Article List
API Endpoint for journals.
GET /api/articles/?format=api&offset=100
{ "count": 39228, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100", "results": [ { "pk": 65667, "title": "Weaponized Uncertainty: Addressing Antitrust Law’s Climate Cooperation Problem ", "subtitle": null, "abstract": "<p>As federal and international approaches to climate change falter, private sustainability agreements have emerged as a promising alternative for large-scale environmental coordination. However, the absence of a formal legal framework governing such agreements creates a dangerous ambiguity: discouraging climate cooperation through the chilling effect of antitrust enforcement while enabling anticompetitive actors to exploit environmental rhetoric as legal cover. This article examines the tension between Environmental Sustainability Goals and American antitrust law, arguing that the current legal landscape fails both purported goals. This article demonstrates that the absence of clear statutory guidance has allowed investigatory power to function as de facto enforcement, dismantling voluntary climate coalitions without adverse merit rulings. This article recommends creating a narrowly tailored federal safe-harbor statute modeled on the National Cooperative Research and Production Act and informed by the European Union's 2023 Revised Horizontal Cooperation Guideline. Sustainability agreements would receive conditional antitrust protection in exchange for disclosure to the Department of Justice and the Federal Trade Commission, public transparency, nondiscriminatory participation, and periodic agency review. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "climate change" }, { "word": "antitrust law" }, { "word": "sustainability" }, { "word": "sustainability agreement" }, { "word": "environmental law" }, { "word": "environmental regulation" }, { "word": "environmental protection" }, { "word": "private governance" }, { "word": "private environmental regulation" }, { "word": "climate cooperation" }, { "word": "Chilling effect" }, { "word": "Weaponized uncertainty" }, { "word": "Private climate governance" }, { "word": "safe harbor" }, { "word": "Social Cost of Carbon" }, { "word": "Consumer Welfare Standard" }, { "word": "esg investing" }, { "word": "climate cartels" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s6173xs", "frozenauthors": [ { "first_name": "Harrison", "middle_name": "", "last_name": "Burkholder", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-05-12T05:17:51.278957+02:00", "date_accepted": "2026-05-13T03:58:10.994808+02:00", "date_published": "2026-05-13T17:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucsdulr/article/65667/galley/50322/download/" } ] }, { "pk": 50765, "title": "Linguistic and conceptual encoding of transfer events in English and Mandarin Chinese speakers", "subtitle": null, "abstract": "<p>This study investigates how English and Mandarin Chinese speakers linguistically encode transfer events (e.g., <em>give</em>, <em>take</em>). We test the hypothesis that transfer events, like motion events, involve Goal and Source paths and are therefore subject to a Goal bias, such that Goals are encoded more prominently than Sources. Across two experiments, speakers of both languages described transfer events. In both languages, descriptions showed a robust Goal bias: speakers mentioned Goals more often than Sources, even when controlling for potential Agent–Subject mapping effects, and they were more likely to use canonical Goal-encoding devices for Goals than canonical Source-encoding devices for Sources. These findings reveal a cross-linguistically reliable preference for Goals in transfer-event descriptions, consistent with the possibility that Goal prominence reflects general principles of event message planning. More broadly, the results provide support for accounts that extend Goal/Source path representations beyond spatial language.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Regular Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8773j26k", "frozenauthors": [ { "first_name": "Yiran", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "UW Madison", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Trueswell", "name_suffix": "", "institution": "University of Pennsylvania", "department": "Psychology" } ], "date_submitted": "2025-08-27T21:48:50.008000+02:00", "date_accepted": "2026-03-25T18:27:00.685400+01:00", "date_published": "2026-05-13T15:00:00+02:00", "render_galley": { "label": "XML", "type": "xml", "path": "https://journalpub.escholarship.org/glossapsycholinguistics/article/50765/galley/50300/download/" }, "galleys": [ { "label": "XML", "type": "xml", "path": "https://journalpub.escholarship.org/glossapsycholinguistics/article/50765/galley/50300/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/glossapsycholinguistics/article/50765/galley/50301/download/" } ] }, { "pk": 52979, "title": "Climate Change and Emergency Medicine: A Scoping Review Across Emergency Medicine Subspecialties", "subtitle": null, "abstract": "<p><strong>Introduction:</strong> Climate change is reshaping emergency medicine (EM) practice through rising temperatures, extreme weather events, and deteriorating air quality. Emergency medicine serves as a critical frontline indicator for climate-sensitive health conditions, yet evidence describing climate impacts across EM subspecialties remains fragmented. This scoping review synthesizes existing literature at the intersection of climate change and EM to identify key findings, knowledge gaps, and priorities for building climate-resilient emergency care systems.</p>\n<p><strong>Methods:</strong> We conducted a scoping review with reporting aligned to the PRISMA Extension for Scoping Reviews. We searched PubMed, Scopus, and Embase through March 2025, combining climate-related terms with EM terms. Two independent reviewers screened 794 articles, with 35 studies meeting inclusion criteria. We extracted data on study characteristics, climate exposures, EM outcomes, vulnerable populations, and system-level impacts across five EM subspecialties: emergency medical services; trauma; disaster medicine; toxicology; and mental health.</p>\n<p><strong>Results:</strong> Across 35 studies spanning five EM subspecialties, most examined temperature-related exposures, with additional focus on extreme weather events and air quality. In emergency medical services, heatwaves and compound climate events were associated with increased call volume and operational strain, with vulnerabilities identified among older adults, working-age males, and populations in resource-limited settings. Trauma studies demonstrated consistent associations between ambient temperature and injury patterns, including traffic injuries, falls, and assaults with reproducible lag effects of 1-6 days. Disaster medicine studies highlighted critical preparedness and infrastructure gaps, including limited emergency management capacity, and predictable post-event surges in emergency department (ED) utilization. Toxicology studies linked higher temperatures and air quality changes to increased emergency visits for substance-related overdoses and respiratory conditions, while mental health studies consistently reported increased ED use and hospitalizations for psychiatric and substance use disorders during periods of extreme heat. Across subspecialties, socially marginalized populations, including individuals experiencing homelessness, those of lower socioeconomic status, older adults, and people with mental health or substance use disorders were disproportionately affected.</p>\n<p><strong>Conclusion:</strong> Climate change is placing increasing strain on emergency care systems while amplifying existing health inequities. Current evidence is limited by geographic concentration in high-income settings, a predominant focus on temperature-related hazards, a lack of evaluated interventions, and insufficient integration of climate projections into health system planning. Addressing these gaps will be essential for developing climate-informed emergency medicine strategies capable of protecting vulnerable populations as climate-related health risks intensify.</p>", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Climate Change", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19v2j8s1", "frozenauthors": [ { "first_name": "Lea", "middle_name": "", "last_name": "Moujaes", "name_suffix": "", "institution": "Johns Hopkins University School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "" }, { "first_name": "Kayla", "middle_name": "", "last_name": "Iuliucci", "name_suffix": "", "institution": "Johns Hopkins University School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Wheat", "name_suffix": "", "institution": "University of Washington, Department of Emergency Medicine, Seattle, Washington", "department": "" } ], "date_submitted": "2025-09-30T23:24:44.223000+02:00", "date_accepted": null, "date_published": "2026-05-13T14:18:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/52979/galley/50334/download/" } ] }, { "pk": 65710, "title": "WestJEM Full-Text Issue", "subtitle": null, "abstract": "", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "WestJEM Full-Text Issue", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20m6n4jd", "frozenauthors": [ { "first_name": "Cassandra", "middle_name": "", "last_name": "Saucedo", "name_suffix": "", "institution": "UC Irvine", "department": "" }, { "first_name": "Isabella", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "UC Irvine", "department": "" } ], "date_submitted": "2026-05-14T01:02:51.931173+02:00", "date_accepted": "2026-05-14T01:07:54.590124+02:00", "date_published": "2026-05-13T13:18:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/65710/galley/50483/download/" } ] }, { "pk": 52924, "title": "Reducing Waste: Instrument Recycling in the Emergency Department", "subtitle": null, "abstract": "<p><strong>Introduction:</strong> Emergency medicine (EM) residency programs are required to teach quality improvement (QI), yet few adopt a sustainability lens to QI despite broad recognition of the importance of climate sustainability in healthcare. To address this gap, some programs have piloted innovative approaches such as sustainability QI electives or projects, although evidence of their effectiveness remains limited.</p>\n<p><strong>Methods:</strong> We designed and implemented a sustainability QI initiative to recycle used instruments from three bedside procedure kits (laceration repair, incision and drainage, chest tube placement) commonly used in the emergency department to reduce waste. Our goal was to describe the effectiveness of a financial intervention on instrument recycling by comparing the differences in recycling rates between the baseline and incentive periods using a quasi-Poisson regression analysis.</p>\n<p><strong>Results:</strong> At the end of the first year of instrument recycling, the recycling rate was 9%. Providing a financial incentive to residents over a two-year period significantly increased the recycling rate to a mean of 24% (standard deviation 13), with a rate ratio of 3.03 (95% CI 1.57–5.85), P < .001. While the residents did not meet their recycling target of 50% to receive the incentive payment, their overall recycling rate increased.</p>\n<p><strong>Conclusion:</strong> Providing a financial incentive to residents for recycling efforts was modestly successful in encouraging residents to participate in an instrument recycling initiative. Motivating busy clinicians to engage in sustainable practice is challenging; projects that prioritize systems-level changes may be more effective than those that require changes in individual clinical practices.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "climate sustainability" }, { "word": "instrument recycling" } ], "section": "Climate Change", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0h101300", "frozenauthors": [ { "first_name": "Esther", "middle_name": "H.", "last_name": "Chen", "name_suffix": "", "institution": "University of California, San Francisco, Department of Emergency Medicine, San Francisco, California; Zuckerberg San Francisco General Hospital, San Francisco, California", "department": "" }, { "first_name": "Kristie", "middle_name": "", "last_name": "Taguma", "name_suffix": "", "institution": "Kaiser Foundation Hospital-San Leandro, Department of Emergency Medicine, San Francisco, California", "department": "" }, { "first_name": "Newton", "middle_name": "", "last_name": "Addo", "name_suffix": "", "institution": "University of California, San Francisco, Department of Emergency Medicine, San Francisco, California", "department": "" }, { "first_name": "John", "middle_name": "K.", "last_name": "Quinn", "name_suffix": "", "institution": "University of Washington, Department of Emergency Medicine, Seattle, Washington", "department": "" } ], "date_submitted": "2025-09-21T06:09:13.548000+02:00", "date_accepted": "2026-01-22T00:34:21.805000+01:00", "date_published": "2026-05-13T10:47:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/52924/galley/50313/download/" } ] }, { "pk": 65666, "title": "Table of Contents: An Anthology of Urban Habits, <em>Streetnotes</em> 31. ", "subtitle": null, "abstract": "<p>List of contributions in An Anthology of Urban Habits.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "streetnotes" } ], "section": "Back Matter", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7785g7n6", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-12T21:47:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/streetnotes/article/65666/galley/50522/download/" } ] }, { "pk": 48377, "title": "Reducing Language Anxiety Through the LARC Framework", "subtitle": null, "abstract": "<p>Language anxiety makes it difficult for many English learners to speak, even when they know what they want to say. This emotional barrier can block communication, limit classroom participation, and slow progress. While research has explored how anxiety affects second language learning, many teachers still lack simple, practical tools to help students build confidence. This article introduces the Language Anxiety Reduction Cycle (LARC), a four-step framework that guides learners from initial exposure to authentic English through structured practice, supported real-world interaction, and independent use. Each stage is designed to reduce fear and promote meaningful communication. Grounded in classroom experience and informed by second language acquisition theories, the model offers flexible, actionable strategies. Rather than aiming to eliminate anxiety altogether, the LARC helps students manage it and grow. This practical article is intended for teachers, program designers, and others interested in supporting English learners in developing the confidence to speak clearly.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "ESL instruction" }, { "word": " communicative confidence" }, { "word": " classroom strategies" }, { "word": " second language acquisition." }, { "word": "language anxiety" }, { "word": "communicative confidence" }, { "word": "classroom strategies" }, { "word": "teacher training" }, { "word": "Instructional Design" } ], "section": "Regular Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7hr8j8nr", "frozenauthors": [ { "first_name": "Ivan", "middle_name": "", "last_name": "Crespo", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "Curriculum and Instruction" } ], "date_submitted": "2025-06-02T05:34:30.201000+02:00", "date_accepted": "2025-10-17T20:50:14.146000+02:00", "date_published": "2026-05-11T16:12:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/48377/galley/50302/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/48377/galley/50302/download/" } ] }, { "pk": 61639, "title": "The Influence of Reinforcement on Aspects of Killer Whale Innovation under Stimulus Control", "subtitle": null, "abstract": "<p>Creativity research suggests that creative output can be influenced by extrinsic rewards. Through reinforcement, individual killer whales were trained to produce varied behaviors to a particular cue. The purpose of this study was to opportunistically assess whether or not testing protocols, which varied in reinforcement schedules across four killer whales, influenced the outcomes of four measured constructs of creativity (Fluency, Flexibility, Elaboration, Originality) during the innovate task while under stimulus control. Of the four killer whales, one animal experienced a continuous reinforcement schedule for all test sessions, one experienced a variable reinforcement schedule for all test sessions, and two experienced two types of reinforcement schedules (6 sessions of continuous reinforcement followed by 6 sessions of variable reinforcement). Results suggested that both individuality and reinforcement schedule may have influenced the expression of selected behaviors for some constructs. A prospective study on the influence of reinforcement schedule during testing with larger samples would facilitate a clearer understanding of the mechanisms that influence the different outcomes of creative behavioral expressions. More importantly though, participation in cognitive tasks enables animals to engage in flexible thinking while actively controlling their behavioral choices during interactions with humans, thereby augmenting animal well-being in a positive way. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "killer whale" }, { "word": "creativity" }, { "word": "innovate" }, { "word": "intrinsic and extrinsic rewards" }, { "word": "Reinforcement" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8358s8xz", "frozenauthors": [ { "first_name": "Kathleen", "middle_name": "M", "last_name": "Dudzinski", "name_suffix": "", "institution": "Other", "department": "" }, { "first_name": "Myriam", "middle_name": "", "last_name": "Weiss", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Isabelle", "middle_name": "", "last_name": "Brasseur", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Irene", "middle_name": "", "last_name": "Sandoval", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Carmen", "middle_name": "", "last_name": "Garcia", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Heather", "middle_name": "M.", "last_name": "Hill", "name_suffix": "", "institution": "St. Mary's University", "department": "" } ], "date_submitted": "2025-12-13T21:59:55.434000+01:00", "date_accepted": "2026-04-02T00:07:00.300704+02:00", "date_published": "2026-05-08T14:59:00+02:00", "render_galley": { "label": "Dudzinski_Final", "type": "pdf", "path": "https://journalpub.escholarship.org/uclapsych_ijcp/article/61639/galley/50240/download/" }, "galleys": [ { "label": "Dudzinski_Final", "type": "pdf", "path": "https://journalpub.escholarship.org/uclapsych_ijcp/article/61639/galley/50240/download/" } ] }, { "pk": 50871, "title": "Contesting Standard Language Norms: A Study of Wuhanese Families’ Language Practices in the United States in the Post-Pandemic Era", "subtitle": null, "abstract": "<p>This ethnographic study examines language ideologies and practices in Chinese American families in the U.S. in the post-pandemic era. Our specific focus here is the families’ use of a dialect of Southwest Mandarin, Wuhanhua (literally, “Wuhan Vernacular”), with their children at a time when Wuhan was marked by stigma due to its association with the initial COVID-19 outbreak. In our ten-month longitudinal study with the three focal families who came from Wuhan, each with U.S.-born children, data were generated from home visits, semi-structured interviews, and audio-recorded family interactions. While the three families shared a prevalent adherence to Standard Mandarin, our results show how the parents’ stated ideologies become contested in their everyday language practices. These ambiguities and inconsistencies in the planning and regulation of Wuhanhua use at home illuminate the translocal nature of heritage language learning, which is shaped not only by movement between countries but also by connections to specific localities. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ch819m8", "frozenauthors": [ { "first_name": "Shi", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Arizona", "department": "East Asian Studies" }, { "first_name": "Wenhao", "middle_name": "", "last_name": "Diao", "name_suffix": "", "institution": "University of Arizona", "department": "East Asian Studies" } ], "date_submitted": "2025-09-09T20:28:06.920000+02:00", "date_accepted": "2026-03-19T15:03:19.453085+01:00", "date_published": "2026-05-07T22:39:39.318036+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50871/galley/49863/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/50871/galley/49474/download/" }, { "label": "Galley v2", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50871/galley/49860/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50871/galley/49863/download/" } ] }, { "pk": 50708, "title": "Multilingualism Meets Multidialectism in L2 Study Abroad", "subtitle": null, "abstract": "<p>This study examines how second language (L2) learners engaged with both multilingualism and multidialectism during a short-term study abroad (SA) program in Vienna, Austria and Freiburg, Germany which featured a course on German sociolinguistics. While the multilingual turn in L2 education has challenged monolingual ideologies (May, 2013; Diao & Trentman, 2021), it often overlooks linguistic diversity within languages. Focusing on German, a pluricentric language with rich dialectal variation, this research analyzes nine students’ reflections through questionnaires and diaries. Qualitative text analyses reveal that students developed critical awareness of language variation, connecting dialects to broader multilingual ecologies and deconstructing ideologies of standardization and linguistic purity. Students observed translanguaging practices, reflected on heritage languages, and contextualized language use within sociopolitical frameworks. These insights underscore the pedagogical value of integrating multidialectal and multilingual approaches in L2 education to foster critical language awareness and support diverse learner identities. The study contributes to ongoing efforts to reimagine L2 pedagogy by highlighting the need for sociolinguistic frameworks that reflect real-world linguistic complexity and challenge reductive language ideologies.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87645236", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Ruck", "name_suffix": "", "institution": "Emory University", "department": "German Studies" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Walter", "name_suffix": "", "institution": "Emory University, Oxford College", "department": "German and Linguistics" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Lehrich", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": "2025-08-19T17:32:32.569000+02:00", "date_accepted": "2026-03-05T23:09:23.892455+01:00", "date_published": "2026-05-07T22:39:24.549514+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50708/galley/49404/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/50708/galley/49322/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50708/galley/49404/download/" } ] }, { "pk": 53189, "title": "Multidialectal Practices in L2 Arabic Pragmatics Research: Methodological Implications", "subtitle": null, "abstract": "<p>Research on learning second language (L2) pragmatics has undergone substantial methodological development in recent years (Taguchi & Roever, 2017; Taguchi, 2019), but it remains limited by a lack of attention to a key feature of pragmatic competence: multilingual and multidialectal practices. In a field dedicated to helping L2 students learn “how-to-say-what-to-whom-when” (Bardovi-Harlig, 2013, p. 68), methodological approaches that do not account for multidialectal practices miss key aspects of pragmatic development that are directly related to learners’ agency and identity. Current research methodologies are still highly influenced by monolingual ideologies often missing crucial layers of the learning process and environment, resulting in an incomplete view of pragmatic development. This article synthesizes existing methods and proposes ways to address these limitations by adopting a multidialectal perspective. Taking research on L2 Arabic pragmatics learning as a case study, a systematic review of the data analytic methods and findings from the past two and a half decades (e.g., Al-Gahtani, 2022; Al‐Gahtani & Roever, 2014a, 2014b, 2015; Al Masaeed, 2017; Al Masaeed, Waugh, & Burns, 2018; Al-Rawafi, Sudana, Lukmana, & Syihabuddin, 2021; Roever & Al-Gahtani, 2015) reveals how multidialectal practices have been often overlooked in study methodologies, including data collection and analysis. Based on this synthesis, the article attempts to underscore the crucial role that multidialectal practices play in pragmatic development and the need for adopting a multidialectal perspective to challenge the influence of monolingual ideologies on L2 Arabic pragmatics research. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8878m38x", "frozenauthors": [ { "first_name": "Khaled", "middle_name": "", "last_name": "Al Masaeed", "name_suffix": "", "institution": "Other", "department": "" } ], "date_submitted": "2025-10-18T05:28:17.635000+02:00", "date_accepted": "2026-01-21T16:19:07.545000+01:00", "date_published": "2026-05-07T22:38:59.507154+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/53189/galley/49081/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/53189/galley/49042/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/53189/galley/49081/download/" } ] }, { "pk": 49058, "title": "Teacher Talk in Multidialectal Classrooms", "subtitle": null, "abstract": "<p>As a diglossic language, Arabic has high and low varieties of the same language that are used in different contexts. Arabic classrooms traditionally focus on the acquisition of the high variety, Modern Standard Arabic (MSA), with the expectation that learners can pick up local dialects abroad. This creates challenges for learners who find themselves ill-equipped to deal with everyday situations outside of the classroom. In recent years, advocates of integrated approaches have emphasized the need to teach both MSA and a dialect, whether in the same or separate classes (Al-Batal, 2018; Younes, 2014). Yet this leads to questions about which dialect to choose, as learners and teachers may come from different dialect backgrounds or have different dialect interests. Trentman & Shiri (2020) advocate for a multidialectal approach, where learners are encouraged to develop their ability to understand multiple varieties of Arabic and the meta-linguistic awareness to make intentional choices in their production.</p>\n<p> <br>This paper focuses on teacher talk in Novice-level classrooms following a multidialectal approach. It analyzes the teacher-led discussions of sociolinguistic variation in Arabic that occurred in these classrooms. The results identify several patterns teachers used in engaging in these discussions, such as initiating discussions based on variation in the class materials, making multidialectal and multilingual comparisons, and presenting sociolinguistic variation in a positive manner. The paper builds on this analysis to discuss pedagogical implications and opportunities for future development. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dt4z77w", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Trentman", "name_suffix": "", "institution": "University of New Mexico", "department": "" } ], "date_submitted": "2025-07-18T17:18:42.941000+02:00", "date_accepted": "2026-04-02T01:49:55.305866+02:00", "date_published": "2026-05-07T22:38:35.153637+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/49058/galley/49561/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/49058/galley/49464/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/49058/galley/49561/download/" } ] }, { "pk": 50600, "title": "Countering Negative Language Attitudes: Adopting a Critical Multidialectal Approach to Language Teaching", "subtitle": null, "abstract": "<p>Language attitudes have been recognized as an important area of study in sociolinguistic research (Evans & Preston, 2023; Preston, 2013), and the consequences of prescriptive ideologies and negative attitudes toward non-privileged varieties extend to language instruction. These ideologies regard certain uses of the language as unacceptable if they diverge from what is considered the “standard” variety, established through linguistic imperialism and a colonial heritage (Benaglia & Smith, 2022) and perpetuated by linguistic authorities. Adherence to a prescriptive perspective without questioning its ideological and discriminatory function leads to the reproduction of a “deficit perspective”, in which those who use alternative varieties of a language are considered academically deficient (Quan et al., 2025). These attitudes can influence students’ feelings about themselves, their abilities, and their academic performance, especially for speakers of heritage languages (Loza, 2024). With this in mind, we propose a critical multidialectal approach to language teaching that leverages critical language awareness (CLA, see Beaudrie & Loza, 2022; Leeman, 2014, 2018) and calls on language teachers to engage students in critical reflection on the diverse reactions to and attitudes toward linguistic variation in society (Potowski & Shin, 2018; Shin & Hudgens Henderson, 2017; Train, 2020). Additionally, we make pedagogical recommendations for language teachers of four target languages (Spanish, French, Arabic, and Chinese) that focus on: 1) including input that represents linguistic diversity, 2) approaching language teaching from a descriptive perspective, 3) addressing the relationship between language and power, 4) integrating structured critical reflection, and 5) incorporating students’ diverse identities, histories, and multidialectal realities.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wg1r6v8", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "Marie", "last_name": "Kennedy Terry", "name_suffix": "", "institution": "Arizona State University", "department": "School of International Letters and Cultures" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Pozzi", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Chelsea", "middle_name": "", "last_name": "Escalante", "name_suffix": "", "institution": "University of Wyoming", "department": "" }, { "first_name": "Tracy", "middle_name": "", "last_name": "Quan", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Farah", "middle_name": "", "last_name": "Ali", "name_suffix": "", "institution": "Depauw University", "department": "" }, { "first_name": "Xinye", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of California Davis", "department": "" } ], "date_submitted": "2025-08-08T23:09:19.858000+02:00", "date_accepted": "2026-03-06T16:12:19.213513+01:00", "date_published": "2026-05-07T22:38:10.857077+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50600/galley/50228/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/50600/galley/49361/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/50600/galley/50228/download/" } ] }, { "pk": 64318, "title": "Introduction to the Special Issue: Multidialectism in the Multilingual Turn", "subtitle": null, "abstract": "<p>While the Multilingual Turn has critically shifted the field of Second Language Acquisition away from monolingual ideologies, it has often ignored the irreconcilability of the prescriptivist standard ideologies that devalue the diversity within named languages. This oversight perpetuates linguistic hierarchies, marginalizes non-standard variety speakers, and misrepresents the complex nature of real-world language use. The contributions to this special issue dismantle monocentric, native-speakerist, and prescriptivist standard language ideologies in second language education in order to explore the potentials of a multidialectal and multilingual approach. In so doing, they raise questions about social justice implications of dialect representation and erasure and showcase successful pedagogical applications of second language dialect instruction. By integrating multidialectal perspectives, this issue seeks to foster a more robust and inclusive Multilingual Turn that accurately reflects linguistic diversity both across and within languages, empowering learners to become adaptive users who can critically engage with and subvert power structures embedded in language variation. Collectively, these articles offer theoretical insights and practical implications for recognizing the vital role of within-language diversity in SLA.