Marjorie Westervelt, PhD, MPH, Darius Billingsley, MD, Maya London, and Tonya Fancher, MD, MPH
Retention, student progression, and career advancement milestones are at least as important as admissions in promoting just medical education opportunity.
AMA J Ethics. 2021;23(12):E937-945. doi:
10.1001/amajethics.2021.937.
Barbara Barzansky, PhD, MHPE, Robert B. Hash, MD, MBA, Veronica Catanese, MD, MBA, and Donna Waechter, PhD
Diversity standards in medical education accreditation do not guarantee diversity but stimulate schools’ activities to recruit and retain diverse students and faculty.
AMA J Ethics. 2021;23(12):E946-952. doi:
10.1001/amajethics.2021.946.
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.
Guddi Singh, MB BChir, MPH, John Owens, MA, PhD, and Alan Cribb, PhD
Co-creation initiatives in health care have potential to support health equity but require a redistribution of power and a common vision in order to succeed.
AMA J Ethics. 2017;19(11):1132-1138. doi:
10.1001/journalofethics.2017.19.11.msoc1-1711.
Pringl Miller, MD, Preeti R. John, MD, MPH, and Sabha Ganai, MD, PhD, MPH
A surgeon’s duty is to identify goals of care, including those about quality of life, from a patient’s perspective and to consider how to achieve them.
AMA J Ethics. 2021;23(10):E778-782. doi:
10.1001/amajethics.2021.778.
Madison L. Esposito and Michelle Kahn-John, PhD, RN
Most clinicians receive little training in integrating Native healing into allopathic practice, which undermines patients’ autonomy and cultural values.
AMA J Ethics. 2020;22(10):E837-844. doi:
10.1001/amajethics.2020.837.