The article reviews the ethical aspects of selecting educational resources to be used during foreign language lessons at a medical university under the conditions of digital transformation. Theory and practice are utilized to conclude that a teacher of a foreign language doesn’t only translate linguistic knowledge, but also acts as an ethical mediator who determines the professional and communicative competence of future doctors. The principles of bioethics (autonomy, beneficence, non-maleficence and justice) are reviewed as the criteria for assessing the learning content, the significance of the intercultural approach and critical selection of authentic digital resources. A thematic plan and reflective practices that allow to include ethical issues into foreign language lessons with medical students and particular linguistic tasks are offered. It is concluded that the approach allows to develop linguistic skills, shape the professional identity and moral consciousness of medical students.