This chapter examines the teaching of bioethics and research ethics in the education of healthcare professionals. It begins with the premise that all instructions carry an inherent moral dimension and that clinical practice exposes students to dilemmas that surpass their prior ethical frameworks. The chapter therefore argues for a transversal, longitudinal, and interdisciplinary pedagogical model that cultivates ethical deliberation, critical thinking, and evidence-based decision-making. After surveying the historical roots of bioethics—from Fritz Jahr’s bioethical imperative to the discipline’s institutionalization at the Kennedy Institute—and the subsequent emergence of normative landmarks such as the Belmont Report and the Declaration of Helsinki, the authors highlight current challenges posed by technoscientific innovation, cultural diversity, and social justice concerns. They contend that effective training hinges on coherence between instructors’ discourse and conduct, the intentional use of the hidden curriculum, and learner-centered methods such as problem-based learning and competency-based education. The discussion also underscores the capacity of digital platforms to expand access and foster intercultural dialogue. The chapter concludes that bioethics must occupy a place on par with clinical competencies to prepare practitioners who are not only technically proficient but also just, compassionate, and ethically responsible.