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Background Forwarding the finest traditions of a calling, and upholding core components of the Hippocratic Oath, requires forwarding seeing each patient as a unique and autonomous person to future generations of physicians. Whilst clinical teaching is paramount in fostering this ethical perspective in applied contexts, limited empirical research has addressed how and why clinical teachers forward seeing the patient as a person in teaching. The present study endeavored to address this gap. Methods Qualitative semi-structured interviews were conducted with 17 randomly sampled clinical teachers, from two major university hospitals in Sweden. Data was analyzed through the phenomenological method. Results Two themes emerged: (1) Forwarding seeing the patient as a person by conveying the perspective, including the categories highlighting practical benefits in context, displaying humility and rendering the abstract salient, awareness of clinical teachers' impact on pathway development, and protecting core Hippocratic values in medical education; and (2) the need for active engagement in fostering the perspective, including the categories observing own development on a continuum, requiring constant reminders in applied contexts, finding inspiration through interaction, and the need for dedication and resolve. Conclusions Emblematic of the Latin proverb docendo discimus [by teaching, we learn], exemplifying the Hippocratic Oath in applied contexts further fueled and fostered the clinical teacher's own ethical perspective. This observed process accents how focus in teaching is contingent on, and promoting of, clinical teachers' own development and further engagement with the human dimensions of care. Cumulatively, past and present exemplars shape clinical teachers' professional identity and ability to engage with seeing the patient as a person, in turn enhancing the dedication needed to lead by example and revive the core components of the Hippocratic Oath in clinical teaching. Key messages Forwarding seeing the patient as a person in teaching is contingent on, and promoting of, clinical teachers’ own development and further engagement with the human dimensions of care. “Docendo discimus [By teaching, we learn]” – The reciprocal effect of fostering the ethical perspective in teaching requires seeking exemplars, to serve both as reminders and sources of inspiration.

Docendo discimus: Forwarding Seeing the Patient as a Person to the Future Generation of Physicians