In the context of war and instability, developing a professional ethical culture among future doctors is particularly significant and requires innovative educational approaches. This commentary presents the unique features of the integrated medical ethics course “Dignity and Professionalism”, developed for medical students and implemented within clinical training. The course aims to bridge the gap between theory and clinical practice by embedding ethical reflection, narrative-based learning, and patient-centred decision-making into everyday clinical scenarios, distinguishing it from standard programmes.

The course is grounded in four pedagogical principles: interdisciplinarity, practicality, structured reflection, and narrativity. It comprises four modules and employs case-based learning, reflective writing, simulation, and narrative medicine. The ethical component is integrated into key clinical disciplines, supporting the development of students’ ethical analysis, empathy, professional responsibility, and reflective skills. The course demonstrates that ethical education in conflict zones can be practical, reproducible, and scalable, offering valuable experience for universities operating under similar conditions.