I WRITE THIS PIECE under certain assumptions. First, I assume that my esteemed colleague and good friend Susan Day, MD, is proposing that teaching ethics to ophthalmology residents can and should be done within the framework of a structured curriculum, which by definition includes lectures, problem-based learning sessions, tutorials, and some form of outcome assessment, such as multiple-choice examinations, essay examinations, and the inclusion of ethics questions on the Ophthalmology Knowledge Assessment Program and the American Board of Ophthalmology examinations. Second, I assume that the mere idea of teaching "ethics" has arisen because ethics, or to be more precise, the lack of ethics, is a problem among our colleagues and needs to be addressed. The third assumption is that if, indeed, there is an ethics problem among our colleagues . . . [Full Text of this Article]