The occasional required ethics course is not conveying to medical students that training institutions take ethics and the humanities seriously and consider them central to doctoring.

When a seriously ill mature minor and his parent disagree about his receiving an experimental intervention, who should decide what treatment he will receive?

Students more familiar with the quantifiable knowledge taught in medical and premedical curricula become aware that this perspective is not the only or even the most comprehensive way to see health, illness, and healing.

Why must we prove that the arts and humanities make better doctors? Similar demands are not made on the traditional components of medical education.

The National Football League concussion lawsuits could potentially serve as a valuable model for other professional sports injury cases in the future.

The AMA Code of Medical Ethics’ opinion on sports medicine.

Distinctions between treatment and enhancement, and between supposedly authentic and inauthentic tools, often inform judgments about what is morally acceptable in sport.

Enabling an athlete to harm herself, even in the pursuit of sporting success, is not acceptable behavior for a doctor.

It is unclear whether the decreased risk of injury associated with prohibiting a teenage boy from playing football outweighs the benefits to his health and well-being of allowing him to participate.

This month theme issue editor, Trahern Jones, a fourth-year student at Mayo Medical School in Rochester, Minnesota, spoke with Dr. Edward Laskowski about the use of performance-enhancing drugs and substances among athletes today.