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.
Using crowdsourced information in health professions education can help motivate critical appraisal, question asking, and evidence evaluation skill development, especially among “digital natives.”
AMA J Ethics. 2018;20(11):E1033-1040. doi:
10.1001/amajethics.2018.1033.
Violence reduction efforts should be modeled on noncontagious diseases, which have as their root cause environmental determinants, not contagious diseases.
AMA J Ethics. 2018;20(5):513-515. doi:
10.1001/journalofethics.2018.20.5.corr1-1805.
Gary Slutkin, MD, Charles Ransford, MPP, and Daria Zvetina
Violence reduction efforts should focus on interrupting transmission of violence and changing behaviors rather than mitigating environmental risk factors.
AMA J Ethics. 2018;20(5):516-519. doi:
10.1001/journalofethics.2018.20.5.corr2-1805.
Thalia Arawi, PhD, Ghassan S. Abu-Sittah, MBChB, and Bashar Hassan
Decolonization of curricula in health professions is key to preparing clinicians to respond with care and competence to vulnerabilities and disease burden exacerbated by conflict.
AMA J Ethics. 2022;24(6):E489-494. doi:
10.1001/amajethics.2022.489.