All medical educators face this question when planning curricula and in the dally course of teaching: "Is it enough to give our students the cognitive tools they need to function effectively, in the form of knowledge or skills, or should we also focus on their attitudes and motivation-their affective inclination and desire to use these tools?" In other words, should we focus on students' hearts or minds? As several of the manuscripts in this Supplement illustrate, this question is particularly contentious in the context of teaching about health disparities and cultural competency, when addressing students' attitudes and motivation can be seen as an educator passing judgment.
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