Abstract

One of the challenges of teaching of bioethics is to com-bine theory and practice. It would seem less complicated to do so with bioethics, given the large extent to which its contents are oriented towards practice. There are even authors who question the very possibility of teaching bioethics, arguing that the fundamentals of ethics are imparted at home and their presence in university curricula is unwarranted. Seemingly, the mission of medicine itself is already set, and it is hard to find differing points of view on the objectives that are so peacefully accepted. Perhaps the problem is one of misconception, since those objectives now are perceived largely from a technical perspective in which knowledge and know-how take precedent and where investigative skills and those that lead to the best possible management of the generally scarce resources allocated to health are what matter the most.