The Nuremberg Code, the World Medical Association’s declarations of Geneva and Helsinki, and the Belmont Report share an origin in the Holocaust.

Immorally acquired information, from Nazi experimentation or other sources, infects the body of scientific and biomedical knowledge.

The Holocaust differs from other instances of mass murder in that it was medically sanctioned genocide.

Health professions educators can express respect for the Holocaust’s legacies in health care in many ways.

Adapting content in response to new science is common, but educators can struggle to offer current questions that matter to students.

This article offers a personal viewpoint on intersections among race, class, and culture and key roles each plays in motivating equitable, inclusive admissions.

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

Dr Matthew Wynia joins us to discuss the importance and challenges of teaching Holocaust history to health professions students.

Courses on medical malpractice litigation help medical students learn what is expected of them as expert witness and defendant through a mock deposition.

The opioid crisis, maternal death, and COVID-19 underscore trust as foundational to public health and call for redefinition of what it means to be a US clinician.