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Preface and Introduction to the Special Issue", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7n93x63x", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Walter", "name_suffix": "", "institution": "Emory University, Oxford College", "department": "German and Linguistics" }, { "first_name": "Julia", "middle_name": "", "last_name": "Ruck", "name_suffix": "", "institution": "Emory University", "department": "German Studies" } ], "date_submitted": "2026-03-31T19:56:36.748137+02:00", "date_accepted": "2026-04-02T00:31:37.504413+02:00", "date_published": "2026-05-07T22:37:52.808541+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/64318/galley/49376/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/64318/galley/49359/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/64318/galley/49376/download/" } ] }, { "pk": 64750, "title": "General Editors’ Introduction", "subtitle": null, "abstract": "<p>We are exceptionally pleased to introduce the first special issue of 2026, Multidialectism in the Multilingual Turn, guest edited by Dan Walter, Associate Professor of German and Linguistics at Oxford College of Emory University, and Julia Ruck, Assistant Teaching Professor at Emory University. Dan and Julia bring a robust mix of experience and expertise to the table, making them ideal editors for this particular special issue: their training in applied linguistics, second language acquisition, and world language education is coupled with extensive experience in the world language classroom; this combination has yielded important research and practitioner guidance on numerous important contemporary issues in world language teaching, including multidialectism in the classroom. Our sincere thanks go out to the guest editors, who have shaped and shepherded the volume with care. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Preface and Introduction to the Special Issue", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01n488vb", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Hellmich", "name_suffix": "", "institution": "None", "department": "" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Vinall", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-04-29T21:40:34.120365+02:00", "date_accepted": "2026-04-30T00:59:34.453205+02:00", "date_published": "2026-05-07T22:37:17.148673+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/64750/galley/49859/download/" }, "galleys": [ { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/64750/galley/49859/download/" } ] }, { "pk": 65607, "title": "AI: Aid or Inhibitor?", "subtitle": null, "abstract": "<p>AI, or LLM, development and role in our daily lives is growing at a rapid pace. While most fields of research have been around for centuries, AI has only really taken off in the span of a century. This breakneck development speed is already starting to show problems. While AI does show possible future benefits, the AI of today falls short. From educational work in high school and college, to relationship advice, and the assistance or takeover of certain job positions, it would seem that something has to change. While not many people can make an AI, anyone can use the internet to find out about AI. This paper attempts to go over many aspects of AI at once. From the history of AI, to possible scenarios of the future with it. In-between these two points in time, current applications and impacts of AI use will be mentioned. In addition, the more recent issue of AI Induced Psychosis will be introduced, and show how the digital world can draw in people from reality. But most of all, this paper was made in the hopes of stimulating curiosity in others to find out more about this new part of our lives.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jn3n9tb", "frozenauthors": [ { "first_name": "Liam", "middle_name": "", "last_name": "Minnis", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65607/galley/50236/download/" } ] }, { "pk": 65609, "title": "Beneath The Watchful Eyes", "subtitle": null, "abstract": "<p>Surveillance has taken many forms over the course of its history; human operatives, listening devices (bugs), and more recently, observation over electronic devices such as mobile phones and computers. Surveillance is justified by its proponents with a variety of reasons; preventing terrorism, ensuring national security, tracking down criminals, etc. With the increase of the ease of surveillance, it would be easy to assume that society has advanced from previous states of law enforcement and benefitted accordingly. However, the advancements made in electronic surveillance technology have in fact caused society to regress. Society has normalized and complied to the authority of surveillance technology, entirely at the mercy of those who watch.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7df2981f", "frozenauthors": [ { "first_name": "Sofia", "middle_name": "", "last_name": "Solorio", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65609/galley/50326/download/" } ] }, { "pk": 65603, "title": "Closing the Asthma Care Gap: Lessons for the San Joaquin Valley", "subtitle": null, "abstract": "<p>Asthma remains a major driver of preventable morbidity and emergency department (ED) utilization in the United States, with a disproportionate burden in underserved communities. This review examines why preventable asthma exacerbations and ED reliance persist despite established management guidelines, and it interprets the evidence through a regional lens focused on California’s San Joaquin Valley (SJV), where structural barriers to preventive care and elevated pediatric acute care use have been documented. I frame ED reliance as the downstream consequence of cumulative failures across the asthma care cascade, in which gaps in diagnosis and risk assessment, controller initiation, inhaler technique, medication adherence, trigger mitigation, written action planning, and timely follow-up allow unstable disease to progress to exacerbation and emergency care. In underserved settings, these cascade failures are amplified by access constraints, affordability pressures, housing and environmental exposures, competing school and family demands, and weak transitions from ED care back to longitudinal management, which together reinforce a cycle of episodic rescue care. Across the literature, the strongest evidence favors multicomponent approaches that improve self management support, extend care beyond the clinic into homes and schools, and strengthen follow-up after acute events. Applying these findings to the SJV, I argue that reducing ED reliance is most likely to come from improving the reliability and coordination of guideline-based care delivery rather than from novel pharmacologic advances. Future research should prioritize implementation-focused, place-sensitive evaluation of scalable models in semi-rural underserved communities.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hw5t0gt", "frozenauthors": [ { "first_name": "Avinav", "middle_name": "", "last_name": "Biswas", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65603/galley/50232/download/" } ] }, { "pk": 65605, "title": "From Wanders to Dynasts: Migration and the Legacy of Quetzalcoatl in Mesoamerica", "subtitle": null, "abstract": "<p>This paper argues that migration was a key part of how the legacy of Topiltzin Quetzalcoatl spread across Mesoamerica. Instead of viewing his departure from Tollan as exile or failure, this study reframes it as a form of political migration. The movement of Toltec elites was not random or by chance, but structured, as they carried systems of authority, legitimacy, and belief into new regions. Using sources such as the Florentine Codex and Nicholson, this paper shows how this legacy appears in figures like Kukulkan and Nacxit. Ultimately, migration functioned as a powerful political and cultural process that sustained and reshaped Quetzalcoatl’s legacy over time.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3r94c5mz", "frozenauthors": [ { "first_name": "Bobby", "middle_name": "", "last_name": "Escobar", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65605/galley/50234/download/" } ] }, { "pk": 65606, "title": "Human Trafficking as a Community Issue: Prevalence and Reporting in the San Joaquin Valley", "subtitle": null, "abstract": "<p>Human trafficking in the United States has seen an increase in prevalence every year for the past ten years since 2025. Still, not much research has been conducted in rural communities and the specific needs of these communities. Individuals residing in regions that are less developed have greater barriers to seeking help and education regarding human trafficking, such as longer distances compared to urban areas, a lack of community resources, and preexisting social stigmas surrounding smaller and rural communities. In this report, data have been collected from internet searches, non-profit organizations, and resources through the University of California databases to determine the disparities between the prevalence of human trafficking in the San Joaquin Valley and more developed, urban regions. Contrary to what a majority of community members assume, human trafficking is a major issue in the San Joaquin Valley; a majority of which are much higher than state and national averages. Implications from this research have also denoted a lack of funding and professional development for community members to combat human trafficking. Findings from this research suggest that the San Joaquin Valley has a lack of community- and education-based resources in addition to a lack of adequate identification and reporting for victims of human trafficking in all settings.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fz7x74n", "frozenauthors": [ { "first_name": "Grace", "middle_name": "", "last_name": "Grinder", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65606/galley/50235/download/" } ] }, { "pk": 65600, "title": "Letter from the Editors", "subtitle": null, "abstract": null, "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Staff", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dk6x0jp", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65600/galley/50230/download/" } ] }, { "pk": 65602, "title": "Liberation Schools: The Black Panther Party’s Pursuit for Transgressive Education", "subtitle": null, "abstract": "<p>The Black Panther Party’s (BPP) 10 point program aimed to empower Black communities, more specifically, point five of their program addressed the inequalities within educational institutions. This study focuses on the Black Panther Party’s creation of liberation schools and investigates how the Party’s alternative curriculum challenged the persistent censorship in conventional school systems of the 1960s and 1970s. Specifically, I analyze how these schools provided students with an education that was inclusive of Black experiences in the midst of educational suppression, fostering self-determination and political consciousness. Additionally, this paper probes how the party’s cultural and political beliefs were embedded in their pedagogy. Ultimately, I highlight important takeaways from the Panther’s pedagogy for modern educators to consider in their classrooms to ensure that every student’s basic right to a satisfactory education is met. This project explores the question: How did the Black Panther Party’s liberation school challenge persistent censorship and white supremacy in conventional school systems? Analyzing archival documents, I assess the impact of their educational strategies on students and explore whether these approaches can inform ongoing debates about educational equity and curriculum reform.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w64s740", "frozenauthors": [ { "first_name": "Janayah", "middle_name": "", "last_name": "Applon", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65602/galley/50231/download/" } ] }, { "pk": 65608, "title": "The Importance of Astrology Within Mesoamerican Society", "subtitle": null, "abstract": "<p>All throughout history, humanity was always fascinated with the sky, and this fascination reached far beyond cultural barriers. Societies all across the globe held some kind of significance in the sky above their heads. That significance would manifest in different ways. Some would look towards the sky for direction, while others based their cultural practices off of what they saw up in the sky. Following this pattern, Mesoamerican societies also held a lot of significance within the sky. This interest was reflected in the calendars that they used. While Mesoamerican societies used both the 365-day calendar and the 260-day calendar, the 365-day calendar was used for things like agriculture and predicting harvest, while the 260-day calendar was used for more ritualistic means. The combination of their fascination with the sky and the Tonalpohualli or the 260-day calendar culminated in the divination practices within Mesoamerica. Within Mesoamerica, the use of astrology and the 260-day calendar was used to predict the fates and temperaments of the people who are born in their society, and this divination practice and those who practice it are at the center of their society and cultural practices.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05f9k56w", "frozenauthors": [ { "first_name": "Phoenix", "middle_name": "", "last_name": "Morrison", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65608/galley/50237/download/" } ] }, { "pk": 65604, "title": "Tuberculosis in California: Comparative Analysis of Santa Clara, Alameda, and Merced Counties", "subtitle": null, "abstract": "<p>Tuberculosis (TB) remains a persistent communicable disease and an ongoing public health concern in California despite being preventable and treatable. Certain populations continue to experience a disproportionate burden of disease due to structural and social determinants of health, including poverty, housing instability, limited healthcare access, and barriers related to language and immigration status. This report examines TB trends and disparities across Santa Clara, Alameda, and Merced Counties using secondary epidemiological data and a key informant interview with a public health professional involved in TB prevention and control. The counties were selected to highlight differences between highly urbanized Bay Area regions and a Central Valley county with higher poverty levels and a mixed rural-urban population.</p>\n<p>Comparative analysis of TB incidence rates shows that Alameda County (7.8 per 100,000) and Santa Clara County (7.4 per 100,000) reported higher TB rates in 2024 than Merced County (3.8 per 100,000), though Merced experiences structural barriers that may influence disease risk and access to care. Demographic and socioeconomic differences, including educational attainment, income levels, and healthcare access, provide important context for understanding these patterns. Findings from the key informant interview further highlight challenges related to continuity of care, treatment adherence, and barriers faced by uninsured populations and migrant agricultural workers. Overall, the analysis demonstrates that TB patterns vary across counties and underscores the importance of tailored, community-based strategies that address social determinants of health and improve early detection, linkage to care, and treatment completion.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9br7m6jn", "frozenauthors": [ { "first_name": "Sheila", "middle_name": "", "last_name": "Chavez Perez", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Blossom", "middle_name": "", "last_name": "Abudu", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T21:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65604/galley/50233/download/" } ] }, { "pk": 65101, "title": "Exploratory survey of rice growing practices identifies perceptions and management of weedy rice", "subtitle": null, "abstract": "<p>Weedy rice (<em>Oryza sativa</em> L. spp.) is an emerging weed in California rice production. To address weedy rice issues and improve extension efforts, information is needed about the prevalence of growing practices that may contribute to or prevent weedy rice infestations, and about grower awareness and perceptions of weedy rice. Using a mail-in and online survey, we gathered information in the spring of 2019 from growers and pest control advisors about their rice production practices and attitudes about weedy rice. The 157 respondents reported diverse rice production systems, growing practices, and weed management methods. Weedy rice was reported on only a small number of respondents’ farms, and most respondents did not consider weedy rice to be a serious issue for them. Survey results indicate that most respondents are already implementing practices to prevent the spread of weedy rice on the land they manage. These proactive measures will play a critical role in safeguarding rice production and mitigating the potential for future infestations.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "survey" }, { "word": "weedy rice" }, { "word": "rice" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4983r5hj", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Karn", "name_suffix": "", "institution": "U.S. Environmental Protection Agency, Durham, North Carolina", "department": "", "country": "United States" }, { "first_name": "Serena", "middle_name": "", "last_name": "Bhagirath", "name_suffix": "", "institution": "County of Yolo, Woodland, California", "department": "", "country": "United States" }, { "first_name": "Luis", "middle_name": "", "last_name": "Espino", "name_suffix": "", "institution": "UC Cooperative Extension Butte and Glenn counties, Oroville, California", "department": "", "country": "United States" }, { "first_name": "Whitney", "middle_name": "", "last_name": "Brim-DeForest", "name_suffix": "", "institution": "UC Cooperative Extension Sutter, Yuba, Placer and Sacramento counties, Yuba City, California", "department": "", "country": "United States" } ], "date_submitted": null, "date_accepted": null, "date_published": "2026-05-07T03:00:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/californiaagriculture/article/65101/galley/49879/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/californiaagriculture/article/65101/galley/49879/download/" } ] }, { "pk": 52828, "title": "Resumptive pronouns form on-line dependencies with fillers in English: Evidence from the Maze task", "subtitle": null, "abstract": "<p>We investigated the processing of resumptive pronouns in English relative clauses. We asked whether resumptive pronouns in complex relative clauses formed from islands and non-islands establish dependencies with head nouns in incremental processing. Based on the findings from two reading time experiments using the Maze task with the gender-mismatch paradigm, as well as an off-line comprehension study, we conclude that (i) a dependency is formed with the head noun immediately upon encountering the resumptive pronoun; (ii) dependency formation is easier across islands than across non-islands; (iii) dependency formation privileges the head noun over intervening noun phrases; and (iv) these dependencies are maintained in off-line comprehension. The data suggest that although resumptive pronouns are judged to be unacceptable in English, comprehenders automatically and immediately integrate them using routines similar to filler-gap dependencies. We discuss the implications of our findings for the question of whether resumptive pronouns facilitate filler dependency formation in comparison to gaps, a possible reason why dependencies would be easier to establish across islands than across non-islands, and how the use of resumptive pronouns may benefit listeners as well as speakers.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Regular Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54r8g7t1", "frozenauthors": [ { "first_name": "Chung-hye", "middle_name": "", "last_name": "Han", "name_suffix": "", "institution": "Simon Fraser University and Ewha Womans University", "department": "" }, { "first_name": "Trevor", "middle_name": "", "last_name": "Block", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Gendron", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Dennis", "middle_name": "Ryan", "last_name": "Storoshenko", "name_suffix": "", "institution": "University of Calgary", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Weir", "name_suffix": "", "institution": "University of Calgary", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Williamson", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Keir", "middle_name": "", "last_name": "Moulton", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": "2025-09-13T20:39:18.929000+02:00", "date_accepted": "2026-03-20T19:07:52.904231+01:00", "date_published": "2026-05-06T19:00:00+02:00", "render_galley": { "label": "XML", "type": "xml", "path": "https://journalpub.escholarship.org/glossapsycholinguistics/article/52828/galley/49525/download/" }, "galleys": [ { "label": "XML", "type": "xml", "path": "https://journalpub.escholarship.org/glossapsycholinguistics/article/52828/galley/49525/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/glossapsycholinguistics/article/52828/galley/49526/download/" } ] }, { "pk": 38056, "title": "Interrupting the Pathway From Early Trauma Exposure to Childhood-Onset Obsessive-Compulsive Disorder: The Promise of Schema Therapy ", "subtitle": null, "abstract": "<p>Obsessive-compulsive disorder (OCD) is a debilitating condition that often emerges during childhood and adolescence, marked by distressing obsessions and impairing compulsions that disrupt daily function and personal well-being. The current literature suggests a significant relationship between early trauma and the development of OCD in youth, with early maladaptive schemas (EMSs) serving as a key mechanism in this pathway. Taken together, various studies connect the components of childhood trauma, EMSs, and OCD into one tightly-linked trajectory, particularly emphasizing the role of “disconnection/rejection” and “impaired autonomy/performance” schemas in the development of obsessive-compulsive pathology. Despite treatment methods such as cognitive-behavioral therapy (CBT) and exposure and response prevention (ERP) being considered the gold standard treatments for OCD, schema therapy (ST) shows promise for meaningfully addressing the underlying EMSs that may cause and uphold OCD symptoms, especially for trauma-exposed youth. Recent studies, though limited by methodological weaknesses such as small sample sizes and lack of control groups, suggest that schema therapy could disrupt the trauma-to-OCD pathway by directly targeting entrenched negative beliefs, harmful thought patterns, and deficiencies in healthy self-perception that often lie at the root of OCD. Future high-quality studies investigating the efficacy of schema therapy (and perhaps its technologically-based variations) on trauma-exposed youth with OCD are warranted to explore the full potential of ST as a treatment for this particularly vulnerable population. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Obsessive-compulsive disorder (OCD)" }, { "word": " childhood trauma" }, { "word": " early maladaptive schemas (EMSs)" }, { "word": " schema therapy" }, { "word": " intervention" }, { "word": "childhood trauma" }, { "word": "early maladaptive schemas (EMSs)" }, { "word": "schema therapy" }, { "word": "Intervention" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f2583hc", "frozenauthors": [ { "first_name": "Grace", "middle_name": "Amelia", "last_name": "Knor", "name_suffix": "", "institution": "Vanderbilt University", "department": "Psychology Department" } ], "date_submitted": "2024-10-13T19:48:33.690000+02:00", "date_accepted": "2025-09-28T07:01:49.563000+02:00", "date_published": "2026-05-05T18:50:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/38056/galley/49867/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/38056/galley/49867/download/" } ] }, { "pk": 34819, "title": "THE RELATIONSHIP BETWEEN IMPULSIVITY TRAITS AND CHOICE ON ALCOHOL USE DURING A QUIT ATTEMPT", "subtitle": null, "abstract": "<p>Impulsive personality traits and impulsive choice are indicators of alcohol use disorder (AUD). Research on the relationship between impulsivity and relapse risk among individuals with an AUD is relatively scarce and unclear. The current study is a secondary analysis examining the predictive effect of impulsivity on alcohol use and craving during a 6-day quit attempt. Treatment seeking individuals with an AUD (N=49) were randomized to either oral naltrexone (50 mg QD), varenicline (1 mg BID), or matched placebo. Randomized participants<br>completed a weeklong medication titration period, followed by a 6-day quit attempt. During the initial screening visit, participants completed the UPPS-P impulsivity scale and the Monetary Choice Questionnaire to assess discounting rates, k. The Timeline Followback assessed quantity and frequency of alcohol use in the past 30-days. During the quit attempt, participants completed daily assessments on previous day alcohol consumption and craving. Multiple linear models examined baseline impulsivity as a predictor of alcohol outcomes. Baseline impulsivity traits did not significantly predict drinking outcomes or craving during the quit attempt (p>.025). Lack of premeditation predicted average alcohol craving, albeit trend-level (B=-0.338, p<.05). Lack of premeditation and overall k did not predict alcohol use or craving during the quit attempt. Impulsive traits and choice did not predict alcohol relapse in individuals with AUD. This study was among the first to test trait and behavioral impulsivity during a 6-day abstinence period. A longer follow-up may reveal associations between impulsivity and drinking outcomes, aiding development of interventions targeting AUD.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "alcohol-use" }, { "word": "impulsive personality traits" }, { "word": "impulsive choice" }, { "word": "relapse" }, { "word": "AUD" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gx5s199", "frozenauthors": [ { "first_name": "Zaid", "middle_name": "", "last_name": "Kamal", "name_suffix": "", "institution": "UCLA", "department": "Psychology" }, { "first_name": "Wave-Ananda", "middle_name": "", "last_name": "Baskerville", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "Psychology" } ], "date_submitted": "2024-11-29T18:13:07.911000+01:00", "date_accepted": null, "date_published": "2026-05-05T18:48:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/34819/galley/49864/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/34819/galley/49864/download/" } ] }, { "pk": 35274, "title": "Investigating Language Acquisition Between Children at Low vs. High-Risk of Autism: Parent's Labeling and Description Use During Parent-Child Interactions", "subtitle": null, "abstract": "<p>Evidence shows that parents enhance their child’s word learning abilities by providing labels to novel objects and including descriptions. This evidence has been applied to interventions for parents of children with attentional difficulties and developmental disabilities, urging parents to simplify their language input to increase their child’s attention during parent-child interactions. Using parent-child transcripts from the CHILDES database, this project investigated whether there are any differences in labeling and description use between typical and at-risk infants. This study used data from Quigley and McNally’s (2013) study involving ten typically developing infants with no known developmental risk factors and no family history of autism and nine at-risk infants who had an older sibling diagnosed with autism. We found that when mothers’ total number of utterances (i.e., how talkative the mother was) were controlled, mothers’ labeling between both groups were marginally different (p = 0.053) with mothers in the high-risk group providing less labels than mothers in the low-risk group. Additionally, a significant difference was found in how parents used descriptions with mothers in the high-risk group providing less descriptions compared to mothers in the low-risk group (p = 0.005). These results show that parents of children that are at high-risk of developing autism adjusted their communicative frame to fit their children’s needs, specifically by providing fewer complex sentences to create a simplistic way of introducing and describing new words to their child’s environment. This strategy underscores previous findings showcasing the presence of attentional deficits present in children with autism. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "language development" }, { "word": "developmental disorders" }, { "word": "labeling" }, { "word": "description use" }, { "word": "parent-child interactions" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t8153xk", "frozenauthors": [ { "first_name": "Chalyn Faye", "middle_name": "Quinones", "last_name": "Valdez", "name_suffix": "", "institution": "UCLA", "department": "Psychology" } ], "date_submitted": "2024-11-29T17:48:42.003000+01:00", "date_accepted": "2025-09-28T07:11:43.780000+02:00", "date_published": "2026-05-05T18:46:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/35274/galley/49865/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/35274/galley/49865/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/35274/galley/49866/download/" } ] }, { "pk": 47348, "title": "Understanding Personality Development Through Genetic and Environmental Contributions", "subtitle": null, "abstract": "<p>Personality development arises from the ongoing interactions between genetic predispositions and environmental experiences throughout a person's life. This literature review synthesizes findings from published behavioral genetic studies, longitudinal twin and adoption research, molecular analyses, and environmental psychology to interpret how genetic, environmental, and gene-environment interaction processes contribute to the stability and transformation of personality traits. Evidence from twin studies and meta-analyses confirms that traits such as Extraversion, Neuroticism, and Conscientiousness are moderately to highly heritable. Regardless, this heritability remains unexplained at the molecular level, a gap known as the missing heritability problem. In contrast, nonshared environments, including unique life events and personal relationships, are shown to be more influential than shared family environments in shaping personality change, particularly during critical developmental changes. The review also explores gene-environment interactions, including how personality traits mediate stress perception and how genetic predispositions influence the selection and interpretation of environmental contexts. Despite evident advancements, the field presents limitations due to overreliance on Western populations, broad and imprecise environmental constructs, and insufficient integration of epigenetic discoveries. This review concludes that advancing a comprehensive understanding of personality requires integrative, developmentally sensitive, and culturally inclusive research that connects behavioral genetics, environmental psychology, and emerging genomic technologies.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Personality Development" }, { "word": " behavioral genetics" }, { "word": " nonshared environment" }, { "word": " gene-environment interaction" }, { "word": " epigenetics" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q863702", "frozenauthors": [ { "first_name": "Ana-Kristina", "middle_name": "", "last_name": "Senk", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": "2025-05-05T08:24:52.095000+02:00", "date_accepted": "2025-09-28T07:12:28.833000+02:00", "date_published": "2026-05-05T18:19:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/47348/galley/49871/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/47348/galley/49871/download/" } ] }, { "pk": 40070, "title": "\n\nNorm Deviation as a Key to Understanding Loneliness: A Shift Away from the Collectivism-Individualism Debate\n\n \n", "subtitle": null, "abstract": "<p>Cultural psychology researchers have long been interested in understanding how loneliness is experienced across different cultures, with a focus on identifying which cultures report higher levels of loneliness. This literature proposes a novel approach to conceptualize loneliness by introducing the idea of norm deviation and how deviating from normative standards leads to loneliness. Additionally, we explore the roles of social support and self-determination theory in moderating the relationship between norm deviation and loneliness experience. The discussion section highlights the importance of qualitative study methods in loneliness studies to gain deeper understanding about the cultural and social factors in individual experiences.