This article describes the development of a 1-hour workshop aimed at helping residents understand the definition of allyship, effective allyship to patients and colleagues, and allyship differences across communities.

This article describes the development of a 1-hour workshop designed to raise awareness of microaggressions encountered by medical students and trainees. It includes a focus on the use of the VITALS (validate, inquire, take time, assume, leave opportunities, speak up) framework when responding to microaggressions.

This article describes the development, teaching and evaluation of a stepwise approach to help faculty physicians manage patient mistreatment of trainees (residents and students). The approach is summarized by the acronym ERASE.

This article describes the development of a 1-hour workshop for residents with didactics on mistreatment in the medical learning environment. It includes a demonstration of the use of the REWIND (relax, express, why, inquire, negotiate, determine) communication tool to address mistreatment in residency.

This article presents an educational activity that used an adaptation of forum theater, in which participants role-played an instance of oppression with a goal of altering the ultimate outcome. It provided them with the opportunity to develop and rehearse responses to workplace bias from patients and patient families in a way that preserved the provider-patient relationship.

An important step to help minimize the adverse impact of exposure to aggression from patients on nurses' mental health.