KJCKorea
Journal Central

This study investigates the current state of undergraduate medical ethics education across medical,dental, and nursing schools in South Korea. Drawing on a comprehensive review of curricula andselected syllabi from 40 medical schools, 11 dental schools, and 113 nursing institutions, we analyzedcourse offerings, credit hours, instructor affiliations, and educational content. The findings reveal asignificant quantitative expansion in ethics education since the 2000s, with nearly all medical schoolsand a majority of dental and nursing schools offering relevant ethics courses. However, significantdisparities persist in curricular integration, thematic depth, and instructional quality. All threetypes of institutions show relatively systematic development, shaped by accreditation standards andacademic leadership. However, medical schools have not yet established clear directions for achievingsubstantive educational goals; dental schools exhibit considerable variation in course content acrossinstitutions; and nursing schools still lack fully developed curricula that connect ethics to clinicalpractice. This study underscores the need for clearer educational goals, stronger faculty collaboration,and pedagogical innovation to foster ethical competence across disciplines. These findings providea foundational reference for future curricular improvement and policy development in healthcareethics education.

Despite significant quantitative growth in medical ethics education in Korea over the past 25 years,concerns remain regarding its qualitative impact. Prior research has identified structural limitations,fragmented curricula, and vague educational objectives in ethics programs across Korean healthprofessions education. Building on these findings, this article calls for a shift toward verticallyintegrated, practice-oriented ethics education that embeds ethical reflection within clinical contexts. It reframes learning goals to prioritize practical ethical competence, emphasizing situationalawareness, decision-making, and professional identity formation. It also presents instructionalstrategies—such as simulation, narrative writing, and clinically integrated ethics seminars—thatenhance experiential learning and critical reflection. Finally, it underscores the need for institutionalsupport, faculty collaboration, and aligned assessment systems to sustain meaningful reform. Bybridging the gap between classroom ethics and clinical realities, this approach aims to cultivatereflective practitioners capable of ethical judgment in complex healthcare settings.

Medical ethics education aims not only to cultivate ethically aware physicians but also to foster publictrust in healthcare professionals (HP) and healthcare systems by promoting ethical conduct andprofessional attitudes among HP. With the shift from medicine-centered to patient-centered care,and in the interest of ensuring patient safety, the World Health Organization (WHO)’s Frameworkfor Action on Interprofessional Education and Collaborative Practice (IPECP) highlights the needfor collaborative, patient-centered education for all HP. This article argues that medical ethicseducation must be expanded to encompass professional identity formation (PIF) and be integratedthroughout undergraduate and postgraduate education and training. Furthermore, PIF educationshould be provided not only to doctors, nurses, and dentists but to all HP involved in patient care. This broader approach supports high-quality care within systems of interprofessional collaboration(IPC). To achieve this, the ethics educator training program currently offered by the Korean Societyfor Medical Ethics should be continued and expanded to include all HP.