</p>\n<p> </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Loneliness" }, { "word": "norm deviation" }, { "word": "Culture" }, { "word": "Social support" }, { "word": "self-determination" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27g27547", "frozenauthors": [ { "first_name": "Estela", "middle_name": "", "last_name": "Jung", "name_suffix": "", "institution": "Korea University", "department": "Psychology" }, { "first_name": "Jeein", "middle_name": "", "last_name": "Chung", "name_suffix": "", "institution": "Korea University", "department": "Psychology" } ], "date_submitted": "2024-11-29T22:19:01.937000+01:00", "date_accepted": "2025-05-05T23:09:23.961000+02:00", "date_published": "2026-05-05T18:18:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/40070/galley/49870/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/40070/galley/49870/download/" } ] }, { "pk": 40063, "title": "Experiences of Neurodiversity: Belonging, Social Support and Well-Being", "subtitle": null, "abstract": "<p>Given societal barriers that impair overall quality of life for people with disabilities, it is probable that feelings of belonging, perceived social support and well-being might differ between neurodivergent and non-neurodivergent individuals, and in particular, those with intersecting identities of race and ethnicity, immigrant status, and / or sexual and gender identities. The present study builds on previous work by examining these factors through an intersectionality lens. Participants completed an online survey focused on well-being, perceived social support, and feelings of belonging, as well as discrimination and loneliness. Those who identified as neurodivergent reported lower feelings of well-being but similar perceived social support, feelings of belonging, discrimination and loneliness as non-neurodivergent participants. We were unable to examine intersecting identities in any depth given the lack of diversity in our sample. Our findings contribute to the currently limited literature focused on well-being among neurodivergent populations, and add further weight to a more positive narrative regarding the experiences of neurodivergent adults. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "intersectionality" }, { "word": " autistic" }, { "word": " ADHD" }, { "word": " neurodivergent" }, { "word": " discrimination" }, { "word": " identity" }, { "word": " supports" }, { "word": " barriers" }, { "word": "autistic" }, { "word": "ADHD" }, { "word": "neurodivergent" }, { "word": "discrimination" }, { "word": "identity" }, { "word": "supports" }, { "word": "barriers" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/60g7s3ds", "frozenauthors": [ { "first_name": "Alice", "middle_name": "E", "last_name": "Wood", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ashleigh", "middle_name": "", "last_name": "Hillier", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Veneziano", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Omar", "middle_name": "", "last_name": "Rasool", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2024-11-29T18:05:01.496000+01:00", "date_accepted": "2025-09-28T07:09:31.734000+02:00", "date_published": "2026-05-05T18:17:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/40063/galley/49869/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/40063/galley/49869/download/" } ] }, { "pk": 38424, "title": "Being Heard: Communication Difficulties in Co-morbid Autism Spectrum Disorder and Gender Dysphoria", "subtitle": null, "abstract": "<p>It has been well-established that Autism Spectrum Disorder (ASD) and Gender Dysphoria (GD)<br>are frequently Co-morbid. There have been treatments designed to ameliorate the two conditions<br>and how they interact, but they are not as comprehensive as they could be. These treatments<br>mainly deal with addressing the executive functioning difficulties exasperated by ASD to help<br>these patients take the steps necessary to begin or continue the transition process. In order to<br>transition, transgender youth must be able to understand and communicate abstract concepts like<br>their own gender identity to the gatekeepers of their gender-affirming treatment which can be<br>especially challenging to patients with ASD-related alexithymia. Once they do transition they are<br>also met with adapting to an entirely new set of social rules and expectations. Having ASD is an<br>often isolating experience and being transgender only adds to that challenge. Social skills<br>training through treatments like the Program for the Education and Enrichment of Relational<br>Skills (PEERS) could help them improve their communication skills and navigate life as their<br>affirmed gender.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "alexithymia" }, { "word": "gender incongruence" }, { "word": "Gender Dysphoria" }, { "word": "autism spectrum disorder" }, { "word": "Autism" }, { "word": "transgender" }, { "word": "co-morbid" }, { "word": "assigned gender at birth" }, { "word": "affirmed gender" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nc5p3pf", "frozenauthors": [ { "first_name": "Margot", "middle_name": "J.", "last_name": "Delery", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2024-10-25T00:55:02.300000+02:00", "date_accepted": "2025-09-28T07:07:42.460000+02:00", "date_published": "2026-05-05T18:15:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/38424/galley/49868/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/38424/galley/49868/download/" } ] }, { "pk": 64608, "title": "Foreword to 15.1: \"Words and Lives in Transit\"", "subtitle": null, "abstract": "<p>Foreword by Co-Managing Editor, Ambika S. Athreya </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Foreword", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9609q4pk", "frozenauthors": [ { "first_name": "Ambika", "middle_name": "", "last_name": "Athreya", "name_suffix": "", "institution": "UC Berkeley", "department": "German" } ], "date_submitted": "2026-04-21T00:16:45.423133+02:00", "date_accepted": "2026-04-21T01:27:40.744310+02:00", "date_published": "2026-05-04T15:23:00+02:00", "render_galley": { "label": "Foreword", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64608/galley/49593/download/" }, "galleys": [ { "label": "Foreword", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64608/galley/49593/download/" } ] }, { "pk": 52946, "title": "National Survey of Telemedicine Curricula Among Emergency Medicine Residencies", "subtitle": null, "abstract": "<p><strong>Introduction:</strong> Telehealth continues to reshape healthcare delivery in the United States. Recognizing its growing importance and the need for advances in education, the Association of American Medical Colleges released telehealth competencies in 2021, and the Accreditation Council of Graduate Medical Education (ACGME) recently proposed a structured telemedicine experience as part of all emergency medicine (EM) residencies. Despite these efforts, it is unclear whether EM residencies have adopted these new educational mandates. Our primary objective in this study was to understand whether (and how) U.S. EM residencies have implemented telehealth education.</p>\n<p><strong>Methods:</strong> We developed a cross-sectional, national survey to describe existing telehealth curricula among ACGME-accredited EM residencies. Program directors were surveyed via email. Our primary outcome measure was the percentage of residencies with existing telehealth curricula. Secondary outcomes assessed telehealth curricula emphases, implementation barriers, and telehealth’s perceived importance to EM training.</p>\n<p><strong>Results: </strong>Of 282 U.S.-based EM residencies, 67 programs responded (24% response rate). Of these, only five (7.5%) reported having a formal telehealth curriculum. Programs with curricula were likely to teach real-time telehealth skills (80%) and focus on data collection (80%), patient safety (80%), and communication (60%). Programs without curricula identified prioritization of other curricula (76%), insufficient faculty expertise (65%), and limited infrastructure (50%) as barriers. We also found that 61% of programs viewed telehealth education as of limited importance to EM training. At the same time, program directors expressed interest in the development of asynchronous telehealth content from trusted national EM organizations (60%). </p>\n<p><strong>Conclusion:</strong> Formal telehealth curricula remain the exception rather than the rule among U.S. EM residencies. Despite accreditation bodies urging its adoption, telehealth education faces multiple barriers, including limited faculty expertise, lack of telehealth infrastructure, and low perceived education importance. Our research suggests that national organizations may play a key role in providing early telehealth education while programs adapt to these new educational requirements</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Telehealth" }, { "word": "Medical Education" }, { "word": "Graduate Medical Education" } ], "section": "Education", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fd5s0jb", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Reisig", "name_suffix": "", "institution": "NewYork-Presbyterian Weill Cornell Medicine, Department of Emergency Medicine, New York, New York", "department": "" }, { "first_name": "Destinee", "middle_name": "", "last_name": "Soubannarath Gwee", "name_suffix": "", "institution": "Saint Joseph Medical Center, Department of Emergency Medicine, Joliet, Illinois", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Simmons", "name_suffix": "", "institution": "NewYork-Presbyterian Weill Cornell Medicine, Department of Emergency Medicine, New York, New York", "department": "" }, { "first_name": "Brendan", "middle_name": "", "last_name": "Tarantino", "name_suffix": "", "institution": "NewYork-Presbyterian Weill Cornell Medicine, Department of Emergency Medicine, New York, New York", "department": "" }, { "first_name": "Neel", "middle_name": "", "last_name": "Naik", "name_suffix": "", "institution": "NewYork-Presbyterian Weill Cornell Medicine, Department of Emergency Medicine, New York, New York", "department": "" } ], "date_submitted": "2025-09-25T21:13:44.702000+02:00", "date_accepted": "2026-01-06T22:00:25.745000+01:00", "date_published": "2026-05-04T05:35:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/52946/galley/50342/download/" } ] }, { "pk": 50495, "title": "Outcomes of Succinylcholine and Rocuronium for Rapid Sequence Intubation in the Emergency Department", "subtitle": null, "abstract": "<p><strong>Introduction:</strong> Succinylcholine and rocuronium are neuromuscular blocking agents commonly used as paralytics in the emergency department (ED) during rapid sequence intubation. Prior studies have shown mixed results regarding the preferred agent aside from settings where there are contraindications. This study compares outcomes of death, myocardial infarction, and post-traumatic stress disorder for succinylcholine vs rocuronium when used in rapid sequence intubation using data from a large, multicenter database.</p>\n<p><strong>Methods:</strong> In this retrospective study, we extracted 105 million patient records from 61 healthcare organizations in the United States from the TriNetX database between 2004–2023. Adults ≥ 18 years of age who underwent intubation on the same day as an ED visit and received succinylcholine or rocuronium with the hypnotic anesthetic etomidate were included. The outcomes evaluated were mortality and myocardial infarction within 60 days after intubation. We excluded patients with prior history of myocardial infarction. We performed propensity matching for demographics and nine pre-existing conditions associated with mortality. </p>\n<p><strong>Results:</strong> There were 15,514 patients in the succinylcholine group and 14,675 patients in the rocuronium group for a total of 30,189 adults prior to propensity matching. The final cohort included 26,884 patients evenly divided between groups after propensity matching. Patients given succinylcholine were associated with a significantly lower risk of mortality (30.1% vs 33.4%, risk ratio [RR] 0.901, 95% CI, 0.869-0.933, P < .001, absolute risk reduction of 3.3%) and myocardial infarction (10.5% vs 11.9%, RR 0.888, 95% CI, 0.828-0.953, P = .001, absolute risk reduction of 1.4%) within 60 days after rapid sequence intubation. Trends were similar before propensity matching. </p>\n<p><strong>Conclusion: </strong>Succinylcholine administration was associated with reduced mortality compared to rocuronium. These findings suggest succinylcholine may be a safer paralytic agent for rapid sequence intubation when no contraindications are identified.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "succinylcholine" }, { "word": "Rocuronium" }, { "word": "neuromuscular blocking agent" }, { "word": "rapid sequence intubation" }, { "word": "myocardial infarction" } ], "section": "Critical Care", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17s3f78c", "frozenauthors": [ { "first_name": "Danielle", "middle_name": "H.", "last_name": "O'Connell", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Yeager", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Rebecca", "middle_name": "A", "last_name": "Adams", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "John", "middle_name": "R.", "last_name": "Zatarain", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Krishna", "middle_name": "K", "last_name": "Paul", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Rekha", "middle_name": "R", "last_name": "Goswami", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Kelcie", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Lisa", "middle_name": "R", "last_name": "Farmer", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Anesthesiology, Galveston, Texas", "department": "" }, { "first_name": "Julio", "middle_name": "", "last_name": "Jayes", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" }, { "first_name": "Dietrich", "middle_name": "VK", "last_name": "Jehle", "name_suffix": "", "institution": "University of Texas Medical Branch, Department of Emergency Medicine, Galveston, Texas", "department": "" } ], "date_submitted": "2025-07-28T03:03:17.372000+02:00", "date_accepted": "2026-01-05T02:16:52.111000+01:00", "date_published": "2026-05-04T05:27:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/50495/galley/50438/download/" } ] }, { "pk": 47912, "title": "Pilot Simulation Task Trainer for Prehospital Management of Neck Hemorrhage", "subtitle": null, "abstract": "<p><strong>Introduction: </strong>Traumatic injuries are the leading cause of death in the U.S. of persons < 45 years of age, with 5-10% of all traumas caused by penetrating neck injuries (PNI). The neck contains several large blood vessels that supply the brain; thus, exsanguination is the leading cause of fatality in PNI. Vascular neck trauma is common in assaults, motor vehicle accidents, battlefields, and sporting events, particularly in ice hockey. There is a general lack of guidance on prehospital management of these injuries, and educating first responders, medics, and sports trainers on how to manage these complex injuries is challenging due to high costs, limited availability, and ethical considerations regarding use of cadavers or live animals. Here, we describe the development of a prehospital PNI-hemorrhage curriculum paired with a novel hands-on simulator and its pilot implementation with a group of professional hockey athletic trainers.</p>\n<p><strong>Methods: </strong>We conducted a literature review to understand previously proposed algorithms for PNI, traumatic life support, combat trauma, and massive hemorrhage. Concepts from each of these algorithms were considered when determining the key steps of managing a PNI and how these should differ from previously proposed algorithms. We developed a synthetic medical simulator and training curriculum in conjunction with the National Hockey League (NHL) to create a training program for athletic trainers and team physicians to improve rapid response. The simulator was designed using computed tomography of a human neck and was fabricated to mimic the material properties of human tissue. </p>\n<p><strong>Results: </strong>The algorithm for prehospital management of PNI was developed in three fundamental steps: 1) identify venous vs arterial bleeding patterns; 2) control the hemorrhage; and 3) transfer the patient to a trauma center. The synthetic medical simulator allowed for the simulation of arterial and venous bleeding and was used to train 180 NHL athletic trainers and physicians at their annual meeting in 2024. Voluntary quantitative and qualitative post-training feedback obtained from 46% of trainers who participated was very positive (overall rating 4.7/5).</p>\n<p><strong>Conclusion:</strong> Penetrating neck injuries are high-risk events that first responders are generally undertrained to manage due to their rarity. Simulation is effective to potentially improve the outcomes of these scenarios, and the use of synthetic medical simulators is cost effective. We developed a novel algorithm, medical simulator, and training curriculum for the management of PNI in conjunction with the NHL for training athletic trainers and physicians.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "penetrating neck injury" }, { "word": "vascular neck injury" }, { "word": "Simulation" }, { "word": "Medical Education" }, { "word": "head and neck anatomy" } ], "section": "Trauma", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45j812j0", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Sussman", "name_suffix": "", "institution": "The Ohio State University Wexner Medical Center, Department of Otolaryngology – Head and Neck Surgery, Columbus, Ohio", "department": "" }, { "first_name": "Luigi", "middle_name": "", "last_name": "Melaragno", "name_suffix": "", "institution": "University of Cincinnati College of Medicine, Cincinnati, Ohio", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Nisenbaum", "name_suffix": "", "institution": "The Ohio State University Wexner Medical Center, Department of Otolaryngology – Head and Neck Surgery, Columbus, Ohio", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Malara", "name_suffix": "", "institution": "The Ohio State University Center for Design and Manufacturing Excellence, Columbus, Ohio", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Herster", "name_suffix": "", "institution": "The Ohio State University Center for Design and Manufacturing Excellence, Columbus, Ohio", "department": "" }, { "first_name": "Chipper", "middle_name": "", "last_name": "Orban", "name_suffix": "", "institution": "The Ohio State University Center for Design and Manufacturing Excellence, Columbus, Ohio", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Marquardt", "name_suffix": "", "institution": "The Ohio State University, College of Medicine, Columbus, Ohio", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Haring", "name_suffix": "", "institution": "The Ohio State University Wexner Medical Center, Department of Otolaryngology – Head and Neck Surgery, Columbus, Ohio", "department": "" }, { "first_name": "Kimberly", "middle_name": "G", "last_name": "Harmon", "name_suffix": "", "institution": "The University of Washington, Department of Family Medicine, Seattle, Washington", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "VanKoevering", "name_suffix": "", "institution": "The Ohio State University Wexner Medical Center, Department of Otolaryngology – Head and Neck Surgery, Columbus, Ohio; The Ohio State University Center for Design and Manufacturing Excellence, Columbus, Ohio", "department": "" } ], "date_submitted": "2025-05-23T05:51:47.202000+02:00", "date_accepted": "2026-01-05T02:27:25.037000+01:00", "date_published": "2026-05-04T05:18:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/47912/galley/50355/download/" } ] }, { "pk": 50824, "title": "Implementing a Climate Health Education Curriculum for Emergency Medicine Trainees and Faculty", "subtitle": null, "abstract": "<p>As climate-related health impacts intensify, emergency physicians (EP) increasingly encounter patients whose conditions are influenced by environmental change. To provide care for climate- vulnerable patients in the emergency department (ED), EPs should be educated on the impacts of climate change. The goal of our intervention was to provide a structured climate health educational curriculum to attending physicians, residents, and medical students and assess the perceived effectiveness of the curriculum. A longitudinal climate health curriculum was delivered in a four-part lecture series over the course of three months to medical students, postgraduate year 1-3 emergency medicine residents, and academic emergency attending physicians. We measured learners’ perceived knowledge pre- and post-curriculum with surveys assessing four core areas: 1) climate change topics; 2) climate impacts on human health; 3) confidence in treating medical conditions exacerbated by climate change; and 4) climate change solutions. At the completion of the three-month curriculum, the learners reported a statistically significant improvement in perceived level of knowledge in overall climate health topics in 87.5% (28/32 concepts with P < .05) of concepts assessed during the climate health education curriculum. Specifically, learners reported a perceived knowledge improvement in concepts of general climate change (6/6 topics, P < .05), impacts on human health (7/8 topics, P < .05), confidence in treating medical conditions exacerbated by climate change (8/9 topics, P < .05), and knowledge of climate solutions (7/9 topics, P < .05). Overall, learners reported a higher median likelihood of implementing individual climate solutions after the conclusion of the climate health education curriculum, although this was not statistically significant (5.0 vs 7.0, P = .073). Our model introduces the concept of a longitudinal, lecture-based climate change curriculum to assist in educating resident learners in evidence-based climate health knowledge, assist in preparing EPs to better treat climate-vulnerable patient populations, and share climate solutions. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "climate change" }, { "word": "Emergency Medicine" }, { "word": "curriculum development" }, { "word": "Graduate Medical Education" }, { "word": "Climate Health" }, { "word": "Medical Education" }, { "word": "GME" } ], "section": "Climate Change", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rp3t0v3", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "The MetroHealth System, Cleveland, Ohio", "department": "" }, { "first_name": "Courtney", "middle_name": "M.", "last_name": "Smalley", "name_suffix": "", "institution": "Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic Health System, Department of Emergency Medicine, Cleveland, Ohio", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Kostura", "name_suffix": "", "institution": "Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic Health System, Department of Emergency Medicine, Cleveland, Ohio", "department": "" } ], "date_submitted": "2025-09-03T00:55:33.828000+02:00", "date_accepted": "2026-01-02T22:28:53.819000+01:00", "date_published": "2026-05-04T05:07:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/50824/galley/50336/download/" } ] }, { "pk": 50597, "title": "Creating and Maintaining a “Climate-Smart” Emergency Department: A Scoping Review of Current Progress and Future Potential", "subtitle": null, "abstract": "<p><strong>Introduction:</strong> Climate change represents one of the most significant global health threats, with emergency departments (ED) serving as frontline responders to climate-related health emergencies. While EDs are major contributors to healthcare’s environmental footprint and critical responders for climate disasters, no comprehensive review has examined sustainability and climate-resilience initiatives specifically implemented in ED settings.</p>\n<p><strong>Methods: </strong>We conducted a scoping review examining literature on sustainable and climate-resilient measures in EDs. Comprehensive searches of PubMed, Scopus, and Embase were performed from inception through November 2024, using terms related to EDs combined with sustainability and climate-resilience concepts. Two reviewers independently screened papers, with inclusion criteria requiring ED-specific focus and concrete sustainability or resilience interventions.</p>\n<p><strong>Results:</strong> Seven studies met inclusion criteria, representing diverse geographic contexts. Three addressed sustainability interventions including waste reduction, sustainable procurement, device reprocessing, and renewable energy adoption. Case examples demonstrated co-benefits, such as 31% reduction in ambulance carbon dioxide emissions and $3 million savings from device reprocessing programs. All studies described resilience interventions encompassing disaster preparedness, surge capacity, infrastructure continuity, and clinical protocols. However, significant gaps were identified: Only 13-20% of hospitals in surveyed countries had disaster plans, and no studies documented fully operational climate-smart EDs. Global frameworks were referenced but not operationalized in ED settings.</p>\n<p><strong>Conclusion: </strong>There is a limited body of peer-reviewed studies that describe measures to close the implementation gap between current climate science and operational practices in EDs. Despite extensive policy recommendations and demonstrated benefits, no studies have described any existing programs. Emergency medicine requires translation of conceptual frameworks into measurable interventions, standardized outcome measures, and systematic implementation of climate-smart healthcare practices.</p>", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Climate Change", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s697442", "frozenauthors": [ { "first_name": "Lea", "middle_name": "", "last_name": "Moujaes", "name_suffix": "", "institution": "Johns Hopkins University School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "" }, { "first_name": "Kayla", "middle_name": "", "last_name": "Iuliucci", "name_suffix": "", "institution": "Johns Hopkins University School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "" } ], "date_submitted": "2025-09-25T17:58:49.338000+02:00", "date_accepted": "2026-01-02T22:26:26.576000+01:00", "date_published": "2026-05-04T04:58:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/50597/galley/50332/download/" } ] }, { "pk": 61329, "title": "History and evolution of the citrus budwood and seed scheme in Australia", "subtitle": null, "abstract": "<p><span style='font-size: 12.0pt; line-height: 115%; font-family: \"Times New Roman\",serif;'>The Australian citrus budwood and seed scheme is one of the oldest in the world and has been instrumental in maintaining the health, productivity, and uniformity of Australian citrus plantings. The scheme is run as a non-profit company under the trading name of Auscitrus, with most facilities at Dareton in far southwest New South Wales (NSW). In this paper, we provide a brief history of the citrus industry in Australia, including key events that led to the creation of a seed and budwood scheme in NSW in 1928. The emergence of plant diseases such as Phytophthora gummosis, citrus tristeza and exocortis compelled the industry to adopt new propagation and cultural practices. Industry and government continue to support and strengthen Auscitrus and Australian citrus biosecurity in the areas of diagnostics and surveillance, germplasm management, public education, policy and strategy. Auscitrus is a key component for the Australian citrus industry to manage endemic and respond to exotic graft-transmissible diseases such as </span><span style='font-size: 12.0pt; line-height: 115%; font-family: \"Times New Roman\",serif;'>huánglóngbìng</span><span style='font-size: 12.0pt; line-height: 115%; font-family: \"Times New Roman\",serif;'>.</span><!--EndFragment--></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "graft-transmissible pathogen" }, { "word": "Propagation" }, { "word": "rootstock" }, { "word": "scion" }, { "word": "nursery industry" }, { "word": "George Suttor" }, { "word": "Reginald Benton" }, { "word": "Lillian Fraser" } ], "section": "Recently Accepted", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v40d8s1", "frozenauthors": [ { "first_name": "Nerida", "middle_name": "", "last_name": "Donovan", "name_suffix": "", "institution": "Elizabeth MacArthur Agricultural Institute, New South Wales, Australia", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Herrmann", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Andrew", "middle_name": "David William", "last_name": "Geering", "name_suffix": "", "institution": "University of Queensland", "department": "" } ], "date_submitted": "2025-12-05T05:12:01.151000+01:00", "date_accepted": "2026-05-02T17:46:44.283444+02:00", "date_published": "2026-05-02T21:00:00+02:00", "render_galley": { "label": "2026-05-02-Australia history-of-the-budwood-scheme-Accepted-GV", "type": "pdf", "path": "https://journalpub.escholarship.org/iocv_journalcitruspathology/article/61329/galley/49602/download/" }, "galleys": [ { "label": "2026-05-02-Australia history-of-the-budwood-scheme-Accepted-GV", "type": "pdf", "path": "https://journalpub.escholarship.org/iocv_journalcitruspathology/article/61329/galley/49602/download/" } ] }, { "pk": 41452, "title": "Update on ‘<em>Candidatus</em> Liberibacter asiaticus’ incidence in five districts of the Punjab province of Pakistan", "subtitle": null, "abstract": "<p>‘<em>Candidatus</em> Liberibacter asiaticus’ (CLas) is a devastating pathogen of citrus associated with Huanglongbing (HLB, citrus greening disease). HLB is economically significant in Asia and has destroyed millions of citrus trees worldwide during the last century. Since 2007, when the first molecular evidence for the presence of CLas in North-West Frontier Province of Pakistan (Khyber Pakhtunkhwa) were presented, there have been a limited number of studies reporting the pathogen in different citrus growing districts of the Punjab Province, one of the major citrus producing areas of the country. In this study, a small-scale survey was conducted in citrus groves exhibiting HLB-like symptoms in different districts of Punjab Province. The aim was to obtain current information on the incidence of CLas in the area and complement the previous studies. Conventional and real time quantitative polymerase chain reaction (PCR and qPCR) assays were used for the detection of CLas in the 94 samples tested, followed by sequencing of the PCR amplicons. Overall CLas was detected in 43% (40/94) of the tested samples from Kinnow mandarin (n= 22), sweet orange (n= 12), grapefruit (n= 3) and Feutrell’s early mandarin (n= 3). In agreement with previous reports, this survey confirmed the presence of HLB in the Punjab Province of Pakistan and provided updated molecular evidence for the presence of CLas and disease incidence for four citrus cultivars from five citrus growing districts of the province.