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.

Moral distress arises not only from organizational constraints on moral action but also from the environmental impacts of health care and climate change.

Having current information about waterborne hazards enables physicians to understand the risks and help their patients protect themselves.