Concern about ethics education in allied health professions has existed for decades. As educators evaluate the prevalence, effectiveness, and outcomes of existing ethics education programs in the allied health professions, the role of ethics education in the moral development of future health care providers remains an important concern. 1 Clearly, ethics education in the allied health professions is a complex entity that encompasses clinical and didactic education. Traditional formats for ethics education typically involve immersion in one or more courses clearly specific to ethics theory; however, other approaches such as continuing education seminars, grand rounds, and journal clubs have evolved as options for ethics education in some programs. 2 This dilemma is further exacerbated by the fact that there appears to be a significant disconnect between theory and practice when ethics education is pedagogically isolated using these techniques. Henderson3 supports that pedagogical tension exists between theory and practice when ethics education is detached from “the practicalities of life.” As an allied health care provider, it is critical to embrace the roots of the profession, to develop as a professional, and to maintain professionalism and establish professional ethos. Although a strict understanding of the definitions of these terms is critical, activities to evaluate one’s level of development within these contexts helps professionals make the important connections between theory and practice which is the ultimate goal of ethics education. Ethics is seen as part of a larger plan to develop interpersonal skills, social consciousness, and human values. 2 Ethics education should approach professional and moral development using strategies that reinforce the connection between the actual content areas of the