• Lorenz Faihs, Carla Neumann-Opitz, Franz Kainberger, and Christiane Druml.
• Medical University of Vienna, Vienna, Austria. lorenz.faihs@trauma.lbg.ac.at.
• Wien. Klin. Wochenschr. 2024 Mar 1; 136 (5-6): 129136129-136.

BackgroundIn times of a pandemic, morals and ethics take center stage. Due to the challenges of the pandemic and ongoing discussions about the end of life, student teaching demands might have changed. This study aimed to evaluate teaching ethics, law, and decision-making skills in medical education via a survey to customize the curriculum to the students' needs. Furthermore, gender differences were examined to determine gender equality in medical education.MethodsThe medical students at the Medical University of Vienna were requested to complete an anonymous online survey, providing feedback on the teaching of ethics, law, and decision-making skills.ResultsOur study showed the students' strong demand for more teaching of ethics, law, and decision-making skills. Moreover, we found that students were afraid to encounter ethical and moral dilemmas. Gender differences could be found, with female students assessing their knowledge and the teaching as being more insufficient, resulting in greater fear of encountering ethical and moral dilemmas.ConclusionThe fear of encountering ethical and moral dilemmas might be linked to medical students' self-perceived insufficient legal knowledge. The education should guarantee gender equality in medical training and be customized to the students to provide the future doctors with the ethical and legal expertise to preserve the patient's rights and protect their mental health.© 2022. The Author(s).

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