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "HLB" }, { "word": "huanglongbing" }, { "word": "citrus greening" }, { "word": "survey" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z77w4d8", "frozenauthors": [ { "first_name": "Sagheer", "middle_name": "", "last_name": "Atta", "name_suffix": "", "institution": "Ghazi University Dera Ghazi Khan", "department": "", "country": "Pakistan" }, { "first_name": "Huawei", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Molecular Plant Pathology Laboratory, USDA-ARS, Beltsville, MD, 20705, USA", "department": "None" }, { "first_name": "John", "middle_name": "S", "last_name": "Hartung", "name_suffix": "", "institution": "Molecular Plant Pathology Laboratory, USDA-ARS, Beltsville, MD, 20705, USA", "department": "None" }, { "first_name": "Muhammad Amjad", "middle_name": "", "last_name": "Bashir", "name_suffix": "", "institution": "Department of Plant Protection, Faculty of Agricultural Sciences, Ghazi University, Dera Ghazi Khan, 32200, Pakistan", "department": "None" }, { "first_name": "Komal", "middle_name": "", "last_name": "Tariq", "name_suffix": "", "institution": "Department of Biochemistry and Molecular Biology, University of Gujrat, Pakistan", "department": "None" } ], "date_submitted": "2020-12-23T05:34:37+01:00", "date_accepted": "2026-05-02T17:15:27.460406+02:00", "date_published": "2026-05-02T17:19:57.219119+02:00", "render_galley": null, "galleys": [ { "label": "2026-05-02-JCP template-Atta et al_Copyediting-Refs-GV", "type": "pdf", "path": "https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41452/galley/49601/download/" } ] }, { "pk": 50641, "title": "“The Book of the Future” and “Enrichment”", "subtitle": null, "abstract": "<p>Translation of Rafik Schami's \"The Book of the Future\" and \"Enrichment\"</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Rafik Schami" }, { "word": "Literary translation" }, { "word": "technology" }, { "word": "Reading" }, { "word": "immigrant writers" }, { "word": "Arab diaspora literature" }, { "word": "German migration" } ], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9tf5t07j", "frozenauthors": [ { "first_name": "Didem", "middle_name": "", "last_name": "Uca", "name_suffix": "", "institution": "Emory University", "department": "German Studies" }, { "first_name": "Rafik", "middle_name": "", "last_name": "Schami", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2025-08-13T21:05:55.250000+02:00", "date_accepted": "2026-04-12T21:00:21.915310+02:00", "date_published": "2026-05-01T23:12:00+02:00", "render_galley": { "label": "Uca Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/50641/galley/49575/download/" }, "galleys": [ { "label": "Uca Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/50641/galley/49575/download/" } ] }, { "pk": 64497, "title": "Translator’s Introduction to Rafik Schami’s “The Book of the Future” and “Enrichment”", "subtitle": null, "abstract": "<p>A brief introduction to the English translation of Rafik Schami's \"The Book of the Future\" and \"Enrichment\"</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ng3p1pj", "frozenauthors": [ { "first_name": "Didem", "middle_name": "", "last_name": "Uca", "name_suffix": "", "institution": "Emory University", "department": "German Studies" } ], "date_submitted": "2026-04-12T21:04:57.178657+02:00", "date_accepted": "2026-04-12T21:05:34.813432+02:00", "date_published": "2026-05-01T23:11:00+02:00", "render_galley": { "label": "Uca Introduction", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64497/galley/49576/download/" }, "galleys": [ { "label": "Uca Introduction", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64497/galley/49576/download/" } ] }, { "pk": 47234, "title": "Re-Enacting the Holocaust in Maryan’s <em>Ecce Homo</em> (1975)", "subtitle": null, "abstract": "<p>This article explores Maryan S. Maryan’s experimental film <em>Ecce Homo</em> (1975), as both a site of Holocaust remembrance and a radical intervention into the aesthetics and ethics of witnessing. Positioned against the backdrop of canonical Holocaust representations—from early documentaries to <em>Shoah</em>—Maryan’s film emerges as a self-initiated, transnational memory work that anticipates key features of the memory film. Through re-enactment, fragmented narrative, and visual collage, Ecce Homo aligns with Stella Bruzzi’s concept of approximation, presenting history not as fixed truth but as open to rupture and reinvestigation. At the same time, the film functions as an activist document that extends its testimonial impulse beyond the Holocaust, forging links with global histories of violence and oppression. The article situates Maryan’s translingual voice and diasporic biography within broader debates about trauma, documentary form, and the politics of visibility.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Holocaust Representation" }, { "word": "Testimonial Film" }, { "word": "Transnational Memory" }, { "word": "Experimental Film" }, { "word": "Maryan S. Maryan" } ], "section": "Conference Proceedings", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22t314v5", "frozenauthors": [ { "first_name": "Achim", "middle_name": "", "last_name": "Schmid", "name_suffix": "", "institution": "Duke University", "department": "Department of German Studies" } ], "date_submitted": "2025-04-15T05:32:31.429000+02:00", "date_accepted": "2025-10-05T22:25:07.766000+02:00", "date_published": "2026-05-01T23:04:00+02:00", "render_galley": { "label": "Schmidt Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/47234/galley/49578/download/" }, "galleys": [ { "label": "Schmidt Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/47234/galley/49578/download/" } ] }, { "pk": 47421, "title": "Der Körper als experimenteller Ort der Extreme in Terézia Moras <em>Der einzige Mann auf dem Kontinent</em>", "subtitle": null, "abstract": "<p>Drawing on New Materialism this paper explores the materiality of bodies in Terézia Moras Der einzige Mann auf dem Kontinent (2009) and the question of agency. As New Materialists emphasize, the construction of material bodies is related to the interaction between the material and discursive. This paper suggests that the body functions as an experimental space in the Der einzige Mann auf dem Kontinent where the extremes of reality and virtuality, acceleration and stagnation within modern capitalism, as well as between the inner and real world, come into play. Taking into account the new developments in the global market and technology, the novel shows how material and discursive interactions contribute to the social and communicative constraints faced by individuals in a neoliberal society.</p>", "language": "deu", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "new materialism" }, { "word": "material bodies" }, { "word": "agency" }, { "word": "capitalism" }, { "word": "technology" } ], "section": "Conference Proceedings", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d14m6cp", "frozenauthors": [ { "first_name": "Roxana", "middle_name": "Georgiana", "last_name": "Lisaru", "name_suffix": "", "institution": "University of Bayreuth", "department": "Intercultural German Studies/Interkulturelle Germanistik" } ], "date_submitted": "2025-05-14T12:13:13.568000+02:00", "date_accepted": "2026-02-26T06:30:51.977096+01:00", "date_published": "2026-05-01T23:02:00+02:00", "render_galley": { "label": "Lisaru Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/47421/galley/49580/download/" }, "galleys": [ { "label": "Lisaru Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/47421/galley/49580/download/" } ] }, { "pk": 47457, "title": "“wer ihn zu verwenden weiß”. Pädagogik und Ästhetik der Isolation in Rudolf Arnheims <em>Rundfunk als Hörkunst</em>", "subtitle": null, "abstract": "<p>In seiner Monographie <em>Rundfunk als Hörkunst</em> (1936/1979) attestiert Rudolf Arnheim dem Rundfunk ein miteinander zusammenhängendes ästhetisches und pädagogisches Potential: Zwar stimmt es, wie die Forschung verschiedentlich unterstrichen hat, dass er damit parallel zu Bertolt Brecht die erzieherische Möglichkeit des Rundfunks betont, die Zuhörer:innen zu aktivieren und zur Selbsttätigkeit anzuregen. Allerdings blieb bislang unbeachtet, dass es Arnheim dabei in entscheidender Differenz zu Brecht nicht darum geht, Hörer:innen in Beziehung zueinander zu setzen. Stattdessen verfolgt Arnheim, so die These des vorliegenden Beitrags, im Gegenteil ein pädagogisch-ästhetisches Programm der Isolation. Darüber hinaus fallen bei Brecht Aktivierung und Aktion bereits in der Rezeption des Hörspiels zusammen, wie dies am Beispiel seines Stückes <em>Der Lindberghflug</em> darzulegen sein wird, während bei Arnheim jede Form der Aktion der Zuhörer:innen erst nach der Rezeption des Rundfunkbeitrags erfolgen soll. Der Beitrag möchte damit nicht nur Differenzen zwischen Arnheims und Brechts Überlegungen zum Rundfunk herausarbeiten, sondern darüber hinaus auch die in der Forschung vertretene Lesart von Arnheims Bewertung des passiven Hörens korrigieren. Dieses wird bei ihm nämlich weder als gut noch als ambivalent, sondern grundlegend als schlecht beurteilt. Damit rückt ein interessanter Aspekt in Arnheims Radiotheorie in den Mittelpunkt: Der Rundfunk, so gilt es darzulegen, schafft für Arnheim eine Rezeptionssituation, in der jedes Subjekt im Selbstversuch Aufschluss darüber erlangen kann, ob es über ein Mindestmaß an Autonomie verfügt. </p>", "language": "deu", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Rudolf Arnheim; Bertolt Brecht; Radio Theory; Radio Drama; Aesthetic Education; Radiotheorie; Hörspiel; Ästhetische Erziehung; Rundfunk; Medienwissenschaften; Media studies" } ], "section": "Conference Proceedings", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v19k1g4", "frozenauthors": [ { "first_name": "Anton", "middle_name": "", "last_name": "Vogt", "name_suffix": "", "institution": "Universität zu Köln", "department": "Institut für deutsche Sprache und Literatur I" } ], "date_submitted": "2025-05-16T06:31:01.469000+02:00", "date_accepted": "2025-10-05T22:26:33.557000+02:00", "date_published": "2026-05-01T23:02:00+02:00", "render_galley": { "label": "Vogt Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/47457/galley/49581/download/" }, "galleys": [ { "label": "Vogt Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/47457/galley/49581/download/" } ] }, { "pk": 48536, "title": "At Home, Together: KUNSTASYL at the Museum of European Cultures", "subtitle": null, "abstract": "<p>The provocative exhibition daHEIM – Einsichten in flüchtige Leben (daHEIM – Glances into Fugitive Lives) ran from 2016 to 2017 at the Museum of European Cultures in Dahlem, Berlin.[1] Conceptualized and curated by the artist collective KUNSTASYL, the exhibition reframes discourses around representations of migration in Germany, particularly but not exclusively those in museums, and asks: what is the difference between being at home and being accommodated? This article follows this question to demonstrate how key tropes—arrival, foreignness, violence, tokenization—that were endemic to earlier exhibitions about migration in Germany become dislodged through more complex depictions of community, collectivity, and authorship in temporary exhibitions on migration in the mid-2000s to late 2010s. Specifically, by analyzing the exhibition daHEIM – Einsichten in flüchtige Leben, I argue KUNSTASYL centers a practice of translocal activism which retranslates and satirizes contemporary ideas of nationalism. Through daHEIM – Einsichten in flüchtige Leben, the group proposes that collective artistic production and participatory curation prove transformative—as much for the curators as for the museum institution, visitors, and the broader representational landscape. Tracing the contours of daHEIM reveals this mode of translocal activism rooted in principles of collaboration, participation, and collectivity which imagines—if not enacts—what it means to be ‘at home’ in contemporary Germany rather than simply housed or accommodated.</p>\n<p><br> <br>[1] English title as given by the museum.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Museums" }, { "word": "translocal" }, { "word": "collectivity" }, { "word": "belonging" }, { "word": "migration" }, { "word": "refuge" }, { "word": "art activism" }, { "word": "participation" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fr6s5pw", "frozenauthors": [ { "first_name": "Veronica", "middle_name": "Cook", "last_name": "Williamson", "name_suffix": "", "institution": "University of Michigan, Ann Arbor", "department": "Germanic Languages & Literatures" } ], "date_submitted": "2025-06-12T03:30:36.726000+02:00", "date_accepted": "2025-11-06T05:10:50.952000+01:00", "date_published": "2026-05-01T23:01:00+02:00", "render_galley": { "label": "Williamson Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/48536/galley/49582/download/" }, "galleys": [ { "label": "Williamson Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/48536/galley/49582/download/" } ] }, { "pk": 50789, "title": "A Wanderer of the World—Lost and Rediscovered\n<!--EndFragment-->", "subtitle": null, "abstract": "<p>This article presents the life of Iranian screenwriter and director Sohrab Shahid Saless (1944-1998) and his transnational film work, which was created as a result of multiple exiles, i.e., in Iran, the Federal Republic of Germany and the former Czechoslovakia. Saless is an important auteur filmmaker, who was part of and a driving force behind the Iranian New Wave in the first half of the 1970s. After his exile to West Berlin in 1974, he, who spoke Persian, German, English, French, and later Slovak, became part of the New German Cinema and was able to make a total of 13 feature films and documentaries between 1975 and 1991. Despite numerous national and international awards and his admission to the Academy of Arts in West Berlin, Saless retained his position as an outsider in the West German film and television landscape.</p>\n<p>This article is based on the three-part monograph Die langen Ferien des Sohrab Shahid Saless. Annäherungen an ein Leben und Werk (The Long Vacation of Sohrab Shahid Saless: Approaches to a Life and Work), published in German in 2023 by Iranian-born Germanist Behrang Samsami. His publication is part of a rediscovery and reappraisal of the “great unknown of New German Cinema” that has been underway since 2016. This process is multifaceted: not only are Saless’ films being restored and digitized, making them accessible to an interested audience, but retrospectives and conferences are also being held. Finally, a series of books is also being published. This article also discusses this positive development, which is taking place not only in Germany, but also in English-speaking countries and Iran.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Ron Holloway" }, { "word": "Iranian New Wave" }, { "word": "Exile" }, { "word": "New German Cinema" }, { "word": "Transnational film" }, { "word": "Lotte H. Eisner" }, { "word": "Sohrab Shahid Saless" }, { "word": "Anton Chekhov" }, { "word": "Hajir Darioush" } ], "section": "Essays", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f01788t", "frozenauthors": [ { "first_name": "Behrang", "middle_name": "", "last_name": "Samsami", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2025-08-29T11:02:45.397000+02:00", "date_accepted": "2026-03-24T01:55:27.224331+01:00", "date_published": "2026-05-01T23:00:00+02:00", "render_galley": { "label": "Samsami Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/50789/galley/49585/download/" }, "galleys": [ { "label": "Samsami Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/50789/galley/49585/download/" } ] }, { "pk": 50718, "title": "<em>DaZ</em>—<em>Deutsch als Zweitsprache</em> and the Politics of Silence", "subtitle": null, "abstract": "<p>Language is never neutral. In Germany, placement in <em>DaZ</em> classes (<em>Deutsch als Zweitsprache</em>) signals who belongs in mainstream education and who is marked as an outsider. I was exempted from <em>DaZ</em>, a privilege that shaped my schooling yet came at the cost of my family languages remaining largely inaccessible. Drawing on personal experiences and my work on the oral history project <em>Dersim 1937/38,</em> this essay examines how translation mediates memory, trauma, and power. The movement of testimonies across Zazakî/Kurdish, Turkish and German reveals that linguistic practice is inseparable from histories of displacement, repression and survival. Language, whether in the classroom or the archive, is never innocent; It is a marker of inclusion and a field where power operates both in visible and subtle ways.</p>\n<p> </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Essays", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41w329g3", "frozenauthors": [ { "first_name": "Dîlan", "middle_name": "Şirin", "last_name": "Çelik", "name_suffix": "", "institution": "Ruhr-University Bochum", "department": "Media Studies" } ], "date_submitted": "2025-08-21T11:18:09.240000+02:00", "date_accepted": "2025-12-03T02:38:27.390000+01:00", "date_published": "2026-05-01T23:00:00+02:00", "render_galley": { "label": "Celik Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/50718/galley/49584/download/" }, "galleys": [ { "label": "Celik Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/50718/galley/49584/download/" } ] }, { "pk": 64310, "title": "Book Review: Kate Zambon, <em>Interrogating Integration</em>", "subtitle": null, "abstract": "<p>Moving beyond familiar critiques of multiculturalism, Zambon shows how model minority figures—particularly racialized athletes, entertainment professionals, and public personalities—are instrumentalized to affirm a Judeo-Christian-coded version of a German Leitkultur, while displacing structural questions of race, belonging, and power. Integration here emerges as the central object of critique, a biopolitical regime of disciplinary sites that demand affective loyalty, individual productivity, and public visibility without extending full national recognition.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Integration" }, { "word": "biopolitics" }, { "word": "neoliberalism" }, { "word": "citizenship" }, { "word": "racism" }, { "word": "islamophobia" }, { "word": "sports" }, { "word": "multiculturalism" } ], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hm4n1jt", "frozenauthors": [ { "first_name": "Kasturi", "middle_name": "", "last_name": "Chatterjee", "name_suffix": "", "institution": "Duke University", "department": "German Studies" } ], "date_submitted": "2026-03-31T01:33:15.699055+02:00", "date_accepted": "2026-03-31T01:45:32.435815+02:00", "date_published": "2026-05-01T22:53:00+02:00", "render_galley": { "label": "Chatterjee Review", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64310/galley/49577/download/" }, "galleys": [ { "label": "Chatterjee Review", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64310/galley/49577/download/" } ] }, { "pk": 64774, "title": "The Fourth Memory ", "subtitle": null, "abstract": "<p>So-called “artificial intelligence” (AI) brings forth a new category of memory which recursively generates texts, speeches, images and sounds that can resemble “authentic” documents. In the automation of expression and representation using the massive data accumulated on the Web, the question of the arts, far from being anecdotal, has become consubstantial with the effects of current statistical models. What emerges is a new realism that destabilizes both past archives and future perspectives. The counterfactual nature of this alien realism unsettles the foundation upon which we previously established our relation to truth. The political consequences of this evolution have been successfully exploited by fascists forces. Progressive movements need a better understanding of counterfactual realism in order to stop losing battles. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Essays", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wq90314", "frozenauthors": [ { "first_name": "Grégory", "middle_name": "", "last_name": "Chatonsky", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Yves", "middle_name": "", "last_name": "Citton", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-05-01T21:44:43.979520+02:00", "date_accepted": "2026-05-01T21:45:43.183545+02:00", "date_published": "2026-05-01T22:53:00+02:00", "render_galley": null, "galleys": [ { "label": "The Fourth Memory Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64774/galley/49588/download/" } ] }, { "pk": 64403, "title": "Journey to the Eleventh Reich", "subtitle": null, "abstract": "<p>Translation of Anna Seghers' \"Reise ins Elfte Reich\" by Ambika S. Athreya</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jd6z1pz", "frozenauthors": [ { "first_name": "Ambika", "middle_name": "", "last_name": "Athreya", "name_suffix": "", "institution": "UC Berkeley", "department": "German" }, { "first_name": "Anna", "middle_name": "Seghers", "last_name": "", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-04-07T07:40:21.910472+02:00", "date_accepted": "2026-04-07T07:42:41.220403+02:00", "date_published": "2026-05-01T22:52:00+02:00", "render_galley": { "label": "Typeset File Ambika Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64403/galley/49573/download/" }, "galleys": [ { "label": "Typeset File Ambika Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64403/galley/49573/download/" } ] }, { "pk": 64397, "title": "Translator’s Introduction to “The Inheritance”", "subtitle": null, "abstract": "<p>Translator's Introduction to \"The Inheritance\" by Safae el Khannoussi</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h59d59n", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Siemerink", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": "2026-04-06T22:00:43.356966+02:00", "date_accepted": "2026-04-06T23:24:02.694304+02:00", "date_published": "2026-05-01T22:52:00+02:00", "render_galley": { "label": "The Inheritance Introduction", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64397/galley/49589/download/" }, "galleys": [ { "label": "The Inheritance Introduction", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64397/galley/49589/download/" } ] }, { "pk": 53013, "title": "Anna Seghers und das Elfte Reich", "subtitle": null, "abstract": "<p>Dieser Essay folgt der wenig bekannten Erzählung „Die Reise ins Elfte Reich“ von Anna Seghers, den sie Anfang 1939 während ihres Pariser Exils in drei Teilen in der Zeitschrift Die Neue Weltbühne veröffentlichte. Darin übersetzt sie historische Tragödie von Flucht und der Angewiesenheit von Migrierenden auf Pässe und Visa in eine satirische Geschichte: die Einreise einer Gruppe von Emigrant*innen in ein utopisches weil passloses Land, das Elfte Reich. Die Erzählung entfaltet eine Mischung aus historischer Positionierung, politischer Kritik und phantastischer Erzählung, die einerseits dem Roman Transit gleichsam als Groteske historisch vorausgeht, andererseits in vielen Dimensionen in der von Migrationsbewegungen bestimmten Gegenwart widerhallt. Das Essay geht dem wohl unvollendet gebliebenen Text „Die Reise ins Elfte Reich“ selbst und seiner Geschichte nach, jedoch auch Konstellationen seiner Aktualisierung.</p>", "language": "deu", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75h9q2pq", "frozenauthors": [ { "first_name": "Britta", "middle_name": "", "last_name": "Lange", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2025-10-02T23:45:35.073000+02:00", "date_accepted": "2026-02-26T06:31:56.369299+01:00", "date_published": "2026-05-01T22:51:00+02:00", "render_galley": { "label": "Lange Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/53013/galley/49587/download/" }, "galleys": [ { "label": "Lange Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/53013/galley/49587/download/" } ] }, { "pk": 52938, "title": "German in Transit", "subtitle": null, "abstract": "<p>Based on the author’s personal experience with physical migration across national boundaries, this paper explores the concept of migration as a metaphor for the crossing of other boundaries in the learning and using of German and other languages: linguistic, cultural, epistemic, disciplinary, literary, and communicative. Key concepts in this migration are: translanguaging, transknowledging, symbolic competence, and literariness. Developing a migrant mindset involves reinstating historicity and subjectivity to the foreign language educational enterprise. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "exile" }, { "word": "translation" }, { "word": "WWII" }, { "word": "language politics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72n41932", "frozenauthors": [ { "first_name": "Claire", "middle_name": "J.", "last_name": "Kramsch", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": "2025-09-23T19:40:35.774000+02:00", "date_accepted": "2026-02-26T06:33:24.089536+01:00", "date_published": "2026-05-01T22:51:00+02:00", "render_galley": { "label": "Kramsch Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/52938/galley/49586/download/" }, "galleys": [ { "label": "Kramsch Article", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/52938/galley/49586/download/" } ] }, { "pk": 64398, "title": "“The Inheritance”", "subtitle": null, "abstract": "<p>Translation of \"The Inheritance\" by Safae el Khannoussi</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gr4c1nb", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Siemerink", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Safae", "middle_name": "", "last_name": "el Khannoussi", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-04-06T23:07:02.326200+02:00", "date_accepted": "2026-04-06T23:21:39.673885+02:00", "date_published": "2026-05-01T22:51:00+02:00", "render_galley": { "label": "The Inheritance Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64398/galley/49590/download/" }, "galleys": [ { "label": "The Inheritance Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64398/galley/49590/download/" } ] }, { "pk": 64405, "title": "<em>Critical Examination of the History of the Geography of the New Continent and of the Progess of Nautical Astronomy in the 15th and 16th Centuries</em>", "subtitle": null, "abstract": "<p>Translation of excerpt from Alexander von Humboldt's <em>Examen critique</em> </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vf402n5", "frozenauthors": [ { "first_name": "Vera", "middle_name": "M.", "last_name": "Kutzinski", "name_suffix": "", "institution": "Vanderbilt", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "von Humboldt", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-04-07T07:56:40.519183+02:00", "date_accepted": "2026-04-12T21:10:02.159805+02:00", "date_published": "2026-05-01T22:50:00+02:00", "render_galley": { "label": "Humboldt Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64405/galley/49592/download/" }, "galleys": [ { "label": "Humboldt Translation", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64405/galley/49592/download/" } ] }, { "pk": 64404, "title": "Alexander von Humboldt’s <em>Examen critique de l’histoire de la géographie du Nouveau Continent et des progrès de l’astronomie nautique aux quinzième et seizième siècles</em> (1836-1839)", "subtitle": null, "abstract": "<p>Translator's introduction to Alexander von Humboldt’s <em>Examen critique de l’histoire de la géographie du Nouveau Continent et des progrès de l’astronomie nautique aux quinzième et seizième siècles</em> (1836-1839)</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8722d4vs", "frozenauthors": [ { "first_name": "Vera", "middle_name": "M.", "last_name": "Kutzinski", "name_suffix": "", "institution": "Vanderbilt", "department": "" } ], "date_submitted": "2026-04-07T07:53:31.241252+02:00", "date_accepted": "2026-04-12T21:08:38.197406+02:00", "date_published": "2026-05-01T22:40:44.494690+02:00", "render_galley": null, "galleys": [ { "label": "Humboldt Translation Introduction", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64404/galley/49591/download/" } ] }, { "pk": 64609, "title": "Translator's Introduction to \"Journey to the Eleventh Reich\" ", "subtitle": null, "abstract": "<p>Translator's Introduction to \"Journey to the Eleventh Reich\" </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5009c9vd", "frozenauthors": [ { "first_name": "Ambika", "middle_name": "", "last_name": "Athreya", "name_suffix": "", "institution": "UC Berkeley", "department": "German" } ], "date_submitted": "2026-04-21T00:22:17.306825+02:00", "date_accepted": "2026-04-21T00:51:18.728023+02:00", "date_published": "2026-05-01T22:06:04.317149+02:00", "render_galley": { "label": "Typeset File Ambika Intro", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64609/galley/49574/download/" }, "galleys": [ { "label": "Typeset File Ambika Intro", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/64609/galley/49574/download/" } ] }, { "pk": 63828, "title": "Zenith Passage Alignments at Koh Ker", "subtitle": null, "abstract": "<p class=\"MsoNormal\">Koh Ker is an ancient Khmer city built in Cambodia in the 10<sup>th</sup> century CE. While most Khmer temple complexes were built with cardinal or near cardinal direction orientations, Koh Ker has a section that is instead oriented to sunrise on the day of zenith passage. The Koh Ker complex of Prasat Thom is linear and oriented to 14 degrees north of east. The Prang Pyramid at Prasat Thom’s western end overlooks the entire alignment to a flat horizon where the zenith passage sun rises. Along that same 14-degree axis are zenith passage tubes in roofs and linga statues acting as gnomons to capture the exact moment of zenith passage at noon. This report presents the results of a project to photo document the zenith passage sunrise alignment from the top of the Prang Pyramid. It ends by providing evidence that Koh Ker’s alignments are not an enigma by citing zenith passage related architectural features in Java, Sri Lanka, and the nearby Khmer city of Angkor.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0 International (CC BY 4.0)", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "history" }, { "word": "khmer" }, { "word": "archaeology" }, { "word": "archaeoastronomy" }, { "word": "Cambodia" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wg4v5dn", "frozenauthors": [ { "first_name": "Edwin", "middle_name": "", "last_name": "Barnhart", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-03-05T22:35:43.704208+01:00", "date_accepted": "2026-04-15T16:53:31.861103+02:00", "date_published": "2026-05-01T20:12:00+02:00", "render_galley": { "label": "Barnhart", "type": "pdf", "path": "https://journalpub.escholarship.org/jac/article/63828/galley/49572/download/" }, "galleys": [ { "label": "Barnhart", "type": "pdf", "path": "https://journalpub.escholarship.org/jac/article/63828/galley/49572/download/" } ] }, { "pk": 52345, "title": "Enhancing Relationship-Centered Communication and Feedback in Emergency Medicine Through Applied Improvisation (EM-PROV)", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Audience:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">This small group session is intended for emergency medicine residents, medical students, and faculty.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Introduction:</span></strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"><span class=\"Apple-converted-space\"> </span>Improvisational techniques offer a novel and effective approach to teaching relationship-centered communication (RCC) and enhancing learner feedback in emergency medicine (EM).<sup>1</sup><span class=\"Apple-converted-space\"> </span>Improvisational theater (improv) is a form of spontaneous performance where all things or most things are made up on the spot. The “yes, and” principle—accepting a partner’s idea (\"yes\") and building upon it (\"and\")—reflects core improv values such as affirmation, spontaneity, active listening, and empathy, all of which contribute to psychologically safe learning environments.<sup>1</sup><span class=\"Apple-converted-space\"> </span>It is an engaging practice that can foster creativity, build confidence, and enhance communication and social skills. Improv helps participants become more adaptable, attuned to emotional tone, and comfortable with uncertainty. These are critical elements of high-quality interpersonal feedback.<sup>2,3,4</sup></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">In the fast-paced EM setting, where teaching and supervision often occur in real time, the ability to deliver concise, respectful, and actionable feedback is essential. Improv-based learning provides a low-stakes space to explore tone, content, and delivery without fear of error. Prior studies demonstrate that improv improves communication performance, team collaboration, and confidence in difficult conversations.<sup>5,6</sup><span class=\"Apple-converted-space\"> </span>This module builds on that foundation by integrating structured feedback models and core RCC principles with improvisational exercises, allowing participants to refine skills through play, reflection, and peer interaction. As EM continues to emphasize communication and professionalism milestones, improv offers a compelling adjunct to traditional faculty or resident development by combining emotional literacy, interpersonal skills, and educational theory in a single interactive format.