Lisa M. Meeks, PhD and Christopher Moreland, MD, MPH
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.
AMA J Ethics. 2021;23(12):E987-994. doi:
10.1001/amajethics.2021.987.
Safe patient handling laws and programs offer considerable benefits to health care workers, who have higher rates of exertion injuries than other workers.
AMA J Ethics. 2016;18(4):416-421. doi:
10.1001/journalofethics.2016.18.4.hlaw1-1604.
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.
Carmen Black Parker, MD, Amanda Calhoun, MD, MPH, Ambrose H. Wong, MD, MSEd, Larry Davidson, PhD, and Charles Dike, MBChB, MPH
Psychiatric emergencies, coping stress reactions, and iatrogenic injuries are not responded to with the same vigor as acute medical decompensation. That needs to change.
AMA J Ethics. 2020;22(11):E956-964. doi:
10.1001/amajethics.2020.956.
Dr Anne Graff LaDisa joins Ethics Talk to discuss her article, coauthored with Drs Erica Chou, Amy Zelenski, and Sara Lauck: “How to Use Improv to Help Interprofessional Students Respond to Status and Hierarchy in Clinical Practice.”
Whitney V. Cabey, MD, MSHP, MA, Nicolle K. Strand, JD, MBE, MPH, and Erin Marshall, MSS, LSW
An emerging and important goal of health professions training is to develop a workforce equipped to address structural determinants of patients’ health.
AMA J Ethics. 2024;26(1):E48-53. doi:
10.1001/amajethics.2024.48.
Dr Whitney V. Cabey joins Ethics Talk to discuss her article, coauthored with Nicolle K. Strand and Erin Marshall: “What Might It Mean to Embrace Emancipatory Pedagogy in Medical Education?”