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040			_aBMG
041			_aeng
100			_aGreene, Jeremy A. _eAutor _954374
245			_aA Eulogy for Structural Competence?
300			_apáginas: 1974-1976
520			_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.
650			_aPRÁCTICA MÉDICA _954375
650			_aMEDICINA CLÍNICA GENERAL _953666
650			_aÉTICA MÉDICA
650			_aPOLÍTICA SANITARIA _92322
650			_aCALIDAD DE LA ATENCIÓN _954152
700			_aGlenn, Jason E. _954376
700			_aNiehuus, Rachel M. _954377
700			_aJones, David S. _954378
773	0		_022717 _922665 _dMassachusetts NEJM Group _oNEJM013 _tThe New England Journal of Medicine _wESSALUD _x0028-4793
942			_cARTICULOS _e2026-08-28 _zsqb
999			_c22882 _d22882