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Educational Objectives:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">By the end of this session, learners will be able to<u><span style=\"color: rgb(33, 33, 33);\"><span class=\"Apple-converted-space\"> </span>improve relationship-centered communication (RCC</span></u><span style=\"color: rgb(33, 33, 33);\">): 1) define “yes, and” and its role in RCC, and 2) demonstrate active listening and responsiveness using improvisational techniques such as “yes, and,” gift-giving, establishing scene, and callbacks. They will also be able to improve<u><span class=\"Apple-converted-space\"> </span>learner feedback</u>: 1) define “yes, and” and its role in learner feedback, 2) review three evidence-based feedback models through a “yes, and” lens, <span class=\"Apple-converted-space\"> </span>and 3)<span class=\"Apple-converted-space\"> </span><u>p</u>ractice improv techniques and deliver structured feedback in real-time peer scenarios using improvisational techniques such as “yes, and,” gift-giving, establishing scenes, and callbacks.</span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Educational Methods:</span></strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"><span class=\"Apple-converted-space\"> </span>Using Kern’s six-step approach, this curriculum was designed to address gaps in relationship-centered communication (RCC) and feedback skills among emergency medicine residents.<sup>7,8,9,10</sup><span class=\"Apple-converted-space\"> </span>The first two workshops focused on RCC, linking improvisational principles to patient communication through the Three-Function Model, which emphasizes building relationships, understanding the patient’s perspective, and collaborating on care decisions. Sessions incorporated facilitator discussions, a video clip from Whose Line Is It Anyway? and small-group improv exercises. The third workshop targeted feedback skills for Graduate Medical Education (GME) leadership, introducing concepts such as “yes, and,” credible feedback, and evidence-based models, and included interactive activities like the “Red Ball” exercise and improv-based learner scenarios to reinforce effective communication and feedback practices.<span class=\"Apple-converted-space\"> </span><strong> </strong></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Research Methods:</span></strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"><span class=\"Apple-converted-space\"> </span>A post-intervention survey with a 5-point Likert scale was administered immediately after all three sessions via Google Forms. Participants were asked about the structure of the activity, length, engagement, relevance to practice, and the facilitator's skill. Open-response questions included:</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">“Describe a specific moment during the improv session that stood out to you.”<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">“How did it impact your understanding or approach to feedback or communication?”<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">“How do you see the skills learned today translating to your future clinical practice?”<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">“How likely are you to use “yes, and” in your communication with colleagues and patients?”<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> “What challenges did you encounter when applying improv techniques during this session?” Thematic analysis of reflective prompts was performed.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Results:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> Fifty-two learners participated and responded to the post-intervention survey. This included<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">a<span style=\"color: rgb(19, 115, 51);\"><span class=\"Apple-converted-space\"> </span></span><span style=\"color: rgb(33, 33, 33);\">5-point Likert scale and open-response questions administered for all three sessions. Respondents rated highly (4 or 5 on Likert scale) the activity structure (96.1%), length (84.3%), engagement (100%), relevance to practice (92.3%), and facilitator skill (88.5%). Thematic analysis of free-text answers revealed themes of “enjoyment/engagement,” “connection to patient care,” “applying improv to feedback,” and “openness to future application.” </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; break-after: avoid;'><strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\">Discussion:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: rgb(33, 33, 33);\"> This applied improvisation curriculum provided an effective modality to practice RCC and feedback skills among EM learners and faculty. High engagement, relevance to practice, and strong facilitator impact highlight this effectiveness. The thematic analysis findings underscore the value of connecting improv techniques to patient care and feedback delivery.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><em><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></em></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Relationship-centered communication" }, { "word": "feedback" }, { "word": "applied improvisation" } ], "section": "Small Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99n4w2r3", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Valentin", "name_suffix": "DO", "institution": "Northwell Health & Staten Island University Hospital", "department": "Department of Emergency Medicine" }, { "first_name": "Abbas", "middle_name": "", "last_name": "Husain", "name_suffix": "MD", "institution": "Northwell Health & Staten Island University Hospital", "department": "Department of Emergency Medicine" }, { "first_name": "Brendan", "middle_name": "", "last_name": "Freeman", "name_suffix": "DO, MHPE", "institution": "Northwell Health & Staten Island University Hospital", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-06-30T01:32:01+02:00", "date_accepted": "2026-03-23T18:52:02.324216+01:00", "date_published": "2026-05-01T06:25:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52345/galley/49531/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52345/galley/49531/download/" } ] }, { "pk": 52158, "title": "Escape Intern Orientation! — A Capstone and Team Building Activity for New EM Interns", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Audience</span></strong><span style=\"font-family: Calibri, sans-serif;\">:<strong><span class=\"Apple-converted-space\"> </span></strong>This activity is designed as a team building capstone exercise for new interns to review important content from intern orientation at an emergency medicine residency program.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Introduction:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">Medical students matriculate into residency with various backgrounds, medical knowledge base, and personalities. As they orient themselves into their respective specialties, interns are commonly taught using lectures and slide decks with varied and unclear effectiveness.<sup>1,2</sup><span class=\"Apple-converted-space\"> </span>It has been recommended that intern orientation should incorporate active learning, such as simulation as well as a collaborative environment to bolster retention and encourage teamwork.<sup>1,3</sup>Escape rooms are becoming increasingly popular in medical education as an adjunct to traditional lecture-based learning that encourages collaboration amongst learners.<sup>4</sup><span class=\"Apple-converted-space\"> </span>We embraced this modality to create a capstone and teambuilding experience for our new interns that was delivered at the completion of our intern orientation activities. Topics taught in our intern orientation include resuscitation of the critically ill patient, airway management, acute coronary syndromes, EKG reading, basic ultrasound, stroke care, and foundational pediatric topics. <span class=\"Apple-converted-space\"> </span>In this activity, an escape room is used to recall and apply topics learned during the emergency medicine intern orientation, while also promoting teamwork and camaraderie amongst a new intern cohort.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Objectives</span></strong><span style=\"font-family: Calibri, sans-serif;\">: By the end of this small group exercise, learners will be able to:<span class=\"Apple-converted-space\"> </span></span></p>\n<ol style=\"margin-bottom: 0in; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; margin-top: 0in;\" type=\"1\">\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Identify first, second, and third-degree heart block on a 12-lead ECG.</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Recognize STEMI pattern on a 12-lead ECG.<span class=\"Apple-converted-space\"> </span></span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Categorize appropriate images that make up an EFAST exam for a trauma patient.<span class=\"Apple-converted-space\"> </span></span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Recall the proper management of a tension pneumothorax.<span class=\"Apple-converted-space\"> </span></span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Identify an organized approach to emergency department rapid-sequence intubation (RSI).</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Recognize acute otitis media (AOM).</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Locate the appropriate antibiotic and pediatric dose to treat acute otitis media via the<span class=\"Apple-converted-space\"> </span><em>Harriet Lane Handbook</em>.</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Demonstrate how to apply evidence-based guidelines to a clinical case of neonatal pediatric fever.</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Recall common clinical findings of basilar skull fracture.</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Identify important concepts in the management of stroke syndromes.</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Recognize vital sign abnormalities that could indicate sepsis.</span></li>\n<li class=\"MsoNormal\" style=\"text-align: justify; border: none;\"><span style=\"font-family: Calibri, sans-serif;\">Review important concepts related to the management of septic patients.<span class=\"Apple-converted-space\"> </span></span></li>\n</ol>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Methods:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">The use of game-based learning or gamification has become increasingly popular within medical education as a form of active learning.<sup>5</sup><span class=\"Apple-converted-space\"> </span>There is a growing body of literature among health care professionals highlighting improvement in participants' skills and learning through<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">games as well as the ability of this method in encouraging peer education and socialization.<sup>6-8</sup><span class=\"Apple-converted-space\"> </span>Escape rooms are a form of game-based learning employing various puzzles and settings specifically designed to meet educational objectives in an active learning environment.<sup>9</sup><span class=\"Apple-converted-space\"> </span>Recently, literature has shown that escape rooms can be an instrument to foster relationships amongst co-workers in addition to facilitating improved learning outcomes via active learning.<sup>10</sup></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\">We developed an escape room to review and solidify important content from our intern orientation as well as to encourage teamwork and camaraderie on the last day of orientation. The intern class was divided into three teams, each with four participants. Each team selected their own team name and were informed during a pre-briefing that they would only be able to escape intern orientation by completing all six stations. A facilitator at each station timed the teams. The team with the fastest time was deemed the winner which was announced after a short debrief of the activity.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Research Methods</span></strong><span style=\"font-family: Calibri, sans-serif;\">: All interns who participated in the escape room completed an anonymous online survey after the activity. The survey was designed to solicit feedback on the effectiveness of the activity in reviewing material taught during orientation as well as overall satisfaction with the escape room experience measured as a recommendation to continue the activity in the future.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Results</span></strong><span style=\"font-family: Calibri, sans-serif;\">: All twelve (100%) interns that attended the escape room completed the post participation survey. Ninety-two percent (11/12 interns) thought the activity was moderately to extremely effective in reviewing the content delivered during intern orientation and 100% (12/12 interns) recommended we continue the escape intern orientation activity for future classes. Representative free response comments soliciting general feedback on the activity included “Great event, do it again. Very interactive and fun.” As well as “Great activity to tie in all that we learned this month. Very creative and clever! Also, a great team building opportunity as well.”</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Discussion</span></strong><span style=\"font-family: Calibri, sans-serif;\">:<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">Intern orientation is a necessary, high-yield time for new doctors to learn foundational specialty and hospital specific topics.<sup>11</sup><span class=\"Apple-converted-space\"> </span>As educators are being challenged to move away from traditional classroom lecturing, gamification has emerged within medical education as an active learning tool to increase engagement, promote team building, provide immediate feedback, and make content more interesting.<sup>12</sup><span class=\"Apple-converted-space\"> </span>Escape rooms fall within a constructivist theory of learning because participants are challenged to incorporate existing knowledge to draw conclusions, ultimately unlocking their “escape.”<sup>13</sup></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\">Further, intern orientation is also a time of social gathering and team building. Because camaraderie is connected to wellbeing, it is highly valued in emergency medicine residencies.<sup>14</sup><span class=\"Apple-converted-space\"> </span>When interns matriculate into their residencies, social interactions are encouraged among the group. In our escape room activity, gamification is used to enhance social interaction in a way that encourages relationship building and teamwork. This is important as cohesiveness amongst the resident group is a key factor for their success in residency.<sup>15</sup></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><em><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></em></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Intern" }, { "word": "Emergency Medicine" }, { "word": "heart blocks" }, { "word": "extended focused assessment with sonography in trauma (EFAST)" }, { "word": "rapid sequence intubation" }, { "word": "pediatric fever" }, { "word": "sepsis" } ], "section": "Small Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ng27294", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Rivera", "name_suffix": "", "institution": "Duke University School of Medicine", "department": "Department of Emergency Medicine" }, { "first_name": "Meredith", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "University of Florida School of Medicine", "department": "Department of Emergency Medicine" } ], "date_submitted": "2024-06-23T22:45:06+02:00", "date_accepted": "2026-03-09T02:31:15.470221+01:00", "date_published": "2026-05-01T02:01:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52158/galley/49530/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52158/galley/49530/download/" } ] }, { "pk": 52243, "title": "Midline Catheters: A Novel Curriculum for Emergency Medicine Residents", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Audience and Type of Curriculum:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">This curriculum is designed for all levels of emergency medicine (EM) Residents. <span class=\"Apple-converted-space\"> </span>The curriculum covers the appropriate anatomy, indications, contraindications, and specific steps for placement of midline catheters.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><span style=\"font-size: 12pt;\"> </span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Length of Curriculum:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-size: 12pt;\">Three one-hour sessions over a period of three months or a single three-hour session.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\"> </span></strong></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Introduction:</span></strong><span style=\"font-size: 12pt;\"><span class=\"Apple-converted-space\"> </span>Midline catheters have become more mainstream in the emergency department as a replacement for central lines. They are readily insertable into a peripheral vein and useful for access, blood draws, and medication administration, which are well known benefits of peripheral lines. They also offer long-term reliable access and are becoming more accepted for caustic medication administration, which are clear indications for central line placement. They are significantly more comfortable than a central line and may be associated with lower rates of catheter related bloodstream infections (CRBSI) when compared to peripherally inserted central catheter (PICC) lines.<sup>1</sup><span class=\"Apple-converted-space\"> </span>These combined advantages have led to increasing interest in midline use in the emergency department. Unfortunately, EM residents are often not educated on the indications for midline catheters and are not trained in placing them either. We propose a midline curriculum for EM resident success in this area.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><span style=\"font-size: 12pt;\"> </span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Educational Goals</span></strong><span style=\"font-size: 12pt;\">: The purpose of this curriculum is to teach emergency medicine residents how to place and utilize midline catheters.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\"> </span></strong></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Educational Methods:</span></strong><span style=\"font-size: 12pt;\"><span class=\"Apple-converted-space\"> </span>The educational strategies used in this curriculum include written and skills assessments as well as in-person lectures, and asynchronous learning. Specifically, there is a pre- intervention and post-intervention knowledge assessment as well as a pre- and post-skills assessment and skills check list. The knowledge assessments are conducted using written multiple-choice exams, and the skills curriculum evaluation is performed with task trainers and instructor feedback.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\"> </span></strong></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Research Methods:</span></strong><span style=\"font-size: 12pt;\"><span class=\"Apple-converted-space\"> </span>Educational content was evaluated by learners via online survey. Efficacy of the<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><span style=\"font-size: 12pt;\">educational content was assessed using scores and feedback from the written pre- and post-intervention examinations and procedural skills assessments.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\"> </span></strong></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Results:</span></strong><span style=\"font-size: 12pt;\"><span class=\"Apple-converted-space\"> </span>Thirty-nine residents completed the study curriculum. Overall, we found the written exam score improved from pre- to post-intervention by roughly 5% (75% to 80% on average). The time to midline placement from tourniquet to vessel catheterization was significantly improved from pre-intervention at 7 minutes, 32 seconds to post-intervention at 5 minutes, 0 seconds. <span class=\"Apple-converted-space\"> </span>The post-curriculum survey taken by participants demonstrated an increased self-reported likelihood of placing a midline on a patient and improved self-reported core knowledge. However, self-reported clinical skills did not improve significantly.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\"> </span></strong></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><strong><span style=\"font-size: 12pt;\">Discussion:</span></strong><span style=\"font-size: 12pt;\"><span class=\"Apple-converted-space\"> </span>The intent of our midline curriculum was to improve EM resident knowledge regarding line usage, placement, and confidence in using them in practice. The EM residents’ knowledge, ability to place, and self-reported intent to use midlines more often was improved based on our pre/post written, skills assessments and our feedback sessions. This project was well received and will hopefully result in more midline placement in the emergency department which should benefit learners, nurses, and patients.</span></p>\n<p class=\"Body\" style=\"margin: 0in; line-height: normal; font-size: 11pt; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"><span style=\"font-size: 12pt;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Midline placement" }, { "word": "curriculum" }, { "word": "emergency medicine" }, { "word": "procedural skills assessment" } ], "section": "Curriculum", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gv133xc", "frozenauthors": [ { "first_name": "Braden", "middle_name": "W", "last_name": "McIntosh", "name_suffix": "", "institution": "Louisiana State University Health Sciences Center", "department": "Department of Emergency Medicine" }, { "first_name": "Brian", "middle_name": "", "last_name": "Allen", "name_suffix": "MD", "institution": "Louisiana State University Health Sciences Center", "department": "Department of Emergency Medicine" }, { "first_name": "Michael", "middle_name": "", "last_name": "Truax", "name_suffix": "Jr, MD", "institution": "Louisiana State University Health Sciences Center", "department": "Department of Emergency Medicine" }, { "first_name": "Mitchell", "middle_name": "", "last_name": "Hymowitz", "name_suffix": "MD, MS", "institution": "Louisiana State University Health Sciences Center", "department": "Department of Emergency Medicine" }, { "first_name": "Greggory", "middle_name": "", "last_name": "Davis", "name_suffix": "PhD", "institution": "Louisiana State University Health Sciences Center", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-01-22T17:52:20+01:00", "date_accepted": "2026-03-18T18:36:46.105674+01:00", "date_published": "2026-04-30T21:41:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52243/galley/49485/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52243/galley/49485/download/" } ] }, { "pk": 52326, "title": "A Case Report of Corneoscleral Laceration with Open Globe Injury and Iris Prolapse", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\">Open globe injury is defined as a full-thickness injury through all anatomical layers of the eye. Prolapse or herniation of the iris may be observed at presentation of an open globe injury, and iris prolapse is not well represented in the literature.<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">This case report details the case of a 48-year-old male presenting with three hours of right eye pain after sustaining a traumatic injury due to a foreign body. Examination of the right eye revealed a 2 mm x 1 mm laceration to the 4-5 o'clock position with iris prolapse and plugging. The affected eye also revealed a teardrop-pupil with associated corectopia in the inferonasal direction and a 2 mm hyphema. The patient was diagnosed with a globe rupture and underwent same-day surgical intervention. This report emphasizes the use of fluorescein eye exams and explains the rationale against the measurement of intraocular pressures or removal of an obvious foreign body. The care provided represents strict adherence to the principles of management in ocular trauma and a positive outcome in which a patient’s vision and visual acuity were relatively maintained.</span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "ophthalmologic trauma" }, { "word": "open globe injury" }, { "word": "globe rupture" }, { "word": "iris prolapse" }, { "word": "corneoscleral laceration" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/152844qp", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Frazier", "name_suffix": "BS", "institution": "University of California, Irvine", "department": "School of Medicine" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sauer", "name_suffix": "MD", "institution": "University of California, Irvine", "department": "Department of Emergency Medicine" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Lewis", "name_suffix": "MD, MA", "institution": "University of California, Irvine", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-06-09T23:08:53+02:00", "date_accepted": "2026-03-16T20:51:20.181113+01:00", "date_published": "2026-04-30T19:43:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52326/galley/49520/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52326/galley/49520/download/" } ] }, { "pk": 39953, "title": "From Brain to Ballet: Mapping the Neural Landscape of Dance and Aesthetics", "subtitle": null, "abstract": "<p>For too long, the arts and sciences have existed in isolation. To bridge this gap, interdisciplinary research ought to be embraced. Dance, in particular, offers a unique avenue for researchers interested in the intricate connections between cognition, embodiment, and movement expertise. New methodologies in neuroscience have allowed this brain-body connection to be further explored. This review examines the existing literature on exactly how the brain coordinates with the body to produce embodied, aesthetic movement, in addition to the neural mechanisms of how people subjectively process and perceive dance. This emerging field is called “neuroaesthetics,” and aims to explore the neural underpinnings of aesthetic experience, perception, and judgment. The human action-observation network, which underlies our ability to understand and imitate other’s movements, is a key element of this, and is starkly influenced by one’s movement expertise. In the following literature review, I aim to closely examine the published works in neuroscience-dance research, in pursuit of a deeper understanding of the complexities of the dancing brain. </p>\n<p> </p>", "language": null, "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "dance" }, { "word": "neuroscience" }, { "word": "Neuroaesthetics" }, { "word": "Action-Observation" }, { "word": "Embodiment" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5x314400", "frozenauthors": [ { "first_name": "Eva", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2024-11-21T02:15:40.979000+01:00", "date_accepted": "2025-09-26T23:23:42.006000+02:00", "date_published": "2026-04-30T18:00:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/39953/galley/49567/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/urjpucla/article/39953/galley/49567/download/" } ] }, { "pk": 52253, "title": "The Rash That Didn’t Blanch: A Case Report of Adult-Onset IgA Vasculitis with Underlying Cirrhosis and IgA Nephropathy", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Rashes are a common presentation in the emergency department (ED) and can signify a wide variety of underlying conditions. Early recognition of serious dermatologic rashes in the acute care setting is essential in improving patient outcomes. Here we describe the case of a 69-year-old female with a medical history of cirrhosis with ascites, chronic kidney disease (CKD) secondary to immunoglobulin A (IgA) nephropathy, and hypertension who presented to the ED with a chief complaint of foot pain with an associated rash. On examination, she had tender purpura with bilateral symmetric pedal edema. Initial work up in the ED was significant for mildly elevated inflammatory markers. Given the concern for vasculitis, dermatology was consulted; punch biopsy confirmed IgA vasculitis. The patient was subsequently admitted for acute renal injury and started on corticosteroids. After a week-long inpatient stay, she was discharged home in stable condition. This case highlights the importance of maintaining a broad differential diagnosis for purpuric rashes, recognizing when specialty consultation is warranted, and understanding the pathophysiologic interplay between IgA vasculitis, liver cirrhosis, and IgA nephropathy. </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Vasculitis" }, { "word": "IgA Vasculitis" }, { "word": "Henoch-Schönlein purpura" }, { "word": "IgA Nephropathy" }, { "word": "Dermatology" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/381283jn", "frozenauthors": [ { "first_name": "Elaha", "middle_name": "", "last_name": "Noori", "name_suffix": "BS", "institution": "University of California, Irvine", "department": "School of Medicine" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Rigdon", "name_suffix": "MD", "institution": "University of California, Irvine", "department": "Department of Emergency Medicine" }, { "first_name": "Omar", "middle_name": "", "last_name": "Darwish", "name_suffix": "DO", "institution": "University of California, Irvine", "department": "Department of Internal Medicine" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Matonis", "name_suffix": "MD", "institution": "University of California, Irvine", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-03-07T09:27:14+01:00", "date_accepted": "2026-03-07T20:48:20.131280+01:00", "date_published": "2026-04-30T14:56:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52253/galley/49515/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52253/galley/49515/download/" } ] }, { "pk": 52259, "title": "Trapped In Transit – A Case Report of a Pediatric Gastric Bezoar Causing Intermittent Small Bowel Obstruction", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\">A 14-year-old female patient presented to the pediatric emergency department (ED) with chief complaints of abdominal pain, vomiting, and unintentional weight loss. A palpable abdominal mass was noted on exam, prompting a computed tomography (CT) scan which revealed a gastric bezoar that had fragmented, leading to intermittent and spontaneously resolving small bowel obstruction. The patient underwent surgical removal of the bezoar for definitive management.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\">This report highlights a novel case of spontaneous bezoar fragmentation and its associated imaging findings. Because this phenomenon represents the description of a rare occurrence, the goal is to enhance the emergency medicine providers’ understanding of an uncommon cause of abdominal masses and small bowel obstruction (SBO).<span class=\"Apple-converted-space\"> </span></span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Gastric Bezoar" }, { "word": "bowel obstruction" }, { "word": "pediatrics" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6141q45n", "frozenauthors": [ { "first_name": "Jonah", "middle_name": "A", "last_name": "Frueh", "name_suffix": "", "institution": "Advocate Christ Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Arinzechukwu", "middle_name": "M", "last_name": "Obegolu", "name_suffix": "", "institution": "Advocate Christ Medical Center", "department": "Department of Pediatrics" }, { "first_name": "Anil", "middle_name": "G", "last_name": "Rao", "name_suffix": "MD", "institution": "Advocate Christ Medical Center", "department": "Department of Radiology" }, { "first_name": "Amanda", "middle_name": "E", "last_name": "Mulcrone", "name_suffix": "MD", "institution": "Advocate Christ Medical Center", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-03-21T18:07:21+01:00", "date_accepted": "2026-03-28T16:21:01.129416+01:00", "date_published": "2026-04-30T14:55:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52259/galley/49523/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52259/galley/49523/download/" } ] }, { "pk": 52254, "title": "Case Report: Acute Dyspnea in a Young Female", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Sarcoidosis is a multisystem inflammatory disease characterized by non-caseating granulomas, primarily affecting the lungs but also involving other organs such as the skin, eyes, and heart.<sup>1</sup><span class=\"Apple-converted-space\"> </span>Due to its variable presentation, diagnosing sarcoidosis in the emergency department (ED) can be challenging.