Alan Cribb, PhD, John Owens, MA, PhD, and Guddi Singh, MB BChir, MPH
Co-creation in medical education requires an expansive health care learning system that challenges teacher-learner and theoretical-practical dichotomies.
AMA J Ethics. 2017;19(11):1099-1105. doi:
10.1001/journalofethics.2017.19.11.medu1-1711.
Thalia Arawi, PhD, Ghassan S. Abu-Sittah, MBChB, and Bashar Hassan
Decolonization of curricula in health professions is key to preparing clinicians to respond with care and competence to vulnerabilities and disease burden exacerbated by conflict.
AMA J Ethics. 2022;24(6):E489-494. doi:
10.1001/amajethics.2022.489.
Physicians tend to rely on diagnostic criteria, including BMI, that can influence patients’ access to care, referrals, and insurance coverage for indicated interventions.
AMA J Ethics. 2023;25(7):E507-513. doi:
10.1001/amajethics.2023.507.
Hanni Stoklosa, MD, MPH, Aimee M. Grace, MD, MPH, and Nicole Littenberg, MD, MPH
Training for health care professionals on human trafficking should be informed by a human rights perspective and include prevention and identification of trafficking and treatment of trafficking-related health conditions.
AMA J Ethics. 2015;17(10):914-921. doi:
10.1001/journalofethics.2015.17.10.medu1-1510.
Role-playing exercises, which help participants understand the experience of being harassed, can be helpful in addressing mistreatment in medical education.
The David Geffen School of Medicine at UCLA formed the Gender and Power Abuse Committee in 1995 to address mistreatment of medical students, residents, and junior faculty.
Lynn Monrouxe, PhD, Malissa Shaw, MSc, PhD, and Charlotte Rees, MEd, PhD
Students’ decision making about ethical dilemmas can be supported via education, faculty development, and structures for reporting professionalism lapses.
AMA J Ethics. 2017;19(6):568-577. doi:
10.1001/journalofethics.2017.19.6.medu1-1706.