Marjorie Westervelt, PhD, MPH, Darius Billingsley, MD, Maya London, and Tonya Fancher, MD, MPH
Retention, student progression, and career advancement milestones are at least as important as admissions in promoting just medical education opportunity.
AMA J Ethics. 2021;23(12):E937-945. doi:
10.1001/amajethics.2021.937.
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.
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.
Shailendra Prasad, MBBS, MPH, Fatima Alwan, MS, Jessica Evert, MD, Tricia Todd, MPH, and Fred Lenhoff, MA
Short-term experiences in global health are common ways trainees engage in global health activities. Professional societies take active roles in addressing these ethical challenges.
AMA J Ethics. 2019;21(9):E742-748. doi:
10.1001/amajethics.2019.742.
Claudia O. Gambrah-Sampaney, MD, Jesse E. Passman, MD, MPH, Andrielle Yost, MPA, and Glen N. Gaulton, PhD
In the past decade, more students than ever entered medical school with the desire, if not the expectation, of participating in meaningful global health experiences.
AMA J Ethics. 2019;21(9):E772-777. doi:
10.1001/amajethics.2019.772.