Designing a medical school grading system that achieves desired objectives.

A medical team’s unprofessional reactions to the birth of a baby with ambiguous genitalia reflects their discomfort with variations in sex characteristics and sets a poor example for medical students.

A medical team’s unprofessional reactions to the birth of a baby with ambiguous genitalia reflects their discomfort with variations in sex characteristics and sets a poor example for medical students.

A growing number of medical schools have expanded their curricula to embrace the full spectrum of LGBT health concerns.

Students’ decision making about ethical dilemmas can be supported via education, faculty development, and structures for reporting professionalism lapses.

Gender-concordant care requests involve principles of beneficence, respect, and fairness and, when they occur on rotations, require a team-based approach.

Ethically justifying human-centered research with only nonhuman animals as subjects likely requires that the research’s benefits to humans must, at least, outweigh harms suffered by the nonhuman animals.

Redefining merit can promote meaningful inclusion and express institutional leadership in addressing social justice.

Retention, student progression, and career advancement milestones are at least as important as admissions in promoting just medical education opportunity.

Diversity standards in medical education accreditation do not guarantee diversity but stimulate schools’ activities to recruit and retain diverse students and faculty.