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1 Krishnan A, Rabinowitz M, Ziminsky A, Scott SM, Chretien KC. Addressing race, culture, and structural inequality in medical education: A guide for revising teaching cases. Acad Med. 2019;94:550–555. 2 Cohen DA, Newman LR, Fishman LN. Twelve tips on writing a discussion case that facilitates teaching and engages learners. Med Teach. 2017;39:147–152. 3 MacLeod A. Six ways problem-based learning cases can sabotage patient-centered medical education. Acad Med. 2011;86:818–825. 4 Langlois JP, Thach SB. Bringing faculty development to community-based preceptors. Acad Med. 2003;78:150–155. 5 Strasser R, Worley P, Cristobal F, et al. Putting communities in the driver’s seat: The realities of community-engaged medical education. Acad Med. 2015;90:1466–1470. In Reply to Azer: We thank Dr. Azer for his comments on our Innovation Report. We wholeheartedly agree that community stakeholder engagement is ideal when revising teaching cases and applaud him for successfully incorporating such perspectives in his case revisions. With this aim, we had sought feedback about the structured guide from students of diverse minority groups and medical education leaders, some of whom also identified as underrepresented minorities. However, as we acknowledged in our Innovation Report, our final faculty–student workgroup was not fully representative.