A medical student has no duty to refrain from repeating a clinical instructor’s comments except for patient-revealing elements. He may, in fact, have a duty to repeat those remarks to someone who can correct the instructor.

Transparency about teaching hospitals’ educational mission respects patient autonomy and aligns patients’ interests with those of trainees and the public.

Discussing CAM offers an opportunity to study the development of basic medical science that refuted vitalism, homeopathy, humoral theory, miasma theory, the doctrine of signatures, and other prescientific myths that persist today.

Unlike the medical doctor’s “unlimited” license, CAM practitioners have “limited” licensure that carves out a designated scope of practice.

Ethics education can prompt reconsideration of beliefs that lead to moral distress.

Medical educators must become aware of undesirable behaviors or attitudes that they may inadvertently be modeling to students in the clinic because the implicit messages students receive can profoundly affect their behavior and interactions with patients.

This month, AMA Journal of Ethics theme editor Marta Michalska-Smith, a second-year medical student at the Loyola University Chicago Stritch School of Medicine, interviewed Linda Brubaker, MD, MS, and Marc G. Kuczewski, PhD, about Stritch’s admissions policy welcoming applications from students of DACA status and the challenges and promise of implementing this strategy.

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

The AMA Code of Medical Ethics' opinion on sexual harassment of medical students and residents.