The purpose of this article is to study the effectiveness of interdisciplinary small group teaching strategies in the teaching of Bioethics. First year students from five disciplines attending a medical college in southern Taiwan from September 2011 to January 2012 were enrolled and randomly assigned to groups of 6 to 9 students. At the end of semester students answered questions on the efficacy of the small group strategy. Interdisciplinary groups improved their perceived comprehensiveness of thinking and their ability to cooperate and communicate within a team. Before implementation of interdisciplinary small group teaching activities, learning objectives must be clearly defined and time allocated for class discussion should be appropriate.