The emergence of ethics curricula in medical education over the past three decades has been dramatic ( 10). In recent years, there has been a growing sense that formal ethics curricula should help inculcate the clinical and ethical decision making skills and professional values needed to be a good doctor ( 8, 9). Toward this goal, medical learning traditionally has been based on an apprenticeship model in which more experienced physicians transmit essential knowledge and skills of clinical practice and provide mentoring in everyday medical decision making ( 7). Preparing physicians-in-training to become independent decision makers dedicated to the well-being of their patients is the central task of clinical education ( 5, 6).

It is the ability to make and enact sound decisions with professionalism that defines the truly good doctor ( 3, 4).

How does one become a good doctor? Mastery of knowledge and acquisition of technical skill are the principal emphases of formal medical training, but it is clear that these achievements, while necessary, are not sufficient ( 1, 2).

Doctors in training step 2 review