Medical students’ moral distress about end-of-life cases can be reduced through ethics consultation and ethics rounds, narrative reflection, and mentoring.

Intergenerational trauma has deep roots, which require clinicians to understand historical and cultural context when working with vulnerable children.

How society and medicine discussed and responded to child abuse changed dramatically in 1962. Since that time, the problem’s fuller scope has been revealed.

Monitoring surgeons’ capacities over time are rooted in professional duties to protect patients’ safety. Aging surgeons should undergo assessments and be encouraged to stop practicing before their diminished skill becomes too risky.

Awareness of transference reactions, practicing active listening and reflection, pausing, and articulating one’s understanding of another’s emotional motivations can help cultivate deeper patient-clinician relationships at the end of life.

Dr Carmen Black joins Ethics Talk to discuss her article, coauthored with Dr Andrea Shamaskin-Garroway, Dr E. Mimi Arquilla, Elizabeth Roessler, and Dr Kirsten M. Wilkins: “Undoing Institutional and Racial Trauma Through Interprofessional, Trauma-Informed Education.”

Faculty who lack skill in addressing negative bias in learning environments can erode safety, especially among underrepresented students, trainees, and patients.

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 Michael J. Oldani joins Ethics Talk to discuss his article: “Papal Doctrines’ Deep Trauma Legacies in Minoritized Communities.”

A novel curriculum focused on racial trauma was implemented at Yale for medical, physician associate, and advanced practice nursing students.