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.

Is intention the same as design?

Examining modern design trends in historical context is more clinically and ethically important than ever.

This commentary examines prevention policies that overly rely on liberty restrictions imposed by designs of inpatient psychiatric units’ structures and spaces.

“Contraception Options” considers the general social and cultural expectation and norm that women’s bodies should be the sites of contraception.

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.