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.
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.
Chris Feudtner, MD, PhD, MPH, David Munson, MD, and Wynne Morrison, MD
The way that we choose how to frame the conversation with parents about halting or continuing such therapy for their children who will not recover has special importance in medicine and in society.
Katherine E. Clarridge, Ernest A. Fischer, Andrea R. Quintana, and James M. Wagner, MD
An argument is made for integrating Spanish language instruction into education of the interdisciplinary health care team, if not into the medical education of physicians per se.
Reducing racial disparities in pain treatment requires an interdisciplinary approach to identifying causes of racial biases and teaching health care professionals to recognize and reduce them.
AMA J Ethics. 2015;17(3):221-228. doi:
10.1001/journalofethics.2015.17.3.medu1-1503.