Barbara Barzansky, PhD, MHPE, Robert B. Hash, MD, MBA, Veronica Catanese, MD, MBA, and Donna Waechter, PhD
Diversity standards in medical education accreditation do not guarantee diversity but stimulate schools’ activities to recruit and retain diverse students and faculty.
AMA J Ethics. 2021;23(12):E946-952. doi:
10.1001/amajethics.2021.946.
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.
Defining typical appearance as a goal of health service provision is harmful and unnecessary for traits that are stigmatized but neither harmful nor distressing.
AMA J Ethics. 2021;23(7):E569-575. doi:
10.1001/amajethics.2021.569.
J. Corey Williams, MD, MA, Ashley Andreou, MD, MPH, and Susan M. Cheng, EdLD, MPP
Faculty who lack skill in addressing negative bias in learning environments can erode safety, especially among underrepresented students, trainees, and patients.
AMA J Ethics. 2024;26(1):E6-11. doi:
10.1001/amajethics.2024.6.
In treating children with autism, physicians should reframe the common dynamic in which the family wants medication that the doctor is withholding to focus instead on the family’s and physician’s share goal—the patient’s well-being.
AMA J Ethics. 2015;17(4):299-304. doi:
10.1001/journalofethics.2015.17.4.ecas1-1504.
Dr J. Corey Williams joins Ethics Talk to discuss his article, coauthored with Drs Ashley Andreou and Susan M. Cheng: “How Should We Approach Faculty Who Create Hostile Learning Environments for Underrepresented Students and Trainees?”
Dr Colleen E. Bennett joins Ethics Talk to discuss her article, coauthored with Dr Cindy W. Christian: “How Should Clinicians and Students Cope With Secondary Trauma When Caring for Children Traumatized by Abuse or Neglect?”