians more than students, and men more than women, tend to take into consideration context as well as professional principles when resolving ethical dilemmas.