An emerging and important goal of health professions training is to develop a workforce equipped to address structural determinants of patients’ health.

This visual abstract is based on an article from the February 2020 issue of the journal.

This article proposes which instructional design priorities should guide development of inclusive, accessible online curricula and learning experiences.

This article highlights opinions in the Code that exemplify obligations to promote social justice and equity in health professions pedagogy and training.

Checklists are not designed for justice-oriented assessment and don’t help clinicians problematize White privilege in health care.

Lack of disability-competent health care contributes to inequitable health outcomes for persons with disabilities, the largest minoritized population in the world.

This collection of drawings considers complex ethical, public health, and sociopolitical dimensions of firearm injuries.

This issue contextualizes need for learners to engage structural determinants of health and offers strategies to faculty looking to center criticality in their teaching, research, and scholarship.

This article draws on Paulo Freire’s Pedagogy of the Oppressed to model how health professions education can advance health equity.

Testimonial injustice is an expression of racism that uses identity to undermine individuals’ credibility as authoritative “knowers” of their own bodies, selves, and experiences.