In their study on students' moral development, Johane Patenaude and associates1 appropriately focus attention on an often-overlooked area of undergraduate medical education. Yet it seems a shame to spend time and money on yet another study confirming the deficiencies of undergraduate medical education. Instead, we should begin the more difficult task of making and assessing needed changes in the curriculum. As Peter Singer points out,2 we know what needs to be done, but as yet “none of these strategies has been taken very far.” Why the lack of progress?
Perhaps it has something to do with the reality that teaching remains undervalued. Yes, we need to create an “ethical learning climate” for our students, and we can begin by creating an ethical teaching environment for our teachers.
Stephen Liben Associate Professor Department of Pediatrics McGill University Montréal, Que.