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

Retention, student progression, and career advancement milestones are at least as important as admissions in promoting just medical education opportunity.

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.

Obstacles for applicants with disabilities illuminate admission practices that could help craft a clinical workforce that is appropriately diverse and prepared to give just, patient-centered care.

For many physicians, lack of understanding about brain death leads to confusion and muddles interactions with patients’ loved ones at the end of life.

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

Dr Ariane Lewis discusses how we can navigate uncertainty and ambiguity about brain death by understanding clinical criteria for brain death determination and how our approaches to death are culturally and socially situated.

Dr Adela Valdez joins Ethics Talk to discuss her article, coauthored with Lala Forrest, Alessandra Jimenez, and Dr Kim-Thu Pham: “How Should Medical Schools Foster Equity and Inclusion in Admissions?”

Dr Tonya Fancher joins Ethics Talk to discuss her article, coauthored with Dr Marjorie Westervelt, Dr Darius Billingsley, and Maya London: “Three Things Schools Should Do to Make Advancement Assessment Just”