Jonathan Treem, MD, Joel Yager, MD, and Jennifer L. Gaudiani, MD, CEDS-S
Some individuals with severe and enduring anorexia nervosa experience dramatically degraded quality of life in the face of refractory illness and compulsory treatment.
This article examines conceptual limitations of extant accounts of palliative psychiatry, with a focus on obligations to distinguish among and clearly formulate goals of care.
J. Corey Williams, MD, MA, Ashley Andreou, MD, MPH, and Susan M. Cheng, EdLD, MPP
Faculty who lack skill in addressing negative bias in learning environments can erode safety, especially among underrepresented students, trainees, and patients.
Alexandre White, PhD and Jeremy A. Greene, MD, PhD
Teaching and learning patient advocacy in academic health centers requires critical engagement with social, political, historical, and cultural conceptions of racial difference.
This article highlights opinions in the Code that exemplify obligations to promote social justice and equity in health professions pedagogy and training.
S. Michelle Ogunwole, MD, PhD and Francheska D. Starks, PhD
Testimonial injustice is an expression of racism that uses identity to undermine individuals’ credibility as authoritative “knowers” of their own bodies, selves, and experiences.
Treatment decisions in high-risk situations require a dynamic relationship between doctor and patient in which patient preferences and clinician recommendations contribute equally in shaping a final treatment decision.