The military medical ethics curriculum is outlined by the director of medical ethics programs at the Uniformed Services University of the Health Sciences.

A medical student's perspective on the importance of empathy in patient-physician relationships and a reflection on how empathy was taught in his medical school.

Stanford University Medical School established a positive partnership with a pharmaceutical company to offer an industry-sponsored resident elective course in a way that minimizes conflict of interest and has been accepted by the ACGME.

A physician argues that pharmaceutical industry support for residency programs creates a conflict of interest and compromises the educational integrity of the programs.

The student-faculty run Crimson Care Collaborative is a model of team-based patient care that is nonhierarchical and interprofessional.

Graphic pathographies are effective patient and medical student education tools and raise interesting, perhaps unexpected, ethical issues.

Feminist pedagogical strategies can help combat hierarchy and marginalization in health professions education.

Co-creation in medical education requires an expansive health care learning system that challenges teacher-learner and theoretical-practical dichotomies.

Using crowdsourced information in health professions education can help motivate critical appraisal, question asking, and evidence evaluation skill development, especially among “digital natives.”

Much premed education encourages acquiring competence in basic science and demonstrating (rather than developing) the characteristics of a good physician.