In view of the special demands placed upon the teacher of medical ethics, I would look, in terms of pedagogical skills, at his or her ability to adapt the "actionresearch" model to teaching itself. Here the teacher involves those who themselves recognize a problem in the design of a study of the problem, as well as a proposed change. Thus, a particular medical service may be assisted in the definition of moral problems within its own delivery, or a group of students can be helped to conduct a careful study of the patients' experience of a moral dilemma. In addition to a deep reservoir of knowledge of ethics, I would expect a certain amount of courage and innovation in teaching that would lead to change. The action-research model of teaching would be especially useful in a shorter, more experiencebased medical curriculum.