Bigotry and discrimination predate the founding of the US, even if we only consider the status and treatment of Indigenous persons, enslaved Africans, and women.

Diversity standards in medical education accreditation do not guarantee diversity but stimulate schools’ activities to recruit and retain diverse students and faculty.

Ableism in admissions processes and expectations set by technical standards can undermine equity in medical school admissions.

Redefining merit can promote meaningful inclusion and express institutional leadership in addressing social justice.

Focus on diversity is critical, yet most US schools have failed to achieve racial-ethnic or economic diversity representative of the general US population.

Involuntary commitment is often traumatic and can fracture already fragile relationships persons experiencing homeless have.

A capabilities model helps reframe health care as shared between a clinical team and some of our most vulnerable patients.

COVID-19 underscores historical precedent for fear-driven responses that disregard autonomy among persons with low income who are also persons of color.

Neurophysiological sequelae of childhood trauma can express later in the lives of patients experiencing homelessness, especially during informed consent.

Overturning this case’s precedent might result in clinicians claiming more religious exemptions and increased risk of harm to patients.