Dr. Letelier asserts that teaching ethics requires more than a theoretical framework; it must be connected to professional practice and the genuine dilemmas future professionals encounter. He states, “Applied ethics is not merely about memorizing codes of conduct, but about comprehending how ethical principles inform decision-making in complex and evolving situations.”
To understand how universities are preparing students for the ethical demands of their future professions, especially in diverse interactions with patients, users, and communities, this project analyzes current approaches. Letelier highlights, “Students must develop a deep ethical reflection that enables them to respond with judgment and sensitivity to real-world issues.”
The research's core theme is how ethics are taught in psychology and occupational therapy, two fields that face similar ethical dilemmas but may employ differing pedagogical approaches. “We seek to uncover how ethical judgment is built in professional training and determine which teaching tools are most effective in reinforcing it,” the academic elaborates.
The study delves into how social and cultural contexts shape the understanding of professional ethics. Letelier points out that values and principles are not abstract but are fundamentally influenced by real-world situations that affect professional choices. “Ethics is not a rigid discipline,” he stresses, “but rather interacts dynamically with the social, political, and technological changes prevalent in every era.”
Beyond its analytical scope, the project intends to deliver tangible proposals to enhance ethics education. Letelier underscores the critical need for universities to constantly review and update their training programs, ensuring future professionals are well-equipped to navigate the ethical dilemmas of their careers. “Our goal extends beyond producing technically proficient professionals; it's about cultivating individuals with a profound ethical awareness and dedication to the well-being of the communities they serve,” he explains.
The academic hopes this research will foster further discussion on ethics education in professions focused on working with people, with its results informing both curriculum design and professional practice. “Ethical reflection is an essential component in the training of any professional,” he concludes, “and our goal is to strengthen it from a critical and up-to-date perspective.”