<strong><span class=\"Apple-converted-space\"> </span></strong>We report a case of a 28-year-old African American female presenting with acute dyspnea on exertion, significant weight loss, and multiple cutaneous nodules. Her diagnostic workup revealed hypercalcemia, diffuse pulmonary nodules, and extensive lymphadenopathy on imaging. Biopsy of her eyelid lesions confirmed non-caseating granulomas, leading to a diagnosis of sarcoidosis. She was initiated on high-dose steroids and evaluated for further immunologic therapy. Sarcoidosis presents a diagnostic challenge due to its nonspecific symptoms, often mimicking more common conditions.<sup>2</sup><span class=\"Apple-converted-space\"> </span>Early recognition in the ED is critical to prevent disease progression. This case underscores the importance of considering sarcoidosis in patients with unexplained systemic symptoms and highlights the need for a multidisciplinary approach to management.</span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "sarcoidosis" }, { "word": "respiratory distress" }, { "word": "emergency medicine" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9h78k2sc", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Kenny", "name_suffix": "DO MBA", "institution": "Rutgers New Jersey Medical School", "department": "Department of Emergency Medicine" }, { "first_name": "Marwa", "middle_name": "", "last_name": "Ali", "name_suffix": "MD", "institution": "Rutgers New Jersey Medical School", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-03-08T19:27:39+01:00", "date_accepted": "2026-02-16T18:42:39.039229+01:00", "date_published": "2026-04-30T14:50:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52254/galley/49514/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52254/galley/49514/download/" } ] }, { "pk": 52313, "title": "Overlooked and Undernourished: A Case Report of Scurvy Linked to Food Insecurity", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Food insecurity is a commonly underrecognized social determinant of health and is a risk factor for severe, though uncommon, nutritional deficiencies. This report describes a 60-year-old male with a history of asthma and housing instability who presented to the emergency department (ED) for shortness of breath and was found to have classic findings of vitamin C deficiency, colloquially known as scurvy. Examination revealed diffuse wheezing, poor dentition with palatal ecchymosis, and a perifollicular rash with scattered bruising on his bilateral lower extremities. Due to financial struggles, he was experiencing food and housing insecurity, with a diet primarily composed of processed carbohydrates. Laboratory studies revealed anemia, hypoalbuminemia, and severely low levels of vitamins C and B6. He was admitted for management of his asthma exacerbation and treatment of his nutritional deficiencies with vitamin supplementation, electrolyte repletion, and dietary support. Upon discharge, he was placed in a nearby shelter with financially accessible follow-up care, food bank resources, and multivitamin prescriptions. At follow-up three weeks later, his dermatologic findings had resolved.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">This case highlights the importance of a thorough physical examination and detailed social history in the ED to avoid missing subtle yet clinically significant diagnoses. It underscores the need for early recognition and treatment of nutritional deficiencies, particularly in vulnerable populations. Furthermore, it demonstrates the value of accessible follow-up care in supporting the management of nutritional deficiencies and promoting long-term recovery.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Scurvy" }, { "word": "vitamin C deficiency" }, { "word": "nutritional deficiency" }, { "word": "nutritional insecurity" }, { "word": "food insecurity" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k63q1gj", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Kosley", "name_suffix": "BS", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Marshall", "middle_name": "", "last_name": "Howell", "name_suffix": "MD", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Grant", "name_suffix": "MD", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-05-26T23:05:54+02:00", "date_accepted": "2026-03-28T23:53:38.870892+01:00", "date_published": "2026-04-30T14:47:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52313/galley/49524/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52313/galley/49524/download/" } ] }, { "pk": 52213, "title": "A Case Report of Acute Appendicitis Complicated by Appendicoliths", "subtitle": null, "abstract": "<p style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">This case report highlights the clinical complexities of diagnosing and managing appendicitis complicated by appendicoliths in a 44-year-old female patient. Appendicitis is a common cause of acute abdominal pain, with imaging playing a crucial role in diagnosis. The patient presented with symptoms of right lower quadrant pain, nausea, vomiting, and chills that were initially misattributed to menstrual cramps. Diagnostic evaluation revealed multiple appendicoliths via computed tomography (CT), and the decision for laparoscopic appendectomy was based on the imaging results and clinical presentation. Intraoperative findings showed gangrenous but non-perforated appendicitis. The patient's postoperative recovery was uneventful, with successful symptom resolution. This case highlights the importance of considering appendicitis in the differential diagnoses for acute abdominal pain in females, particularly with overlapping gynecological symptoms. The high sensitivity of CT imaging for appendicitis and the necessity of timely surgical intervention in cases involving appendicoliths are discussed. Multimodal imaging and prompt surgical management are vital for favorable outcomes in complicated appendicitis cases.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Appendicolith" }, { "word": "CT scan" }, { "word": "right lower quadrant pain" }, { "word": "abdomen" }, { "word": "gastrointestinal" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19w50673", "frozenauthors": [ { "first_name": "Faris", "middle_name": "F", "last_name": "Halaseh", "name_suffix": "", "institution": "University of California, Irvine", "department": "School of Medicine" }, { "first_name": "Lindsey", "middle_name": "", "last_name": "Spiegelman", "name_suffix": "", "institution": "University of California, Irvine", "department": "Department of Emergency Medicine" } ], "date_submitted": "2024-10-18T05:53:48+02:00", "date_accepted": "2026-02-15T18:33:28.012182+01:00", "date_published": "2026-04-30T14:39:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52213/galley/49518/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52213/galley/49518/download/" } ] }, { "pk": 52309, "title": "A Woman’s Infertility Journey Complicated by Severe Ovarian Hyperstimulation Syndrome – A Case Report", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Ovarian hyperstimulation syndrome (OHSS) is a potentially life-threatening complication of assisted reproductive technology (ART). Here, we present the case report of a 30-year-old female undergoing infertility treatment who presented to the emergency department (ED) with nausea and vomiting, abdominal distention, and shortness of breath. On physical exam, she had notable ascites. Computed tomography (CT) of the abdomen and pelvis and pelvic ultrasound (US) revealed significant ascites and enlarged ovaries with multiple cysts. She was diagnosed with severe OHSS and admitted to obstetrics and gynecology (OBGYN) service for five days where she underwent intravenous (IV) hydration and paracentesis. This case report reviews the clinical presentation, categorization, management, and prevention of OHSS and provides examples of imaging findings consistent with the condition.</span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Infertility" }, { "word": " obstetrics" }, { "word": " assisted reproductive technology" }, { "word": " ovarian hyperstimulation" }, { "word": " third-spacing" }, { "word": "obstetrics" }, { "word": "assisted reproductive technology" }, { "word": "ovarian hyperstimulation" }, { "word": "third-spacing" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z46p258", "frozenauthors": [ { "first_name": "Sukaynah", "middle_name": "", "last_name": "Khetani", "name_suffix": "DO", "institution": "Kaiser Permanente Central Valley", "department": "Department of Emergency Medicine" }, { "first_name": "Justin", "middle_name": "", "last_name": "Hutchison", "name_suffix": "DO", "institution": "Kaiser Permanente Central Valley", "department": "Department of Obstetrics and Gynecology" }, { "first_name": "C", "middle_name": "Michael", "last_name": "Lee", "name_suffix": "DO", "institution": "Kaiser Permanente Central Valley", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-05-15T07:00:11+02:00", "date_accepted": "2026-03-11T00:23:39.463198+01:00", "date_published": "2026-04-30T14:38:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52309/galley/49519/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52309/galley/49519/download/" } ] }, { "pk": 52357, "title": "Low-Cost, Reusable Fracture Reduction Task Trainer for Distal Radius Fractures", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Audience:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">This task trainer is designed to instruct emergency medicine (EM) resident physicians, senior medical students, and advanced practice providers.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><em><span style=\"font-family: Calibri, sans-serif;\"> </span></em></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Introduction:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>While orthopedic emergencies are common, exposure to fracture management may vary depending on one’s training environment. Given that extremity bony trauma and fracture reduction techniques are listed as core content topics in the American Board of Emergency Medicine’s (ABEM) 2022 Model of the Clinical Practice of Emergency Medicine,<sup>1</sup><span class=\"Apple-converted-space\"> </span>it is beneficial to practice their management in a simulated environment. Fracture reduction is particularly difficult to practice without any task trainers. Commercial fracture models are available and cost thousands of dollars which limits universal availability. This wrist fracture task trainer was developed to be a low-cost, reusable, transportable, and storable model with similar haptics to human bone and soft tissue.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><em><span style=\"font-family: Calibri, sans-serif;\"> </span></em></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Objectives</span></strong><span style=\"font-family: Calibri, sans-serif;\">: Utilizing this task trainer, learners will be able to 1) identify key anatomic structures, 2) distinguish a Colles from a Smith fracture of the radius, 3) understand fracture reduction technique using traction, translation and angulation, 4) appreciate the amount of force required for manipulation of the distal fracture fragment, and 5) gain hands-on practice using a model with similar haptics to bone and soft tissue.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Methods:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>This task trainer is designed for practicing fracture reduction techniques in a simulated environment. Using materials that mimic similar haptics to bone and soft tissue, such as taut rubber bands for tendons and layers of socks for soft tissue, learners will need to use force to apply traction and reduce the distal fracture fragment through translation and angulation. This task trainer can be used for procedural education at the bedside or as part of small group sessions.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Research Methods:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">This task trainer was used during a small group session at a training institution’s medical simulation conference. Using a Likert scale, an anonymous survey assessed learner’s confidence in the ability to reduce a fracture pre- and post-session. Free-text boxes were also provided to obtain feedback. This task trainer was also presented as a table-top innovation in an EM national conference where attendees provided verbal feedback.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong> </strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Results:</span></strong><em><span class=\"Apple-converted-space\"> </span></em><span style=\"font-family: Calibri, sans-serif;\">This task trainer was utilized by 32 participants during a medical simulation conference (10 PGY-1 (Post Graduate Year-1), 7 PGY-2, 5 PGY-3, 3 PGY-4, 5 medical students, 1 fellow, 1 attending physician). Of these individuals,<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">23 participated in the anonymous survey (8 PGY-1, 6 PGY-2, 4 PGY-3, 3 PGY-4, 2 medical students). Using a Likert scale of 1 to 5 assessing learner’s confidence in fracture reduction technique before and after using this task trainer, the total mean score of the pre-session survey was 2.6 and the total mean score of the post-session survey results was 3.9. Attendees of an EM national conference who used the task trainer for hands-on practice provided verbal feedback. It was stated that its design was simple enough to replicate, it could be used for bedside teaching during a shift, and that the feel of the fracture line and technique required to reduce the fragment was realistic. It was noted that although the amount of force required was less for this model than in human practice, it was conceptually accurate.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><em><span style=\"font-family: Calibri, sans-serif;\"> </span></em></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Discussion:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>The utilization of this task trainer allows learners to understand and practice the maneuvers and force needed for successful fracture reduction. The materials used in its design require the learner to manipulate the distal fracture fragment in a realistic manner. This model is a low cost, reusable, transportable, and easily storable alternative to commercial trainers and can be used in a simulated environment to improve procedural competency and confidence.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong> </strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Fracture reduction" }, { "word": "orthopedic emergencies" }, { "word": "distal wrist fracture" }, { "word": "distal radius fracture" }, { "word": "Colles fracture" }, { "word": "Smith fracture" }, { "word": "radius" }, { "word": "ulna" } ], "section": "Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4990d875", "frozenauthors": [ { "first_name": "Gabriela", "middle_name": "", "last_name": "Guez", "name_suffix": "MD", "institution": "Boston Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Stapleton", "name_suffix": "MD", "institution": "Boston Medical Center", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-07-18T15:43:45+02:00", "date_accepted": "2026-03-25T01:28:57.757786+01:00", "date_published": "2026-04-30T14:38:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52357/galley/49477/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52357/galley/49477/download/" } ] }, { "pk": 52204, "title": "Stopping Fistula Hemorrhage without Bleeding Time and Money - A Low Cost, Low Resource Hemodialysis Fistula Model for Emergency Medicine Residents", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Audience:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">This bleeding fistula model is designed to instruct emergency medicine residents and third- and fourth-year medical students on their emergency medicine rotation.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Introduction:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">The prevalence of end-stage renal disease (ESRD) has increased since 2001 (808,536 people in 2021 versus 409,226 in 2001).<sup>1</sup><span class=\"Apple-converted-space\"> </span>About 14% of the United States population has a decreased glomerular filtration rate (GFR), and the overall presence of ESRD in the population as of 2021 was 2,219 per million population.<sup>1</sup> <span class=\"Apple-converted-space\"> </span>As of 2021, 87.7% of patients receiving dialysis were on hemodialysis.<sup>2</sup><span class=\"Apple-converted-space\"> </span>Around 60% of dialysis patients use a fistula for access.<sup>3</sup><span class=\"Apple-converted-space\"> </span>Patients with ESRD have a high emergency department utilization rate, and emergencies related to dialysis include hyperkalemia, volume overload, bleeding at the dialysis site, infection, aneurysm, and pseudoaneurysm .<sup>4-9</sup><span class=\"Apple-converted-space\"> </span>It is important for emergency medicine (EM) physicians to be able to intervene quickly on life-threatening complications related to dialysis, including vascular access hemorrhage. There are approximately 250 deaths related to vascular access hemorrhages yearly, and it accounts for 0.4% of deaths in patients on dialysis.<sup>4</sup><span class=\"Apple-converted-space\"> </span>Patients with an initial presentation of hemorrhage from their vascular access site are also at risk for re-bleeding, and 80% of patients with bleeding die at home.<sup>10</sup><span class=\"Apple-converted-space\"> </span>Due to the high acuity and low occurrence (HALO) of bleeding fistulas, procedural knowledge of hemorrhage control and a thorough understanding of dialysis-related complications is paramount for EM physicians.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Objectives</span></strong><span style=\"font-family: Calibri, sans-serif;\">: After using the task trainer bleeding fistula model, learners will be able to: 1) identify vascular access hemorrhage as an emergency presentation in dialysis patients; 2) execute a stepwise approach to manage a bleeding fistula; 3) demonstrate effective hemorrhage control for a patient with uncontrolled bleeding from their fistula, including choice of appropriate suture material and suturing technique; and 4) discuss pitfalls of hemorrhage control in patients with fistulas, including risks of tourniquet use and complications related to clot formation at the fistula site. <span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Methods:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>The novel bleeding fistula model was embedded within a high-fidelity simulation for learners as part of weekly EM resident didactics. Learners received a pre-brief session to the simulation case. They then participated in a simulation scenario using a high-fidelity manikin with the bleeding fistula model on the manikin’s arm. The bleeding fistula model allowed learners to progress through a stepwise approach to achieve hemorrhage control in a patient presenting with bleeding from a dialysis access site. After the simulation, learners participated in a simulation debrief, which included a procedural skills workshop.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Research Methods:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>This simulation scenario and model have been used in two academic year didactic sessions to collect learner data. Across the two years, a total of thirty-two learners consisting of fourth year medical students, post-graduate year 1 (PGY-1) and PGY-2 residents have participated in the high-fidelity simulation at a Society for Simulation in Healthcare (SSH) accredited, state-of-the-art simulation center. Learners performed a self-assessment survey using a three-point Likert scale after participating in the high-fidelity simulation case. A retrospective pre- and post-simulation survey was conducted. They answered survey questions related to their confidence of identification of a bleeding fistula and knowledge of treatment of a bleeding fistula before and after the simulation.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><em><span style=\"font-family: Calibri, sans-serif;\"> </span></em></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Results:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>Over two years of implementation, we had thirty-two learners participate in the simulation and use the model for demonstration of hemorrhage control of a bleeding fistula. Based on self-assessment, learners overall felt that their overall knowledge regarding hemodialysis access hemorrhage increased. Prior to the simulation, eighteen learners rated their confidence in identification of a bleeding fistula as “average,” and fourteen learners rated their confidence as “below average.” After participating in the simulation, seventeen learners rated their confidence in identifying a bleeding fistula as “above average,” and fifteen learners rated their confidence as “average.” Prior to the simulation, thirteen learners rated their knowledge of the management of bleeding fistulas as “average,” and nineteen learners rated their knowledge of the management as “below average.” After the simulation, eighteen learners rated their knowledge in the management of a bleeding fistula as “above average,” and fourteen rated their knowledge of the management as “average.”<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\">In the composite score, learners self-reported knowledge and confidence in managing bleeding fistulas improved. The pre-simulation score had a mean of 2.17 and a median of 2.0, increasing to a post-simulation mean of 3.31 and a median of 3.0. This difference was statistically significant (p < 0.00001), indicating a robust improvement in learners perceived comfort and knowledge following participation in the bleeding fistula simulation, hands-on task trainer, and debriefing workshop.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'> </p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Discussion:</span></strong><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>This novel fistula model helped residents practice a HALO procedure that closely simulated a real bleeding fistula. The model bled akin to a real fistula, with the ability to make the bleeding pulsatile and occlude with suturing, direct pressure, and tourniquet placement. In the literature review, there are no current simulation models or task trainers to get hands-on experience with management of hemodialysis access hemorrhage. This scenario tested resident knowledge of management of dialysis emergencies, and there was a good discussion regarding the subject. Residents stated that this simulation was helpful. They learned new information and were able to get hands-on practice to reinforce that knowledge through this activity and the use of the bleeding fistula model.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "dialysis" }, { "word": "end stage renal disease" }, { "word": "End stage renal disease complications" }, { "word": "Bleeding fistula" }, { "word": "hemorrhage control" }, { "word": "Simulation" }, { "word": "Fistula model" }, { "word": "HALO Procedure" } ], "section": "Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08t3x488", "frozenauthors": [ { "first_name": "Mary", "middle_name": "", "last_name": "Jordan", "name_suffix": "MD", "institution": "Medical College of Wisconsin", "department": "Department of Emergency Medicine" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Yang", "name_suffix": "MD, MBA, Med, MS", "institution": "Icahn School of Medicine at Mount Sinai", "department": "Department of Emergency Medicine" }, { "first_name": "Michael", "middle_name": "", "last_name": "Collier", "name_suffix": "CHSOS", "institution": "Froedtert Hospital, Froedtert and the Medical College of Wisconsin", "department": "Simulation Center" }, { "first_name": "Lacie", "middle_name": "", "last_name": "Bailey", "name_suffix": "MD, MHPE, MS", "institution": "Medical College of Wisconsin", "department": "Department of Emergency Medicine" } ], "date_submitted": "2024-09-23T18:38:27+02:00", "date_accepted": "2026-02-10T23:49:58.057821+01:00", "date_published": "2026-04-30T14:28:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52204/galley/49475/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52204/galley/49475/download/" } ] }, { "pk": 52264, "title": "Postpartum Complications TBL", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Audience:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">The intended audience for this modified TBL are resident physicians of all years, PGY1-4.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif;\">Introduction:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Biological females represent 50% of the population we encounter in the emergency department (ED), and following delivery, the ED is often the main resource for postpartum patients to seek urgent/emergent care. The US is one of the most dangerous developed nations for pregnant women, with about 1/3 of pregnancy related deaths occurring in the postpartum period.<sup>1,2</sup><span class=\"Apple-converted-space\"> </span>It is presumed that many of these deaths are related to lack of support or insurance for close follow up after delivery.<sup>2</sup><span class=\"Apple-converted-space\"> </span>The three most common reasons for postpartum hospital readmission and mortality are cardiovascular related disorders (such as hypertension, eclampsia, and cardiomyopathy), hemorrhage, and infections.<sup>2,3</sup><span class=\"Apple-converted-space\"> </span>While most common, those are not exhaustive, and postpartum women are at risk for many other complications, such as breastfeeding related problems, which will cause them to present to the ED.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif; color: black;\">As the front lines for patients with limited support or access to medical care, emergency physicians (EPs) need to understand how to recognize and intervene on the common complications faced by postpartum women. It is paramount that resident physicians have adequate training to consider and treat the unique medical concerns of this vulnerable population. This team-based learning (TBL) activity will prepare resident EPs to recognize and manage common postpartum complications. <span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Objectives:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif;\">By the end of this session learners will be able to: 1) identify the timeline in which postpartum complications typically occur, 2) discuss the specific differential diagnoses common in the postpartum period, 3) recognize risk factors for endometritis and mastitis, 4) recognize the presentation of postpartum cardiomyopathy and pituitary infarction, 5) formulate a treatment plan for postpartum endometritis including appropriate antibiotics and disposition, 6) formulate a treatment plan for mastitis including appropriate antibiotics and disposition, 7) formulate an appropriate assessment plan for pituitary infarction with appropriate disposition, and 8) formulate an appropriate treatment plan and disposition for postpartum cardiomyopathy.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif;\">Educational Methods:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">This is a modified team-based learning (mTBL) activity in which learners do not have<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif; color: black;\">learner responsible content (LRC) prior to the educational session. The multiple-choice cases can be used as an individual readiness assessment test (iRAT) followed by group discussion in a group readiness assessment test (gRAT), or without an iRAT and completed in small groups as a gRAT followed by instructor feedback and summary. Following the gRAT, there is a group application exercise (GAE) with summary cases.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif;\">Research Methods:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">This mTBL was evaluated by learners immediately following the educational session using a post-participation survey. A Likert scale was used to assess the learner’s perception of the effectiveness of this educational format, relevance of the content to practice as EPs, and learner engagement with the mTBL.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Results:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">The post mTBL survey had a response rate of 82% with 29/35 participants completing the evaluation. Overall, the learners rated the mTBL highly with an average total score of 4.75/5 on the Likert scale. Seventy-nine percent of learners strongly agreed (5/5 on the Likert scale) that the mTBL was effective and valuable compared to other educational activities and engaged their attention. Eighty-three percent of the learners strongly agreed (5/5 on the Likert scale) that the content was relevant to their practice of emergency medicine (EM).<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Discussion:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Postpartum patients are a high risk, vulnerable population who present to the ED with a wide range of concerns. It is paramount that resident physicians are prepared to medically advocate for and treat these patients appropriately. This mTBL allowed the learners to practice engaging with and discuss the complex medical conditions faced by these patients to better serve them on their next ED shift. Learners found this content very relevant and directly relatable to their daily practice.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Postpartum" }, { "word": "Eclampsia" }, { "word": "Endometritis" }, { "word": "Postpartum Cardiomyopathy" }, { "word": "Mastitis" }, { "word": "Breastfeeding" } ], "section": "Team-Based Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sm0k5tp", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "E", "last_name": "Lamparter", "name_suffix": "", "institution": "University of California, Irvine", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-03-30T23:23:51+02:00", "date_accepted": "2026-03-07T21:25:22.971612+01:00", "date_published": "2026-04-30T14:26:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52264/galley/49486/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52264/galley/49486/download/" } ] }, { "pk": 52257, "title": "Diagnosis of Sinonasal Carcinoma in the Emergency Department: A Case Report Highlighting Red Flag Symptoms ", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid;'><span style=\"font-family: Calibri, sans-serif;\">Sinonasal carcinoma is a rare malignancy that often presents with nonspecific symptoms, making early diagnosis challenging. Delayed recognition can lead to disease progression and worse outcomes. This case report emphasizes the importance of early identification, prompt imaging, and multidisciplinary management. A 73-year-old male with a history of anemia and hypertension presented with progressive facial swelling, 20-pound weight loss, and vision loss in the left eye over two months. Initially misdiagnosed with bacterial sinusitis, his symptoms persisted. Examination revealed a proptotic left eye and a large obstructive nasal mass. Computed tomography (CT) and MRI<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">(magnetic resonance imaging)<span class=\"Apple-converted-space\"> </span>demonstrated a destructive sinonasal mass with skull base and intracranial extension. A biopsy confirmed sinonasal carcinoma, and the patient was started on chemoradiation therapy due to the inoperability of the tumor.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid;'><span style=\"font-family: Calibri, sans-serif;\">This case underscores the importance of recognizing red flag symptoms such as persistent facial swelling and neurological deficits. Multimodal imaging played a critical role in diagnosis. The literature suggests sinonasal carcinoma is often diagnosed late, reinforcing the need for early suspicion and specialist referral. Sinonasal carcinoma should be considered in patients with persistent facial or nasal symptoms. Timely imaging, biopsy, and interdisciplinary care are essential for optimizing outcomes.