). Reprints can be ordered at http://www.ajph.org by clicking the "Reprints" link.

MedEthEx Online is a viable option for fostering effective communication and problem resolution skills.

The United Nations’ Sustainable Development Goals (SDGs) rest on a set of broadly accepted values within a human rights framework. The SDGs seek to improve human lives, improve the planet, and foster prosperity. This paper examines the human rights framework and the principles of social justice and shows that, while the SDGs do not specifically state that there is human right to food, the SDGs do envision a better, more just, world which rests upon the sufficiency of the global food supply, on environmental sustainability, and on food security for all. Then the paper examines the interrelationships between the SDGs, food access and waste, and human rights within a framework of social justice. Finally, it looks at the potential pandemic of hunger wrought by COVID-19, showing that COVID-19 serves as an example of a crisis that has raised unprecedented challenges to food loss and waste in the global food supply system and tests our commitment to the principles espoused by the SDGs.

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Context  Creating respected scholarship from educational and clinical activities is challenging for medical school faculty members. In the USA and Europe, criteria for ‘scholarship’ has broadened and enriched. However, in developing countries, promotion systems generally continue to emphasise traditional laboratory or clinical research. Objective  This paper sets forth a broad conception of scholarship and provides international distribution venues that reinforce the importance of scholarly activity corresponding to clinical and educational work. Methods  Information sources about non‐traditional scholarship included 50 medical school faculty from 20 economically developing nations plus senior faculty from throughout the USA. Resources for distribution venues were drawn from a citation index search, a literature search and Google. Results  The authors provide resources for faculty advancement, including examples of non‐traditional scholarship that meet rigorous criteria, and a comprehensive list of venues for the dissemination of educational materials and studies. They give a relative value process for academic work to assist faculty in developing educational scholarship. Finally, they propose a double helix model for academic advancement, consisting of 2 congruent helices with the same axis, 1 representing educational, service or clinical activity and the other scholarly achievement. Conclusions  These materials and the double helix model will support faculty and promotion committees, especially those from schools that have not yet broadened their view of scholarship, to envisage a realistic starting point and see how educational and clinical activities can generate internationally recognised, high‐quality scholarship.