This article draws on Paulo Freire’s Pedagogy of the Oppressed to model how health professions education can advance health equity.

Lack of disability-competent health care contributes to inequitable health outcomes for persons with disabilities, the largest minoritized population in the world.

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.

This article interrogates a common model of health professions education and suggests how to augment it with critical rigor.

An emerging and important goal of health professions training is to develop a workforce equipped to address structural determinants of patients’ health.

Discussing quality improvement is routine in morbidity and mortality conferences, but little attention is paid to iatrogenic harms of structural racism in health professions education.

Good team-based care requires acknowledgement of power, compensation, and job security inequity among team members.

Paternalistic language in patients’ health records is of specific ethical concern because it emphasizes clinicians’ power and patients’ vulnerabilities and can be demeaning and traumatizing.

Equity-focused education partnerships between institutions in resource-limited and resource-abundant countries can develop the health care workforce.