​RDH Education: Professionalism, Ethics, and Integrity

Professionalism, ethics, and integrity come together to form a ‘foundation’ - this foundation is essential to understand. In my opinion, if you want to be successful in this profession, or any profession for that matter, it requires: the ‘foundation’, honesty, and accountability. This does not only apply to clinic, it effortlessly transitions into the role of education. Teaching is not only about delivering accurate knowledge, it is essential  that we lead by example. Why would they take us seriously?  Modeling ethical behavior and professionalism is our responsibility, or else, we would be directly contributing to the decline of integrity within the future of our profession.

While completing research, I came read Seghedin (2014) emphasizing that teaching professionalism extends beyond technical expertise, incorporating moral responsibility, autonomy, and reflective practice. By teaching – emphasizing - these qualities we influence how we engage with students, their learning environments, and exemplify ethical standards in an educational capacity. We must guide students in developing their professional identities without tainting them on doing it ‘our way’ – bias should never be present.

Clinical experience is essential in adopting skills in communication, patient-tailored care, and critical thinking - qualities that translate seamlessly into education (Campbell, 2003). By requiring experience prior to becoming an educator, it allows us variety in cases, oral focuses and systemic. Walking what you're talking to students is necessary, bottom line: if you don't care, why should they?

Just this week I had to postpone SRP's due to needing medical clearance. This case was pertaining them having a platelet disorder and it not being followed up on for "well over 3 years to make it sound a little better, but it was definitely longer than that" my patient described. Is this worth the risk? Absolutely NOT - my mind stands firm on that. I did what I felt was right: appointment rebooked, we planned it for 2 weeks after his primary care/blood work appointment to assure results will be back in time. My patient will email their blood panels to me so I can review them prior to appointments, with a clearance if given. I feel some providers would do a quick "oh just follow-up with your doctor after, bleeding is definitely normal. But if you think it's too much call them since they specialize."

Ethic speaks volumes and patients will see your devotion to their care. That patient I mentioned previously told me "if I leave I won't be coming back for this" to "well I'd like to only see you when I come back, you were explained to me things, I see how that could be important so if it needs to happen it will before I see you again." I was really nervous at first, not going to lie! BUT by implementing standards within yourself and professional organizations requiring RDH to work a set number of hours before they can instruct, we gain so many experiences we never had in school - knowledge beyond the classroom. As providers and educators reflecting on our own ethical responsibilities will not only enhance our teaching, but also contribute to the development of a professional ethos in future practitioners (Darling-Hammond, 2006)."

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We must do our part and actively lead by example!

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References:
Campbell, A. (2003). Professional learning: The ethical teacher. Open University Press.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.
Seghedin, E. (2014). From professional ethics to personal responsibility. Acta Didactica Napocensia.