Racial and ethnic inequity exists throughout the lifespan, including at the end of life.

This article offers examples of connections between built environments and health outcomes and regulation of built environments. 

US health care desperately needs a workforce prepared to respond equitably to social influences on health needs of people experiencing homelessness.

Health educators have duties to teach patient focus, motivate equity, and cultivate students’ capacity to serve our most vulnerable neighbors, wherever they reside.

Health system function, resilience, and sustainability are needed to help prepare trainees to lead, innovate, and prioritize a circular supply chain with low emissions.

Increased awareness of conscious and unconscious biases and structural drivers of health can increase the likelihood of upstander interventions.

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

Checklists are not designed for justice-oriented assessment and don’t help clinicians problematize White privilege in health care.

This article draws on Paulo Freire’s Pedagogy of the Oppressed to model how health professions education can advance health equity.

Teaching and learning patient advocacy in academic health centers requires critical engagement with social, political, historical, and cultural conceptions of racial difference.