Developing Faculty Competencies for the Qualitative Transformation of Medical Ethics Education: Directions and Challenges

While medical ethics education across Korea’s medical, dental, and nursing schools has undergone quantitative growth since the 2000s, qualitative development remains limited. This commentary advocates for the establishment of a Korean-adapted competency framework for medical ethics educators, drawing on international models that emphasize curriculum design, moral reasoning, and reflective practice. The approach proposed in this article includes developing shared core competencies across disciplines, implementing systematic faculty development programs, and establishing institutional support structures. Ultimately, the qualitative transformation of medical ethics education depends on cultivating educators capable of facilitating ethical reflection and interdisciplinary collaboration, supported by structural reforms that position medical ethics as an essential component of health professions curricula.