). Reprints can be ordered at http://www.ajph.org by clicking the "Reprints" link.

MedEthEx Online is a viable option for fostering effective communication and problem resolution skills.

The United Nations’ Sustainable Development Goals (SDGs) rest on a set of broadly accepted values within a human rights framework. The SDGs seek to improve human lives, improve the planet, and foster prosperity. This paper examines the human rights framework and the principles of social justice and shows that, while the SDGs do not specifically state that there is human right to food, the SDGs do envision a better, more just, world which rests upon the sufficiency of the global food supply, on environmental sustainability, and on food security for all. Then the paper examines the interrelationships between the SDGs, food access and waste, and human rights within a framework of social justice. Finally, it looks at the potential pandemic of hunger wrought by COVID-19, showing that COVID-19 serves as an example of a crisis that has raised unprecedented challenges to food loss and waste in the global food supply system and tests our commitment to the principles espoused by the SDGs.

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Context  Creating respected scholarship from educational and clinical activities is challenging for medical school faculty members. In the USA and Europe, criteria for ‘scholarship’ has broadened and enriched. However, in developing countries, promotion systems generally continue to emphasise traditional laboratory or clinical research. Objective  This paper sets forth a broad conception of scholarship and provides international distribution venues that reinforce the importance of scholarly activity corresponding to clinical and educational work. Methods  Information sources about non‐traditional scholarship included 50 medical school faculty from 20 economically developing nations plus senior faculty from throughout the USA. Resources for distribution venues were drawn from a citation index search, a literature search and Google. Results  The authors provide resources for faculty advancement, including examples of non‐traditional scholarship that meet rigorous criteria, and a comprehensive list of venues for the dissemination of educational materials and studies. They give a relative value process for academic work to assist faculty in developing educational scholarship. Finally, they propose a double helix model for academic advancement, consisting of 2 congruent helices with the same axis, 1 representing educational, service or clinical activity and the other scholarly achievement. Conclusions  These materials and the double helix model will support faculty and promotion committees, especially those from schools that have not yet broadened their view of scholarship, to envisage a realistic starting point and see how educational and clinical activities can generate internationally recognised, high‐quality scholarship.

Authors' abstractInstitutional ethics committees (IECs) are part ofa growing phenomenon in the American health care system. Although a majorforce driving hospitals to establish IECs is the desire to resolve difficult clinical dilemmas in a quick and systematic way, in thispaper we argue that such a goal is naive and, to some extent, misguided. We assess the growing trend ofthese committees, analyse the theoretical assumptions underlying their establishment, and evaluate their strengths and shortcomings. We show how the 'medical consultation' model is often inappropriately applied to IECs and suggest that IECs must operate under a different framework. Finally, we argue that IECs should be valuedfor the process theyfacilitate, and notfor the product that they are, often unreasonably, expected to deliver.Despite a stampede of enthusiasm, the broad acceptance of institutional ethics committees (IECs)

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Teaching medical students to respond to needs of the dying represents an important challenge for medical educators. This article describes the goals and objectives that should be identified before medical schools can meet this challenge, as well as strategies that, when implemented, will provide students with the necessary knowledge, skills, and attitudes to meet the needs of the dying patients. The goals and objectives were identified through a modified group consensus process developed during Choice In Dying's 5-year project "Integrating Education on Care of the Dying into Medical Schools." The authors have diverse experiences and backgrounds and are actively involved in death and dying teaching at 11 medical schools. They conclude that after accepting the goals and objectives, key medical school faculty can work cooperatively to develop strategies to integrate them into the school's curriculum. Without first establishing a set of goals and objectives and developing evaluation methods, medical schools could miss their mark in fostering the student's ability to care for the dying.