AMA Journal of Ethics^®

Biases rooted in historically entrenched assumptions about medical supremacy are reified in popular cultural representations of health professionals and in students’ lived experiences.

A novel curriculum focused on racial trauma was implemented at Yale for medical, physician associate, and advanced practice nursing students.

Following evidence-based approaches to evaluating and reporting suspicion of child maltreatment can help minimize bias and promote equity.

If it is ethically justifiable for clinicians to err by overreporting suspected abuse and neglect, we must fairly distribute benefits and harms among all children and families.

Training in a segregated health care system means that health professions students and trainees learn bias and experience helplessness and burnout.

Adriana Pero joins Ethics Talk to discuss her article, coauthored with Emily L. Xu: “Is It Reasonable to Expect Students and Trainees to Internalize Equity as a Core Professional Value When Teaching and Learning Occurs in Segregated Settings?”

Unchallenged supra-geographic segregation perpetuates racial medical mythology, exacerbates myopia in health professions practice and education, and perpetuates injustice.

Harriet A. Washington joins Ethics Talk to discuss her article: “How Does Racial Segregation Taint Medical Pedagogy?”

This comic shares a true story of a physician’s fraught interaction with and physical examination of a patient.

Medicine has been defined by doing, but bias, error, and burnout are potential consequences of speed and constant activity.