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Facial masses" }, { "word": "sinonasal carcinoma" }, { "word": "nasal masses" }, { "word": "facial swelling" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/463199zs", "frozenauthors": [ { "first_name": "Daniela", "middle_name": "", "last_name": "Usuga", "name_suffix": "", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Ayomide", "middle_name": "", "last_name": "Osunjima", "name_suffix": "BS", "institution": "University of Texas Southwestern Medical Center", "department": "School of Medicine" }, { "first_name": "Colin", "middle_name": "", "last_name": "Danko", "name_suffix": "MD", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-03-22T17:27:05+01:00", "date_accepted": "2026-03-18T19:17:37.682668+01:00", "date_published": "2026-04-30T14:22:00+02:00", "render_galley": { "label": "Usuga D. Diagnosis of Sinonasal Carcinoma in the Emergency Department A Case Report Highlighting Red Flag Symptoms. JETem 2026. 11(2)V35-40", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52257/galley/49528/download/" }, "galleys": [ { "label": "Usuga D. Diagnosis of Sinonasal Carcinoma in the Emergency Department A Case Report Highlighting Red Flag Symptoms. JETem 2026. 11(2)V35-40", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52257/galley/49528/download/" } ] }, { "pk": 52212, "title": "OptimEYEzing Emergency Skills: A Novel Model for Ocular Procedural Education for Emergency Medicine Residents", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Audience:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">This model for ocular procedural education is designed to instruct emergency medicine residents of all levels of training.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Introduction:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>Ocular complaints are a common presentation to the emergency department (ED) with some studies quoting as many as two to three million ocular-related visits annually.<sup>1,2</sup><span class=\"Apple-converted-space\"> </span>These complaints can range from minor issues, such as corneal abrasions, to more serious conditions that require prompt evaluation and management, such as retrobulbar hematomas. <span class=\"Apple-converted-space\"> </span>Emergency medicine physicians are often the first-line providers assessing these complaints, so it is imperative that they feel adept in recognizing and managing these complaints.<sup>2</sup></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Despite the frequency of ocular-related visits, ophthalmologic training among emergency medicine residents is often limited. Studies have reported that residents receive less than ten hours of formal ophthalmology training throughout their residency.<sup>2,3</sup><span class=\"Apple-converted-space\"> </span>One study revealed that many emergency medicine physicians in the United States are not confident in using basic ophthalmic tools, conducting eye exams, diagnosing ophthalmic complaints, or performing vision-saving procedures.<sup>2</sup><span class=\"Apple-converted-space\"> </span>This lack of formal training makes it difficult for residents to confidently diagnose and manage ocular conditions in the emergency department, both during residency and in their future practice. On review of the literature, there have been developments of procedural models for the practice of ophthalmology skills including removal of corneal foreign bodies utilizing swine eyes, tonometry using water balloons, and lateral canthotomy using a cadaver eye.<sup>4.5<span class=\"Apple-converted-space\"> </span></sup>However, cadavers can be very difficult to obtain, and expensive and swine eyes are not reusable or easy to store.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">There is a need for cost-effective, hands-on, ocular training models to help bridge this learning gap and<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">increase residents’ comfort with common ocular complaints and procedures – including foreign body removal, lateral canthotomy, fluorescein staining, and intraocular pressure (IOP) measurements. Integrating hands-on ocular training models into medical education can ultimately lead to better patient outcomes.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Educational Objectives</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">: By the end of this session, learners will be able to: 1) identify signs and symptoms of ocular emergencies, 2) appraise for indications to perform ocular procedures, 3) demonstrate procedural competence in ocular foreign body removal, fluorescein staining, lateral canthotomy, and intraocular pressure (IOP) measurements, 4) relate increased procedural confidence with ocular procedures.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Educational Methods:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>We developed two gelatin-based eye models that are low-cost and can be easily replicated. The first was created with Knox<sup>®</sup><span class=\"Apple-converted-space\"> </span>gelatin which can be easily made at home. The second was made with Humimic Medical™ synthetic gelatin which can be easily melted down and re-used. The gelatin base mimics the eye and allows for practice of foreign body removal techniques. Different concentrations of gelatin can be used to simulate different IOPs to practice IOP measurement. Fluorescein stain can be applied to<span class=\"Apple-converted-space\"> </span><a name=\"_Int_8mqkeMo2\"></a>the gelatin<span class=\"Apple-converted-space\"> </span>models to mimic corneal abrasions/ulcerations with use of a Woods lamp. Finally, the gelatin eye models can be placed into an existing 3D printed face model for lateral canthotomy procedural practice, utilizing rubber bands as the ligaments.<sup>6</sup><span class=\"Apple-converted-space\"> </span>Our institution provides access to a 3D printer for both students and faculty. The average total time to create all material for this ocular session was about 20 hours, though many elements of this model can be utilized multiple times. Utilizing low-cost material, the total cost of one reusable model is about 30 United States Dollars (USD).</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Research Methods:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Twenty-one residents, ranging from their first year of training to their third year of training, participated in the session. A pre-survey was administered to all participants (supplemental materials). The pre-survey was broken down into each ocular procedure listed above, and the participants were asked if 1) they had ever performed the procedure, 2) if they had ever consulted ophthalmology for assistance with the procedure, and 3) to rate their comfort level with the procedure using a Likert scale (1=not at all comfortable to 5=very comfortable). After completion of the session, a post-survey (supplemental materials) was administered to participants, again broken down by each ocular procedure, asking 1) to rate their comfort level with the procedure using the same Likert scale and 2) if they would plan to consult ophthalmology for assistance with the procedure in the future.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Variables were summarized using percentages and frequencies for categorical variables, and means and ranges for continuous variables were presented. Using an α-value of 0.05, a T-test for independent samples was performed to determine if a difference between comfort levels before and after each activity exists.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Results:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Twenty-one participants took part in the learning session; all participants were emergency medicine residents, ranging from post-graduate year (PGY)1s to PGY-3s. Of the participants, 100% had performed fluorescein staining, 24% had performed ocular foreign body removal, 95% had performed IOP measurements utilizing a Tono-Pen,<sup>®</sup><span class=\"Apple-converted-space\"> </span>and 14% had performed a lateral canthotomy (all in conjunction with ophthalmology) prior to this activity. There was a statistically significant increase in self-reported comfort level with each of these procedures after the activity: for fluorescein staining, comfort level increased from 4.1 to 4.6 (p-value 0.04); for ocular foreign body removal, comfort level increased from 2.3 to 3.9 (p-value <0.01); for IOP measurements utilizing a Tono-Pen,<sup>®</sup><span class=\"Apple-converted-space\"> </span>comfort level increased from 4.1 to 4.8 (p-value 0.01); for lateral canthotomy, comfort level increased from 1.7 to 3.5 (p-value <0.01). Please see Table 3 for details. Resident comments included: “Great simulations,” “Helpful, want slit lamp,” “Amazing!” and “Great sims!”</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Discussion:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>Feedback from residents was favorable, and their comfort level with each of these ocular procedures improved after the activity. We believe this tool can offer simulation of these procedures at a relatively low cost with reusable materials to improve both comfort level and procedural competence in emergency medicine residents.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Topics:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Ocular procedures, lateral canthotomy, Tono-Pen,<sup>®</sup><span class=\"Apple-converted-space\"> </span>IOP measurement, ocular foreign body removal, fluorescein staining, Wood’s lamp.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Ocular procedures" }, { "word": "lateral canthotomy" }, { "word": "Tono-Pen®" }, { "word": "intraocular pressure measurement" }, { "word": "ocular foreign body removal" }, { "word": "fluorescein staining" }, { "word": "Wood’s lamp" } ], "section": "Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4x5292v6", "frozenauthors": [ { "first_name": "Carrie", "middle_name": "", "last_name": "Maupin", "name_suffix": "MD, MHPE", "institution": "Virginia Commonwealth University School of Medicine", "department": "Department of Emergency Medicine" }, { "first_name": "Ambika", "middle_name": "", "last_name": "Anand", "name_suffix": "MD, MEHP", "institution": "Virginia Commonwealth University School of Medicine", "department": "Department of Emergency Medicine" }, { "first_name": "Grace", "middle_name": "", "last_name": "Hickam", "name_suffix": "MD, MEHP", "institution": "Virginia Commonwealth University School of Medicine", "department": "Department of Emergency Medicine" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Miller", "name_suffix": "DO", "institution": "Virginia Commonwealth University School of Medicine", "department": "Department of Emergency Medicine" } ], "date_submitted": "2024-10-10T20:54:45+02:00", "date_accepted": "2026-02-10T23:26:08.843732+01:00", "date_published": "2026-04-30T14:20:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52212/galley/49476/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52212/galley/49476/download/" } ] }, { "pk": 52329, "title": "Woman with a Blackened Tongue: A Case Report", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif; color: black;\">Primary adrenal</span><span style=\"font-family: Calibri, sans-serif;\"><span class=\"Apple-converted-space\"> </span>insufficiency is a rare disease characterized by deficient production of glucocorticoids with or without a deficiency of mineralocorticoids and adrenal androgens.<sup>1</sup><span class=\"Apple-converted-space\"> </span><span style=\"color: black;\">This disease can present as<span class=\"Apple-converted-space\"> </span>a range of symptoms provoking a visit to the emergency department (ED). In this case, we present a 40-year-old female who reported tongue and gingival discoloration, unintentional weight loss, and skin hyperpigmentation. The patient was evaluated by an endocrinologist in the ED, received a dose of steroids in the ED, and discharged home with a prescription for steroids. This case report illustrates the distinctive tongue discoloration seen in primary adrenal insufficiency, highlighting the need for early recognition in the emergency setting to enable prompt and appropriate management.</span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "endocrine" }, { "word": "Addison’s disease" }, { "word": "primary adrenal insufficiency" }, { "word": "black tongue" }, { "word": "Steroids" }, { "word": "skin hyperpigmentation" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2cf0w90j", "frozenauthors": [ { "first_name": "Kyrillos", "middle_name": "", "last_name": "Girgis", "name_suffix": "", "institution": "Loma Linda University", "department": "Department of Emergency Medicine" }, { "first_name": "Cory", "middle_name": "", "last_name": "Toomasian", "name_suffix": "MD", "institution": "Loma Linda University", "department": "Department of Emergency Medicine" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Young", "name_suffix": "MD", "institution": "Loma Linda University", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-06-13T01:20:14+02:00", "date_accepted": "2026-03-07T19:23:35.360732+01:00", "date_published": "2026-04-30T14:15:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52329/galley/49517/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52329/galley/49517/download/" } ] }, { "pk": 52321, "title": "A Novel Low-Cost Phantom for Ultrasound-Guided Fascia Iliaca Nerve Blocks", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Audience:<span class=\"Apple-converted-space\"> </span></span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">This phantom is designed to instruct emergency medicine residents in ultrasound-guided fascia iliaca (FI) nerve blocks but could also be used for medical students and attending physicians.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><em><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></em></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Introduction:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>Ultrasound-guided regional nerve blocks are increasingly used in the emergency department for pain management.<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif;\">The FI block, used for pain management in patients with hip fractures, have been shown to provide pain relief for up to eight hours with rare complications and to decrease need for parenteral pain medication.<sup>1,2</sup> <span class=\"Apple-converted-space\"> </span>It is considered best practice to train physicians in ultrasound-guided procedures such as FI blocks by using phantoms, which are objects designed to mimic human tissue and anatomy relevant to the specific ultrasound-guided procedure. Commercial trainers are available but are quite expensive with those designed to mimic femoral anatomy priced at or over $5,000 USD, and they still lack some of the anatomical landmarks useful in FI blocks.<sup>3,4</sup><span class=\"Apple-converted-space\"> </span>Several lower cost FI models have been described made from a variety of perishable items including gelatin, tofu, chicken, konnyaku jelly, pork and meat glue.<sup>5-10</sup>However, these models have the downside of limited uses due to the nature of perishable materials, and most are also lacking in block specific landmarks and durability.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Educational Objectives</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\">:<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif; color: black;\">By the end of the training session using the FI phantom and bedside ultrasound, learners should be able to: 1) discuss indications, contraindications, and complications of FI blocks; 2) identify anatomy relevant to performing an FI block on ultrasound; and 3) independently perform an FI block or demonstrate proper needle position for FI block on ultrasound of the phantom</span><span style=\"color: black;\">.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Educational Methods:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>This low-cost FI block phantom was developed using ballistics gel to create the fascia layers and muscles, bungee cord for nerve, and latex balloons for vessels. Ballistics gel was also used as the base medium for the phantom.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Research Methods:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>Participants completed a short electronic survey following the educational session using<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif; color: black;\">five-point Likert scale questions to evaluate the phantom based on ultrasound image quality, anatomical accuracy, and perceived durability. An additional question asked participants if they felt more confident performing an FI block after practicing on the phantom.</span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Results:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>Twenty-four emergency medicine residents completed the training session and the post-training survey.<span class=\"Apple-converted-space\"> </span></span><span style=\"font-family: Calibri, sans-serif; color: black;\">All learners were able to successfully demonstrate proper needle placement on ultrasound for the FI block. On a five-point Likert scale, ranging from 1 (very poor) to 5 (excellent), participants rated the phantom in durability, anatomical accuracy, and ultrasound image quality. Most participants agreed that the phantom was anatomically accurate (median 4) and durable (median 4). The phantom performed the best in the category of ultrasound image quality (median 5). Most participants agreed that practicing with the phantom increased their confidence in performing FI blocks (median 4). <span class=\"Apple-converted-space\"> </span>The phantom held up to 100 needle sticks with only mild degradation in image quality.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\"> </span></strong></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><strong><span style=\"font-family: Calibri, sans-serif; color: black;\">Discussion:</span></strong><span style=\"font-family: Calibri, sans-serif; color: black;\"><span class=\"Apple-converted-space\"> </span>The phantom presented here effectively taught EM residents proper needle placement for an FI block since all participants were able to demonstrate appropriate needle placement. The phantom was low cost, particularly compared to commercial trainers, and held up to a large number of needle sticks.<span class=\"Apple-converted-space\"> </span></span></p>\n<p class=\"MsoNormal\" style='margin: 0in; font-size: medium; font-family: \"Times New Roman\", serif; border: medium; color: rgb(0, 0, 0); font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify; vertical-align: baseline;'><span style=\"font-family: Calibri, sans-serif;\"> </span></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Nerve Blocks" }, { "word": "ultrasound phantom" }, { "word": "pain management" }, { "word": "Hip Fractures" }, { "word": "Point of Care Ultrasound" } ], "section": "Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5x26k868", "frozenauthors": [ { "first_name": "Heather", "middle_name": "A", "last_name": "Brown", "name_suffix": "MD, MPH", "institution": "Prisma Health Midlands", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Nolting", "name_suffix": "MD", "institution": "Prisma Health Richland", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-06-02T16:39:42+02:00", "date_accepted": "2026-03-31T23:39:07.958091+02:00", "date_published": "2026-04-30T14:05:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52321/galley/49478/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52321/galley/49478/download/" } ] }, { "pk": 52278, "title": "A Case Report on an Open Fracture Dislocation Injury of the Proximal Phalanx of the Thumb Resulting from Playing Cricket", "subtitle": null, "abstract": "<p class=\"Body\" style=\"margin: 0in; font-size: medium; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\">Open fractures represent high acuity injuries requiring rapid evaluation and management for optimal outcomes. In this report, we discuss a patient presenting with an open fracture of the proximal phalanx of the right thumb with interphalangeal (IP) joint dislocation. The patient reported that the injury occurred in the setting of trauma from catching a cricket ball, experiencing immediate severe pain and bleeding. Key interventions in the emergency department included rapid x-ray evaluation of the injury, administration of cefazolin and tetanus vaccine, pain control, covering the exposed bone in moist gauze, and involvement of the hand surgery team for bedside irrigation and reduction. He underwent open reduction and internal fixation of the fracture the next day. He was followed in the hand clinic and was doing well at the 12-week appointment. In summary, we report on an open fracture and dislocation of the proximal phalanx of the thumb secondary to a traumatic cricket injury. Early mobilization of the surgical team and adjunctive prophylaxis with cefazolin and updated tetanus were key measures in the emergency department for achieving optimal outcomes.</p>\n<p class=\"Body\" style=\"margin: 0in; font-size: medium; font-family: Calibri, sans-serif; color: black; border: medium; font-style: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; text-decoration-line: none; text-decoration-style: solid; text-align: justify;\"> </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Finger injury" }, { "word": "hand injury" }, { "word": "open fracture" }, { "word": "dislocation" }, { "word": "cricket" }, { "word": "sports injuries" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sp12417", "frozenauthors": [ { "first_name": "Michael", "middle_name": "R", "last_name": "Chiang", "name_suffix": "MD", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Morgan", "middle_name": "", "last_name": "Kemerling", "name_suffix": "MD", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" }, { "first_name": "Rahul", "middle_name": "", "last_name": "Pentaparthi", "name_suffix": "", "institution": "University of Texas Southwestern Medical Center", "department": "School of Medicine" }, { "first_name": "Avi", "middle_name": "", "last_name": "Ruderman", "name_suffix": "", "institution": "University of Texas Southwestern Medical Center", "department": "Department of Emergency Medicine" } ], "date_submitted": "2025-04-01T22:45:44+02:00", "date_accepted": "2026-03-07T21:20:20.836964+01:00", "date_published": "2026-04-30T14:03:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52278/galley/49516/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/52278/galley/49516/download/" } ] }, { "pk": 53121, "title": "Sorely Mistaken—Soft Palatal Myxedema in Decompensated Hypothyroidism Presenting as a Sore Throat: Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Oropharyngeal myxedema is a rare presenting symptom of decompensated hypothyroidism that can mimic more common causes of sore throat.</p>\n<p><strong>Case Report: </strong>We describe a case of an older woman who presented with throat pain and dysphagia, found to have soft palate edema on exam and imaging. Laboratory testing confirmed severe hypothyroidism, and her symptoms eventually resolved with thyroid hormone replacement therapy.</p>\n<p><strong>Conclusion</strong>: This case highlights a rare and under-recognized presentation of a common endocrine disorder. Consider myxedema from severe hypothyroidism in patients with subacute oropharyngeal pain and swelling. Without early recognition and treatment, the patient is at risk for two life-threatening conditions: airway compromise from soft palate myxedema and progression of hypothyroidism to myxedema coma.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "airway" }, { "word": "endocrinology" }, { "word": "myxedema" }, { "word": "thyroid." }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4v42s2gq", "frozenauthors": [ { "first_name": "Gabriella", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "University of Maryland School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "" }, { "first_name": "Bennett", "middle_name": "A", "last_name": "Myers", "name_suffix": "", "institution": "University of Maryland School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "" } ], "date_submitted": "2025-10-11T16:49:03.252000+02:00", "date_accepted": "2026-01-19T17:24:03.205000+01:00", "date_published": "2026-04-30T00:11:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/53121/galley/49566/download/" } ] }, { "pk": 52845, "title": "Electrocardiographic Changes Related to Targeted Temperature Management in Brugada Syndrome: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Brugada syndrome is an important differential diagnosis for unexplained sudden cardiac arrest, particularly in younger patients. The electrocardiographic (ECG) pattern characteristic of Brugada syndrome can be provoked by fever and may vary with changes in body temperature. Therefore, targeted temperature management following cardiac arrest may obscure the distinctive morphology, increasing the risk of misdiagnosis.</p>\n<p><strong>Case Report:</strong> We report the case of a 44-year-old man who experienced out-of-hospital cardiac arrest due to ventricular fibrillation following influenza B infection. Initial evaluation revealed transient ST-segment elevation in leads V1-V3, while coronary angiography and echocardiographic findings were normal. Although Brugada syndrome was suspected, the diagnosis was deferred because the ECG findings normalized during targeted temperature management at 36°Celsius. However, after completion of temperature management, the patient developed a high-grade fever, accompanied by the emergence of a characteristic coved-type Brugada ECG pattern. Subsequent genetic testing identified a sodium channel protein type 5 subunit alpha mutation return, confirming Brugada syndrome.</p>\n<p><strong>Conclusion</strong>: Brugada ECG morphology can be affected by core temperature, and repeat electrocardiography during febrile episodes may be informative</p>", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Brugada syndrome" }, { "word": "cardiac arrest" }, { "word": "target temperature management" }, { "word": "intensive care medicine" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1120q3v9", "frozenauthors": [ { "first_name": "Yuki", "middle_name": "", "last_name": "Kondo", "name_suffix": "", "institution": "Tokyo Bay Urayasu Ichikawa Medical Center, Department of Emergency and Critical Care Medicine, Urayasu, Chiba, Japan; Japan Community Health Care Organization Osaka Hospital, Department of Anesthesia and Critical Care Medicine, Fukushima-ku, Osaka, Japan", "department": "" }, { "first_name": "Atsuhito", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Tokyo Bay Urayasu Ichikawa Medical Center, Department of Emergency and Critical Care Medicine, Urayasu, Chiba, Japan", "department": "" }, { "first_name": "Tomoya", "middle_name": "", "last_name": "Okazaki", "name_suffix": "", "institution": "Tokyo Bay Urayasu Ichikawa Medical Center, Department of Emergency and Critical Care Medicine, Urayasu, Chiba, Japan; Chibanishi General Hospital, Intensive Care Unit, Matsudo, Chiba, Japan", "department": "" } ], "date_submitted": "2025-09-15T16:29:30.519000+02:00", "date_accepted": "2026-01-13T18:51:39.132000+01:00", "date_published": "2026-04-30T00:06:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/52845/galley/49565/download/" } ] }, { "pk": 53021, "title": "It’s A Pain in The Neck: Case Report of Bedside Diagnosis of Unilateral Neck Swelling", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Lemierre syndrome is a rare but potentially severe thrombophlebitis of the internal jugular vein. It most often presents after oropharyngeal infection, likely stemming from anaerobic bacteria, commonly <em>Fusobacterium necrophorum</em>. The potential severity of this condition underscores the importance of early and accurate diagnosis. The gold standard diagnosis relies on computed tomography and blood cultures; however, point-of-care ultrasound offers a rapid and cost-effective tool.</p>\n<p><strong>Case Report: </strong>A 58-year-old woman with chronic obstructive pulmonary disease, migraines, and recent dental extractions presented with two days of worsening right-sided neck pain and swelling. She denied fever, chills, or recent upper respiratory symptoms. Examination revealed a tender anterior neck mass without airway compromise. Point-of-care ultrasound demonstrated a 1.22 x 1.80 centimeters hyperechoic intraluminal mass within the right internal jugular vein with surrounding cobblestone edema; the external jugular vein and carotid artery were normal. Computed tomography imaging confirmed the diagnosis. Laboratory studies were unremarkable. Blood cultures were obtained, and empiric intravenous beta lactamase-resistant antibiotics was initiated. Anticoagulation was considered but not started.</p>\n<p><strong>Conclusion</strong>: A delayed diagnosis of Lemierre syndrome is common, as its early presentations are commonly nonspecific. The classic triad is a recent oropharyngeal infection, internal jugular vein thrombosis, and septic emboli. The importance of early diagnosis and treatment cannot be overstated, as it improves outcomes while reducing costs and radiation exposure for the patient. Point-of-care ultrasound is a valuable first-line imaging modality for Lemierre syndrome. Its use in patients with symptoms such as unexplained neck swelling and tenderness can facilitate timely diagnosis and treatment, thereby averting serious adverse outcomes.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Lemierre’s Syndrome" }, { "word": "internal jugular clot" }, { "word": "point-of-care ultrasound" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99b4z9x7", "frozenauthors": [ { "first_name": "Maxx", "middle_name": "F", "last_name": "Hotton", "name_suffix": "", "institution": "Lehigh Valley Health Network, Department of Emergency and Hospital Medicine, Allentown, Pennsylvania", "department": "" }, { "first_name": "Kevin", "middle_name": "R", "last_name": "Roth", "name_suffix": "", "institution": "Lehigh Valley Health Network / USF Morsani College of Medicine, Department of Emergency and Hospital Medicine, Division of Point of Care Ultrasound, Allentown, Pennsylvania", "department": "" }, { "first_name": "Kristine", "middle_name": "L", "last_name": "Schultz", "name_suffix": "", "institution": "Lehigh Valley Health Network / USF Morsani College of Medicine, Department of Emergency and Hospital Medicine, Division of Point of Care Ultrasound, Allentown, Pennsylvania", "department": "" } ], "date_submitted": "2025-10-08T21:39:08.660000+02:00", "date_accepted": "2026-01-13T18:55:36.537000+01:00", "date_published": "2026-04-30T00:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/53021/galley/49564/download/" } ] }, { "pk": 49035, "title": "Non-traumatic First Rib Fracture in a Young Weightlifter Resulting in Winged Scapula: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Shoulder pain is a common emergency department (ED) presentation. Scapular winging is a rare condition often associated with long thoracic nerve injury. This case report describes an even rarer case of dorsal scapular nerve injury caused by a nontraumatic first rib fracture in a young weightlifter, an injury mechanism not previously reported in the literature.</p>\n<p><strong>Case Report: </strong>A 17-year-old male presented to the ED with left shoulder pain following weightlifting. Physical examination demonstrated scapular winging, and a clinical diagnosis of dorsal scapular neuropraxia was made. Imaging revealed a nontraumatic first rib fracture. The patient was treated conservatively with nonsteroidal anti-inflammatory drugs and rest, resulting in complete resolution of symptoms within two weeks at clinic follow-up.</p>\n<p><strong>Conclusion</strong>: To our knowledge, this is the first case in the emergency medicine literature of a nontraumatic rib fracture with associated dorsal scapular nerve injury and scapular winging. This case highlights the importance of thorough visual inspection and movement assessment by emergency physicians in patients presenting with shoulder pain, as key findings such as scapular asymmetry and neurologic injuries may otherwise be missed. Recognizing rare injuries like nontraumatic first rib fractures with associated neurologic deficits is critical for timely diagnosis and management, which can lead to excellent outcomes.