Abstract
In recent years, we have witnessed how the content and structure of clerkship education changes in response to societal and patient needs.1,2 Examples of such adaptations include pedagogical redesign,3 early immersion in patient care,4 competency-based medical education,5,6 and longitudinal integrated clerkships.7,8 More recently, many learners and educators have turned their attention to structural racism in medicine9,10 and the parallels between disparities in health care and disparities in access to education and opportunity within medicine.
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