The nation’s primary medical‑school accreditor is weighing proposals to soften requirements that explicitly teach students to address health inequities, prompting heated debate about the role of social determinants in clinical education. The potential change would alter how schools teach structural drivers of patient outcomes and could reshape required learning objectives for future physicians. Concurrently, the National Institutes of Health—while avoiding funding cuts—now operates with acting leadership across many of its institutes and centers after Trump‑era departures, complicating long‑term research strategy and grant oversight. Acting directors in several NIH centers raise concerns about policy continuity and review timelines for large research awards. Medical schools, deans, and research offices should follow accreditor deliberations closely and engage with NIH contacts about leadership gaps. Clinical curricula and grant strategies may need rapid updates to align with evolving accreditation expectations and agency priorities.