A culture of safety and respect in sites of health care education and work is foundational to the well-being of everyone in health care.

Safe patient handling laws and programs offer considerable benefits to health care workers, who have higher rates of exertion injuries than other workers.

Force feeding, unnecessary x-rays, misusing health information, and discharging unstable patients are classic dual-loyalty dilemmas reminiscent of the Holocaust.

The Holocaust and the racial hygiene doctrine that helped rationalize it still overshadow contemporary debates about using gene editing for disease prevention.

Co-creation in medical education requires an expansive health care learning system that challenges teacher-learner and theoretical-practical dichotomies.

Carefully distinguishing between when the Nazi analogy is aptly applied and when it is not is key to ongoing PAD legalization deliberations.

Lindsey E. Carlasare joins Ethics Talk to discuss her article, coauthored with Dr Gerald B. Hickson: “Whose Responsibility Is It to Address Bullying in Health Care?”

Using crowdsourced information in health professions education can help motivate critical appraisal, question asking, and evidence evaluation skill development, especially among “digital natives.”

Empathic communication skills help motivate understanding of safety, significance of harms, impact on succeeding generations, and social consequences.

Transnational monitoring efforts should focus on safety, defining standard of care, and promoting just access to innovation.