AMA Journal of Ethics^®

PROM data can contribute to evidence-based, shared decision making and just access to gender-affirming surgical care.

This issue offers diverse examples of how IPE enhances our clinical and ethical understandings of health professional educational collaborations that improve patient outcomes.

Biases rooted in historically entrenched assumptions about medical supremacy are reified in popular cultural representations of health professionals and in students’ lived experiences.

A short film considers ethical and clinical implications of the phenomenon of pseudo-stoicism, especially in medicine.

A novel curriculum focused on racial trauma was implemented at Yale for medical, physician associate, and advanced practice nursing students.

Several opinions consider interprofessionalism in health professions education and practice.

Health professions education continues to emphasize team-based approaches to improving mutual respect and cultivating trust.

Classroom-based IPE has been shown to improve medical students’ understandings of competencies, but less is known about how they apply clinically.

Health professional students often attend lectures equating resiliency with self-care.

American physician assistant students trained in South Africa to study an example of a reverse innovation practice that could be incorporated in the US.