A patient’s transition from “living” to “dying” is not socially marked in the same way death is marked, and this is both clinically and ethically relevant.
The Holocaust and the racial hygiene doctrine that helped rationalize it still overshadow contemporary debates about using gene editing for disease prevention.
Alden M. Landry, MD, MPH, Rose L. Molina, MD, MPH, Regan Marsh, MD, MPH, Emma Hartswick, Raquel Sofia Sandoval, Nora Osman, MD, and Leonor Fernandez, MD
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.
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.