01526nam a2200277   4500001000800000005001700008007000300025008004100028040000800069041000800077100003700085245004000122300002500162520065800187650003100845650003800876650002200914650003100936650003600967700002801003700003101031700002801062773011001090942003101200999001701231ESSALUD20260902141908.0ta      t        pe ||||| |||| 00| 0 spa d  aBMG  aeng  aGreene, Jeremy A. eAutor954374  aA Eulogy for Structural Competence?  apáginas: 1974-1976  aStructural competence died a quiet death in March 2026, when the Liaison Committee on Medical Education (LCME) ruled that medical schools in the United States no longer need to teach either structural competence or health equity to receive accreditation. Journal readers may be forgiven for knowing more about the latter than the former. The teaching of health equity in medical schools had already been targeted by “antiwoke” activists, whereas structural competence, a wonkier term, had not previously elicited backlash. But it played a crucial role in legitimating the inclusion of social sciences and upstream interventions in medical education.  aPRÁCTICA MÉDICA954375  aMEDICINA CLÍNICA GENERAL953666  aÉTICA MÉDICA   aPOLÍTICA SANITARIA92322  aCALIDAD DE LA ATENCIÓN954152  aGlenn, Jason E. 954376  aNiehuus, Rachel M. 954377  aJones, David S. 9543780 022717922665dMassachusetts NEJM GroupoNEJM013tThe New England Journal of Medicine wESSALUDx0028-4793  cARTICULOSe2026-08-28zsqb  c22882d22882