Dr John Chenault joins Ethics Teaching and Learning to discuss how he uses critical theory to prepare health professions students to better distinguish representation from reality.

This article highlights opinions in the Code that exemplify obligations to promote social justice and equity in health professions pedagogy and training.

Chioma Onuoha joins Ethics Talk to discuss her article, coauthored with Drs Jennifer Tsai and Rohan Khazanchi: “Using Critical Pedagogy to Advance Antiracism in Health Professions Education.”

This commentary considers how clinician-governors should respond to how Sequential Organ Failure Assessment (SOFA) scores are applied.

Isabelle M. Mikell joins Ethics Talk to discuss her article, coauthored with Courtney L. Savage Hoggard and Dr Harald Schmidt: "What Should Be Roles of Federal Clinician Governors in Motivating Equity in Locally Coordinated Triage Protocols?"

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.

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

Separation of children from their parents is one possible traumatizing consequence of a mandated report, which is not to be taken lightly.

Traditional models of medical education in the US do not teach students to problematize segregation where they train and help care for patients. 

Dr Lisa Lehmann joins Ethics Talk to discuss “grateful patient programs,” pressures clinicians face to fundraise on behalf of health care organizations for which they work, and whether “VIP” care really is better for patients.