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.

Faculty who lack skill in addressing negative bias in learning environments can erode safety, especially among underrepresented students, trainees, and patients.

Dr J. Corey Williams joins Ethics Talk to discuss his article, coauthored with Drs Ashley Andreou and Susan M. Cheng: “How Should We Approach Faculty Who Create Hostile Learning Environments for Underrepresented Students and Trainees?”

When health care professionals encounter child abuse and neglect, they tend to experience a range of emotions, such as anger, sadness, and frustration.

Dr Colleen E. Bennett joins Ethics Talk to discuss her article, coauthored with Dr Cindy W. Christian: “How Should Clinicians and Students Cope With Secondary Trauma When Caring for Children Traumatized by Abuse or Neglect?”

Dr Adela Valdez joins Ethics Talk to discuss her article, coauthored with Lala Forrest, Alessandra Jimenez, and Dr Kim-Thu Pham: “How Should Medical Schools Foster Equity and Inclusion in Admissions?”

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

Dr Tonya Fancher joins Ethics Talk to discuss her article, coauthored with Dr Marjorie Westervelt, Dr Darius Billingsley, and Maya London: “Three Things Schools Should Do to Make Advancement Assessment Just”

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

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