Ableism in admissions processes and expectations set by technical standards can undermine equity in medical school admissions.

Obstacles for applicants with disabilities illuminate admission practices that could help craft a clinical workforce that is appropriately diverse and prepared to give just, patient-centered care.

For many physicians, lack of understanding about brain death leads to confusion and muddles interactions with patients’ loved ones at the end of life.

Since 1995, the American Academy of Neurology has provided guidelines for brain death determination, but nationwide adherence to these guidelines has been incomplete.

Lobbying, maintaining diagnostic skill, participating in national societies, and contributing to robust discourse can influence practice and policy.

Criteria in statutes and tests used to diagnose brain death don’t always jibe, and this can undermine public trust in death pronouncements.

Dr Ariane Lewis discusses how we can navigate uncertainty and ambiguity about brain death by understanding clinical criteria for brain death determination and how our approaches to death are culturally and socially situated.

Dr Lisa M. Meeks joins Ethics Talk to discuss her article, coauthored with Dr Christopher Moreland: “How Should We Build Disability-Inclusive Medical School Admissions?”

Dr Dorothy W. Tolchin joins Ethics Talk to discuss her article, coauthored with Nicole D. Agaronnik, Shahin A. Saberi, and Dr Michael Ashley Stein: “Why Disability Must Be Included in Medical School Diversification Efforts”

More cesarean deliveries among Black and Hispanic women in the United States has long demonstrated racial inequity in obstetrical care.