Commentary on Oncoplastic Surgery: A Perspective From the Patient, the Surgeon, and the Artist. Contributions and Sacrifices of Medical Students and Health Care Workers With Family Responsibilities Deserve Our Attention and Respect. Artificial Intelligence in Medical Education. In Reply to Prashar and to Savage. In Reply to Nagirimadugu and Tippireddy. The Need to Study Physicians' Changing Choices of Continuing Medical Education Modalities. Artist's Statement: Moral Injury. Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities. Teaching and Learning Moments Finding Light in the Uncertain Teaching and Learning Moments Learning the Lesson of Inaction Commentary on Unasked, Unheard: Detecting Elder Abuse in an Aging Population. Teaching and Learning Moments Embracing Vulnerability The Importance of Integrating the Arts and Humanities Into Medical Education Shifting to Critical Medical Humanities With the Theatre of the Oppressed Reply The Benefits of Premedical Students' Volunteer Service With Religious Organizations Single Accreditation Does Not Mean Double Jeopardy for Osteopathic Medical Students Single Accreditation Does Not Mean Double Jeopardy for Osteopathic Medical Students Reply O-RI-M: Reporting to Include Data Interpretation Sirens and the Connections That Ensue. Students of the Round Table. My Colleagues Will Be as My Family Medical Education in the Time of COVID-19 A Millennial's Struggle With COVID-19 as a Medical Student. Medical Education in the Time of COVID-19 Communication in the Time of COVID-19 Katherine's Courage: Building Connections to Last Beyond COVID-19 Medical Learning Inspired by Global Health Issues: The Experience of COVID-19. Artist's Statement: Tug of War Enlightened Institutions of Higher Learning. The COVID Clerkship. The Deliberate Practice of Caring. The Sleeping Gypsy. Imagist Poetry and Clinical Medicine: Arts of Observation, Precision, and Expression. String Quartet No. 15 in A minor, Op. 132. Entrustable Professional Activities: Reflecting on Where We Are to Define a Path for the Next Decade. Harnessing the Potential Futures of CBME Here and Now. A Phased Approach: The General Surgery Experience Adopting Entrustable Professional Activities in the United States. Revisiting the Core Entrustable Professional Activities for Entering Residency. Continued Supervision for the Common Pediatric Subspecialty Entrustable Professional Activities May Be Needed Following Fellowship Graduation. The Implementation of Entrustable Professional Activities in Postgraduate Medical Education in the Netherlands: Rationale, Process, and Current Status. The Role of EPAs in Creating a National System of Time-Variable Competency-Based Medical Education. Learner Levels of Supervision Across the Continuum of Pediatrics Training. The Minnesota Method: A Learner-Driven, Entrustable Professional Activity-Based Comprehensive Program of Assessment for Medical Students. Entrustment Unpacked: Aligning Purposes, Stakes, and Processes to Enhance Learner Assessment. Constructing a Validity Map for a Workplace-Based Assessment System: Cross-Walking Messick and Kane. Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education. Distant and Hidden Figures: Foregrounding Patients in the Development, Content, and Implementation of Entrustable Professional Activities. Numbers Encapsulate, Words Elaborate: Toward the Best Use of Comments for Assessment and Feedback on Entrustment Ratings. AI-ssessment: Towards Assessment As a Sociotechnical System for Learning. From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education.