INTRODUCTION Morality is a natural and cultural phenomenon that develops through the interaction of the psychological components of an individual and through the interactions of people within a society.1 Directs behavior that affects others with the intent to diminish harm or harm.2 Moral judgment is the fundamental psychological structure through which individuals make decisions about their rights and responsibilities.3 Lawrence Kohlberg defines a moral competence as the ability to make moral judgments and decide personal values ​​accordingly.4 Lind extends this definition to include the social situation, defining moral competence as the ability to resolve conflicts based on shared moral principles through thought and discussion rather than through violence, deception and power.5 The development of moral competence can be (and should be) fostered through education.6,7 However, education is only effective if it offers opportunities for taking responsibility and guided reflection.8 The medical profession requires a very high level of moral competence. Therefore, promoting medical students' moral competence should be the central goal of medical education.9, 10 But research does not support the hypothesis that medical education fosters students' moral development. Over the past two decades, many studies conducted in different countries of the world, using different research tools, have revealed disturbing data: medical education hinders students' moral development or even attenuates it. 7, 12, 14, 16, 20, 21 11-21 This represents a major challenge for medical education. Recent studies in Croatia have also highlighted a regression of moral reasoning in medical students and reported a high prevalence of cheating in Croatian medical schools where.... .. middle of paper ......r understanding of the rules and class roles. The Elementary School Journal 1987;88 (1):64–77.39. McCallum JA. Teacher reasoning and moral judgment in the context of student disciplinary situations. Journal of Moral Education 1993;22 (1):3–17.40. Lind G. Konstanz Dilemma Discussion Method. Promoting moral-democratic competence with the KMDD® http://www.uni-konstanz.de/ag-moral/moral/dildisk-e.htm [Accessed 27 May 2014.]41. Lind, G. Teaching students to speak and listen to others: Cultivating moral democratic skills. In: Lund DE, Carr PR, eds. Doing democracy and social justice in education: political literacy for all students. New York: Peter Lang Publishing. 2008; 319-35.42. Nowak E, Schrader DE, Zizek B, eds. Educate in skills for democracy. Frankfurt am Main, Berlin, Bern, Brussels, New York, Oxford, Vienna: Peter Lang Publishing; 2013.