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https://www.selleckchem.com/products/pargyline-hydrochloride.html The COVID-19 pandemic has taken asignificant toll on the health of structurally vulnerable patient populations as well as healthcare workers. The concepts of structural stigma and moral distress are important and interrelated, yet rarely explored or researched in medical education. Structural stigma refers to how discrimination towards certain groups is enacted through policy and practice. Moral distress describes the tension and conflict that health workers experience when they are unable to fulfil their duties due to circumstances outside of their control. In this study, the authors explored how resident physicians perceive moral distress in relation to structural stigma. An improved understanding of such experiences may provide insights into how to prepare future physicians to improve health equity. Utilizing constructivist grounded theory methodology, 22participants from across Canada including 17resident physicians from diverse specialties and 5faculty members were recruited for semi-structured interand decision-making. The concept of structural distress may provide the foundation for future research into the intersection between resident well-being and training related to health equity. The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). Amore inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education. Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from adatabase created in arecent scoping re

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