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "shoulder pain" }, { "word": "Scapular winging" }, { "word": "Dorsal scapular nerve" }, { "word": "First rib fracture" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w7697n7", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Remy", "name_suffix": "", "institution": "Atrium Health Wake Forest Baptist, Department of Emergency Medicine, Winston-Salem, North Carolina", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Prendergast", "name_suffix": "", "institution": "Atrium Health Wake Forest Baptist, Department of Emergency Medicine, Winston-Salem, North Carolina", "department": "" } ], "date_submitted": "2025-07-17T17:21:24.394000+02:00", "date_accepted": "2025-12-06T17:05:24.187000+01:00", "date_published": "2026-04-29T23:51:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/49035/galley/49563/download/" } ] }, { "pk": 53014, "title": "An Unusual Case of Spontaneous Pneumothorax Presenting as Right Lower Quadrant Pain: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Primary spontaneous pneumothorax generally presents with symptoms of chest pain and shortness of breath. Progression to a tension pneumothorax results in a medical emergency. Rare presentations with abdominal pain are possible and must be considered to expedite appropriate treatment of pneumothorax.</p>\n<p><strong>Case Report: </strong>We report a case of a 21-year-old male with primary spontaneous pneumothorax who initially presented to the emergency department with right lower quadrant abdominal pain. History and physical exam were suggestive of acute appendicitis. A large right pneumothorax was incidentally found on computed tomography.</p>\n<p><strong>Conclusion</strong>: This case highlights unusual presentations of pneumothorax. Emergency physicians should consider atypical presentations of chest pathology such as pneumothorax in patients presenting with symptoms consistent with an acute abdomen.</p>", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Pneumothorax" }, { "word": "appendicitis" }, { "word": "thoracic surgery" }, { "word": "case report" }, { "word": "Emergency medicine" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13x391fq", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Crowe", "name_suffix": "", "institution": "St. Luke’s Hospital, Department of Emergency Medicine, Bethlehem, Pennsylvania", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Cheatle", "name_suffix": "", "institution": "St. Luke’s Hospital, Department of Emergency Medicine, Bethlehem, Pennsylvania", "department": "" } ], "date_submitted": "2025-10-03T00:23:22.499000+02:00", "date_accepted": "2026-01-09T21:28:40.468000+01:00", "date_published": "2026-04-29T23:47:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/53014/galley/49562/download/" } ] }, { "pk": 64704, "title": "Nitrogen budgeting made easy for annual summer crops with a new online calculator", "subtitle": null, "abstract": "<p>The need for fertilizer nitrogen (N) highly depends on site-specific factors. In addition to fertilizers, residual soil nitrate, nitrate in the irrigation water and N mineralized from soil, organic matter can provide significant amounts of crop-available N. The need for fertilizer N can be more accurately determined by having estimations of N contribution from these sources. In this paper we discuss the factors affecting the amount of N available to summer annual crops from these sources. We introduce an online tool that calculates the amount of fertilizer N required to meet average yields expected at the field scale based on user supplied site-specific input.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "nitrogen budgeting" }, { "word": "nitrogen credits" }, { "word": "online tool" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63n9c0tw", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Geisseler", "name_suffix": "", "institution": "UC Davis", "department": "Department of Land, Air and Water Resources" }, { "first_name": "Suzette", "middle_name": "", "last_name": "Turner Santiago", "name_suffix": "", "institution": "UC Davis", "department": "Department of Land, Air and Water Resources" }, { "first_name": "Rob", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "UC ANR Intermountain Research and Extension Center", "department": "" }, { "first_name": "Konrad", "middle_name": "", "last_name": "Mathesius", "name_suffix": "", "institution": "UC Cooperative Extension Solano and Sacramento counties", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Light", "name_suffix": "", "institution": "UC Cooperative Extension Sutter, Yuba and Colusa counties", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Leinfelder-Miles", "name_suffix": "", "institution": "UC Cooperative Extension San Joaquin County", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Clark", "name_suffix": "", "institution": "UC Cooperative Extension Kings, Tulare and Fresno counties", "department": "" }, { "first_name": "Sanjai", "middle_name": "", "last_name": "Parikh", "name_suffix": "", "institution": "UC Davis", "department": "Department of Land, Air and Water Resources" } ], "date_submitted": "2026-04-27T23:40:30.635003+02:00", "date_accepted": null, "date_published": "2026-04-28T09:01:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/californiaagriculture/article/64704/galley/49600/download/" } ] }, { "pk": 64672, "title": "Clinical Practice and Cases in Emergency Medicine Volume 10 Issue 2", "subtitle": null, "abstract": "<p>n/a</p>", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "CPC-EM Full-Text Issue", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1607g892", "frozenauthors": [ { "first_name": "Clinical Practice and Cases in Emergency Medicine", "middle_name": "", "last_name": "CPC-EM", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2026-04-25T06:12:10.365091+02:00", "date_accepted": "2026-04-25T06:14:26.269014+02:00", "date_published": "2026-04-25T06:15:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/64672/galley/49487/download/" } ] }, { "pk": 49024, "title": "The NOLC Model: A Framework for Inclusive and Sustainable Language Instruction", "subtitle": null, "abstract": "<p>This study examines the Non-Level Concept (NOLC), an instructional model that integrates learners of differing proficiencies into a single, content-based classroom. Originally developed in a study abroad context, NOLC offers an alternative to traditional, proficiency-sequenced curricula by emphasizing collaborative learning, differentiated expectations, and inclusive participation. In response to institutional enrollment challenges and equity goals, this study explores the adaptation of NOLC within a small, under-enrolled Italian program at a North American liberal arts university.</p>\n<p><br>Using a mixed-methods approach—including classroom observations, student questionnaires, self-assessments, and interviews—this research investigates how the NOLC model was implemented in a thematically-organized intermediate-advanced course and how students perceived their own success and self-efficacy within this framework. Instruction emphasized real-world content and differentiated tasks to support all learners’ engagement and contribution.</p>\n<p><br>Findings indicate that NOLC is both structurally and pedagogically feasible in a domestic university setting. Students across proficiency levels reported gains in content knowledge, increased confidence, and a stronger sense of belonging. Peer collaboration, instructor guidance, and differentiated support emerged as key factors in promoting learner agency and affective growth.</p>\n<p><br>This study offers practical evidence that the NOLC model can foster inclusive language learning while also supporting curricular sustainability in small or at-risk programs. The findings suggest that integrating learners into mixed-level content courses, when supported by intentional design and equitable expectations, provides a viable, flexible approach to rethinking language instruction in higher education.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/09f766w0", "frozenauthors": [ { "first_name": "Daryl", "middle_name": "M", "last_name": "Rodgers", "name_suffix": "", "institution": "Susquehanna University", "department": "" } ], "date_submitted": "2025-07-16T22:17:45.183000+02:00", "date_accepted": "2026-04-07T20:10:07.511186+02:00", "date_published": "2026-04-24T00:15:00+02:00", "render_galley": { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/49024/galley/49473/download/" }, "galleys": [ { "label": "Galley v1", "type": "other", "path": "https://journalpub.escholarship.org/l2/article/49024/galley/49465/download/" }, { "label": "Final Galley", "type": "pdf", "path": "https://journalpub.escholarship.org/l2/article/49024/galley/49473/download/" } ] }, { "pk": 51542, "title": "Ventricular Tachycardia Following Kratom Ingestion Requiring Extracorporeal Membrane Oxygenation in a Young Woman: Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Kratom (<em>Mitragyna speciosa</em>) is an unregulated herbal supplement increasingly associated with severe toxicity. Concentrated liquid formulations pose risks, with emerging reports of seizures, hepatotoxicity, and arrhythmias.<br><br><strong>Case Report:</strong>A previously healthy 24-year-old woman ingested a highly concentrated kratom extract and developed seizure-like activity followed by pulseless monomorphic ventricular tachycardia. She underwent approximately 45 minutes of resuscitation, including multiple defibrillations, dual-sequential shocks, amiodarone, lidocaine, magnesium, calcium, sodium bicarbonate, potassium repletion, epinephrine, and esmolol. Persistent instability prompted consultation with cardiology and cardiothoracic surgery, and she was cannulated for venoarterial extracorporeal membrane oxygenation (ECMO) in the emergency department. Lab studies showed profound hypokalemia, acidosis, and elevated lactate. Urine toxicology confirmed mitragynine. She stabilized on ECMO, was decannulated on hospital day two, extubated on day three, and discharged home neurologically intact on day seven.</p>\n<p><strong>Conclusion</strong>: Concentrated kratom extracts can precipitate life-threatening ventricular arrhythmias in previously healthy individuals. Emergency physicians should consider kratom in unexplained cardiac arrests and recognize the role of advanced support, including ECMO, in refractory toxicologic arrests.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "kratom" }, { "word": "ventricular tachycardia" }, { "word": "ECMO" }, { "word": "cardiac arrest" }, { "word": "toxicology" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r43b2xz", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Mclin-Evans", "name_suffix": "", "institution": "University of Mississippi Medical Center, Department of Emergency Medicine, Jackson, Mississippi", "department": "" }, { "first_name": "Jennerfer", "middle_name": "", "last_name": "Tiscareno", "name_suffix": "", "institution": "University of Mississippi Medical Center, Department of Emergency Medicine, Jackson, Mississippi", "department": "" }, { "first_name": "Laura Lee", "middle_name": "", "last_name": "Beneke", "name_suffix": "", "institution": "University of Mississippi Medical Center, Department of Emergency Medicine, Jackson, Mississippi", "department": "" } ], "date_submitted": "2025-09-11T21:11:42.743000+02:00", "date_accepted": "2026-01-13T19:03:57.104000+01:00", "date_published": "2026-04-23T09:19:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/51542/galley/49471/download/" } ] }, { "pk": 52931, "title": "Fatal Gastric Perforation Caused by Undiagnosed Trichobezoar in an Adolescent: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Trichobezoar is a rare gastrointestinal condition typically caused by ingestion of hair, which most often affects adolescent females. Its clinical presentation is frequently nonspecific, with symptoms such as abdominal pain, constipation, or early satiety, which can delay recognition until severe complications such as obstruction or perforation develop.</p>\n<p><strong>Case Report: </strong>We present the case of a 14-year-old girl who developed a massive trichobezoar resulting in gastric perforation and death. She had a three-month history of intermittent constipation and multiple healthcare visits without definitive diagnosis. On arrival to the emergency department, she was in cardiopulmonary arrest. Computed tomography revealed a large intragastric mass with associated pneumoperitoneum. Emergency laparotomy confirmed a trichobezoar with gastric perforation and diffuse peritonitis. Despite prompt surgical and resuscitative intervention, the patient could not be revived.</p>\n<p><strong>Conclusion</strong>: This case underscores the importance for emergency physicians to maintain clinical vigilance when adolescents present with persistent, unexplained gastrointestinal symptoms. Trichobezoar should be considered in the differential diagnosis, even in the absence of psychiatric history. A low threshold for advanced imaging is warranted, as early recognition and intervention may prevent fatal complications such as gastric perforation and septic shock.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "trichobezoar" }, { "word": "gastric perforation" }, { "word": "cardiac arrest" }, { "word": "adolescent" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z69k3w1", "frozenauthors": [ { "first_name": "Mert", "middle_name": "", "last_name": "Gültekin", "name_suffix": "", "institution": "Şanlıurfa Training and Research Hospital, Department of Emergency Medicine, Şanlıurfa, Türkiye", "department": "" }, { "first_name": "Ayça", "middle_name": "", "last_name": "Erinmez", "name_suffix": "", "institution": "Gaziantep University Faculty of Medicine, Department of Pediatric Surgery, Gaziantep, Türkiye", "department": "" }, { "first_name": "Yunus Emre", "middle_name": "", "last_name": "Karpuz", "name_suffix": "", "institution": "Gaziantep University Faculty of Medicine, Department of Emergency Medicine, Gaziantep, Türkiye", "department": "" } ], "date_submitted": "2025-09-23T00:09:16.978000+02:00", "date_accepted": "2025-12-19T19:39:38.221000+01:00", "date_published": "2026-04-23T09:03:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/52931/galley/49469/download/" } ] }, { "pk": 50676, "title": "Myocardial Infarction in a 19-year-old with a History of Kawasaki Disease: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Kawasaki disease is a vasculitis most commonly affecting children under five years of age but can also occur in older children and adults. When not sufficiently treated, Kawasaki disease can lead to cardiac complications such as myocarditis and coronary artery aneurysms, with aneurysms being the most serious long-term complication as it poses a risk for acute coronary syndrome.</p>\n<p><strong>Case Report: </strong>A 19-year-old with remote history of Kawasaki disease presented to the emergency department with chest pain, diaphoresis, and emesis after being struck in the chest by another player during a basketball game. Despite his young age and reported mild musculoskeletal trauma, an electrocardiogram and troponin were ordered. Electrocardiogram findings were concerning for ischemia, and troponin was elevated, confirming myocardial infarction and prompting a cardiology consult. Urgent percutaneous coronary intervention of the occluded aneurysm with balloon angioplasty resulted in significantly improved distal blood flow.</p>\n<p><strong>Conclusions</strong>: Kawasaki disease is widely recognized as a cause of cardiac complications in childhood, but the risk does not end there. Adults with a history of childhood Kawasaki disease remain at risk for complications of coronary artery aneurysm, even when they received appropriate medical treatment. Thrombosis or dissection of a coronary artery aneurysm can lead to acute coronary syndrome in otherwise healthy individuals. Therefore, emergency physicians must maintain a high level of suspicion for cardiac complications in both children and adults with a history of Kawasaki disease. In this case, prompt diagnosis and intervention were essential to achieving the best possible outcome.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Kawasaki Disease" }, { "word": "Coronary Artery Aneurysm" }, { "word": "acute coronary syndrome" }, { "word": "electrocardiogram" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g2110tf", "frozenauthors": [ { "first_name": "Chad", "middle_name": "", "last_name": "Sethman", "name_suffix": "", "institution": "West Virginia University, Department of Microbiology, Immunology and Cell Biology, Morgantown, West Virginia", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Sethman", "name_suffix": "", "institution": "West Virginia University, Department of Emergency Medicine, Morgantown, West Virginia", "department": "" }, { "first_name": "Bradley", "middle_name": "", "last_name": "End", "name_suffix": "", "institution": "West Virginia University, Department of Emergency Medicine, Department of Medical Education, Morgantown, West Virginia", "department": "" } ], "date_submitted": "2025-08-16T20:48:22.968000+02:00", "date_accepted": "2025-11-11T17:11:42.414000+01:00", "date_published": "2026-04-23T08:57:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/50676/galley/49468/download/" } ] }, { "pk": 48848, "title": "Bucket Handle Injury in Blunt Abdominal Trauma", "subtitle": null, "abstract": "<p><strong>Case Presentation: </strong>A 52-year-old man involved in a high-speed car crash presented with hypotension, abdominal and back pain, and seatbelt bruising. Imaging revealed a mesenteric bucket-handle injury with active bleeding. He received resuscitation and was taken emergently to the operating room for a sigmoid colectomy with primary anastomosis.</p>\n<p><strong>Discussion</strong>: In patients with blunt abdominal trauma, 1-6% are diagnosed with mesenteric or hollow visceral injuries; the bucket handle injury is a subtype of these injuries. These injuries often present subtly and may be missed on initial evaluation, particularly when the extended focused assessment with sonography for trauma is negative. Unexplained hemodynamic instability should prompt further investigation, as delayed diagnosis can lead to bowel ischemia or infarction. Early recognition and surgical intervention are critical to reducing morbidity and mortality in these patients.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Bucket Handle Injury" }, { "word": "Blunt abdominal trauma" }, { "word": "case report" } ], "section": "Images in Emergency Medicine", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bg1t7pq", "frozenauthors": [ { "first_name": "Bhargavesh", "middle_name": "", "last_name": "Gottam", "name_suffix": "", "institution": "University of California, Irvine, Department of Emergency Medicine, Irvine, California", "department": "" }, { "first_name": "Christopher", "middle_name": "Eric", "last_name": "McCoy", "name_suffix": "", "institution": "University of California, Irvine, Department of Emergency Medicine, Irvine, California", "department": "" } ], "date_submitted": "2025-06-30T19:41:03.217000+02:00", "date_accepted": "2025-11-24T19:50:47.925000+01:00", "date_published": "2026-04-23T08:53:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/48848/galley/49467/download/" } ] }, { "pk": 50746, "title": "Preoperative Diagnosis of Amyand Hernia in the Emergency Department with Point-of-care Ultrasound: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Amyand hernia is a rare condition in which the appendix is found within an inguinal hernia sac, often mimicking incarcerated or strangulated hernias. Diagnosis is typically made intraoperatively, but increasing use of point-of-care ultrasound (POCUS) is enhancing preoperative recognition.</p>\n<p><strong>Case Report: </strong>A 46-year-old male presented with a chronic, partially reducible inguinal hernia. Point-of-care ultrasound revealed a bowel-containing hernia with fluid. Computed tomography confirmed an inflamed appendix within the sac. Laparoscopic appendectomy and open hernia repair were performed without complications.</p>", "language": null, "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Amyand hernia" }, { "word": "inguinal hernia" }, { "word": "point-of-care ultrasound" }, { "word": "appendicitis" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qn446rw", "frozenauthors": [ { "first_name": "Neil", "middle_name": "", "last_name": "Wallace", "name_suffix": "", "institution": "University of Arizona, Department of Emergency Medicine, Tucson, Arizona", "department": "" }, { "first_name": "Aila", "middle_name": "Suga", "last_name": "Hauger", "name_suffix": "", "institution": "University of Arizona College of Medicine - Tucson, Tucson, Arizona", "department": "" } ], "date_submitted": "2025-08-25T08:20:31.570000+02:00", "date_accepted": "2025-12-10T01:04:05.341000+01:00", "date_published": "2026-04-23T08:49:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/50746/galley/49466/download/" } ] }, { "pk": 42182, "title": "INvolving Students In DEsigning Research (INSIDER): Delivering hands-on research seminars to empower undergraduate students to pursue research earlier in their university career", "subtitle": null, "abstract": "<p>Anthropology often lacks sufficient research opportunities for undergraduates. In this manuscript, we describe the development, delivery, and pilot assessment of INvolving Students In DEsigning Research (INSIDER), a seminar-style course designed to provide undergraduates with research experience. The first INSIDER seminar was team-taught by three anthropology graduate instructors, mentored by a faculty member, and taught research skills through the lens of their research in sociocultural, psychological/medical, and biological anthropology. The course focused on hands-on skill development, small-group work with mentorship, and demystifying the research process. INSIDER improved students’ research self-efficacy and provided concrete skills to support them in pursuing research earlier in their undergraduate careers than is typically the case. Graduate instructors gained valuable experience in research translation, acting as a course instructor, and communicating difficult concepts. Graduate instructors are key to INSIDER’s success, as they are positioned closer to the undergraduate experience than faculty are, meaning they serve as important aspirational figures for undergraduate students. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Research self-efficacy" }, { "word": "Hands-on research" }, { "word": "Methods" }, { "word": "Graduate instructors" } ], "section": "Articles", "is_remote": false, "remote_url": null, "frozenauthors": [ { "first_name": "Melina", "middle_name": "", "last_name": "Economou", "name_suffix": "", "institution": "University of California San Diego", "department": "None" }, { "first_name": "Ramsey", "middle_name": "", "last_name": "Ismail", "name_suffix": "", "institution": "University of California San Diego", "department": "None" }, { "first_name": "Sofia", "middle_name": "", "last_name": "Lana", "name_suffix": "", "institution": "University of California San Diego", "department": "None" }, { "first_name": "Erilynn", "middle_name": "", "last_name": "Heinrichsen", "name_suffix": "", "institution": "University of California San Diego", "department": "None" }, { "first_name": "Paul", "middle_name": "", "last_name": "Hadjipieris", "name_suffix": "", "institution": "University of California San Diego", "department": "None" }, { "first_name": "Bonnie", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": "2023-04-24T06:56:19+02:00", "date_accepted": "2025-11-12T10:26:37.496000+01:00", "date_published": "2026-04-23T04:36:00+02:00", "render_galley": { "label": "Economou and Ismail et al., INvolving Students In DEsigning Research (INSIDER): Delivering Hands-On Research Seminars to Empower Undergraduate Students to Pursue Research Earlier in their University Career", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42182/galley/49463/download/" }, "galleys": [ { "label": "Economou and Ismail et al., INvolving Students In DEsigning Research (INSIDER): Delivering Hands-On Research Seminars to Empower Undergraduate Students to Pursue Research Earlier in their University Career", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42182/galley/49463/download/" } ] }, { "pk": 42213, "title": "Strategies to Enhance Student Reading and Participation using Course Preparation Assignments: Research and Recommendations", "subtitle": null, "abstract": "<p>The purpose of this study is to understand the impact of Course Preparation Assignments (CPAs), informal writing assignments that ask students to respond to the reading, on the student learning experience in an Introduction to Cultural Anthropology course. In this study, I measure 1) students’ engagement with critical reading strategies; 2) students’ demonstration of critical thinking around core concepts in cultural anthropology; and 3) students’ participation in the course. The study uses both qualitative and quantitative data collected from 2019–2021 in pre-COVID in-person courses and during-COVID online and in-person courses. I evaluate these learning outcomes based on a survey as well as comments from students’ course evaluations. Using the pedagogical frameworks of critical reading and ungrading, I make an argument for using CPAs or similar assignments to encourage students to engage with assigned materials, read critically, and quite possibly, learn.</p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [ { "word": "Critical Reading" }, { "word": "Experiential Learning" }, { "word": "Transformative Learning" }, { "word": "Course Preparation Assignments" }, { "word": "Cultural Anthropology" } ], "section": "Articles", "is_remote": false, "remote_url": null, "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Green", "name_suffix": "", "institution": "Other", "department": "" } ], "date_submitted": "2024-07-26T02:31:17+02:00", "date_accepted": "2025-10-11T01:20:44.196000+02:00", "date_published": "2026-04-23T03:33:00+02:00", "render_galley": { "label": "Green, Strategies to Enhance Student Reading and Participation using Course Preparation Assignments", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42213/galley/49462/download/" }, "galleys": [ { "label": "Green, Strategies to Enhance Student Reading and Participation using Course Preparation Assignments", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42213/galley/49462/download/" } ] }, { "pk": 52911, "title": "Paradoxical Coronary Embolism as a Cause of Recurrent Myocardial Infarction: A Case Report", "subtitle": null, "abstract": "<p><strong>Introduction</strong>: Paradoxical coronary embolism is a rare cause of myocardial infarction.</p>\n<p><strong>Case Report: </strong>A 57-year-old man presented with acute chest pain after a recent non-ST elevation myocardial infarction, during which a patent foramen ovale was identified. On readmission, the electrocardiogram showed an inferior ST-elevation myocardial infarction, and angiography revealed a distal thrombotic occlusion in otherwise normal coronary arteries. No venous thromboembolism was found, but thrombophilia testing revealed heterozygous factor V Leiden. He was managed conservatively and underwent successful patent foramen ovale closure.</p>\n<p><strong>Conclusion</strong>: This case highlights paradoxical embolism as a diagnostic consideration in acute myocardial infarction without coronary artery disease.</p>\n<p class=\"MsoNormal\" style=\"line-height: 200%;\"><!--EndFragment--></p>\n<p><!--EndFragment--></p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Paradoxical Embolism" }, { "word": "coronary embolism" }, { "word": "myocardial infarction" }, { "word": "patent foramen ovale" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51n9m25c", "frozenauthors": [ { "first_name": "Dago", "middle_name": "", "last_name": "Berckmans", "name_suffix": "", "institution": "AZ Sint-Maarten, Department of Emergency Medicine, Mechelen, Belgium", "department": "" } ], "date_submitted": "2025-09-19T01:29:01.834000+02:00", "date_accepted": "2025-12-30T13:02:05.818000+01:00", "date_published": "2026-04-22T20:45:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/52911/galley/49470/download/" } ] }, { "pk": 48813, "title": "HIV and Syphilis Testing Among Patients Tested for Gonorrhea and Chlamydia in Emergency Departments", "subtitle": null, "abstract": "<p><strong>Introduction:</strong> Sexually transmitted infections (STIs), including HIV and syphilis, are increasing. In 2023, there were over 2.4 million reported cases of chlamydia, gonorrhea, and syphilis in the United States, a 32.5% increase from 2014. Emergency departments (EDs) are vital touchpoints for STI testing, yet HIV and syphilis testing among patients undergoing Neisseria gonorrhoeae (NG) and Chlamydia trachomatis (CT) testing is suboptimal. We aimed to determine testing frequency and to identify factors associated with HIV and syphilis co-testing among ED patients undergoing NG/CT testing.<br> <br><strong>Methods:</strong> We conducted a retrospective observational study of all patients tested for NG/CT from 2021–2024 at two Los Angeles EDs. Covariates including sociodemographic and behavioral data were extracted from the medical record. The primary outcome was complete STI testing, defined as both HIV and syphilis testing during or up to six months prior to an ED encounter with NG/CT testing. Multivariable logistic regression was used to evaluate factors associated with complete STI testing. </p>\n<p><strong>Results:</strong> Of 3,940 patients, 459 (11.7%) received complete STI testing. Among patients receiving complete STI testing, 176 (38.3%) were female, 282 (61.4%) were male, 96 (20.9%) were Hispanic, 98 (21.4%) were non-Hispanic Black, 195 (42.5%) were non-Hispanic White, 220 (47.9%) had Medicare insurance, 132 (28.8%) had private insurance, 225 (49.0%) were experiencing homelessness, 14 (3.1%) identified as bisexual, and 90 (19.6%) identified as heterosexual. In multivariable analysis, patients who were bisexual (adjusted odds ratio [aOR] 2.51; 95% CI, 1.32-4.80; P = .005); had Medicare insurance (aOR 1.89; 1.20-2.98; P = .006); or were experiencing homelessness (aOR 5.21; 4.00-6.78; P < .001) had higher odds of complete STI testing. Patients who were Hispanic (aOR 0.69; 0.52-0.92; P = .01); non-Hispanic Black (aOR 0.75 ; 0.56-1.00, P = .05); or female (aOR 0.68; 0.54-0.85; P = .001) had lower odds. Of 261 patients with multiple ED encounters, 217 (83.1%) never received complete testing.<br> <br><strong>Conclusion:</strong> Complete HIV and syphilis testing among ED patients tested for N. gonorrhoeae and C. trachomatis was low, even among patients with multiple ED encounters. Lower testing among Hispanic and non-Hispanic Black patients may exacerbate existing disparities in STIs. Implementation research is needed to improve the integration of STI testing in EDs. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Sexually Transmitted Diseases" }, { "word": "Human immunodeficiency virus" }, { "word": "Syphilis" }, { "word": "screening" } ], "section": "Endemic Infections", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ww3j7kr", "frozenauthors": [ { "first_name": "Kyla", "middle_name": "", "last_name": "Sherwood", "name_suffix": "", "institution": "University of California, Los Angeles, Division of Preventive Medicine, Department of Medicine, Los Angeles, California", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Cedars Sinai Medical Center, Division of Cardiology, Department of Medicine, Los Angeles, California", "department": "" }, { "first_name": "Hollie", "middle_name": "", "last_name": "David", "name_suffix": "", "institution": "University of California, Los Angeles, Division of Infectious Diseases, Departmentof Medicine, Los Angeles, California", "department": "" }, { "first_name": "Annette", "middle_name": "", "last_name": "Dekker", "name_suffix": "", "institution": "University of California, Los Angeles, Department of Emergency Medicine, Los Angeles, California", "department": "" }, { "first_name": "Omai", "middle_name": "", "last_name": "Garner", "name_suffix": "", "institution": "UCLA Medical Center, Department of Pathology and Laboratory Medicine, UCLA Medical Center, Los Angeles, California", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Samuels", "name_suffix": "", "institution": "University of California, Los Angeles, Department of Emergency Medicine, Los Angeles, California", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Adamson", "name_suffix": "", "institution": "University of California, Los Angeles, Division of Infectious Diseases, Departmentof Medicine, Los Angeles, California", "department": "" } ], "date_submitted": "2025-07-22T21:05:03.082000+02:00", "date_accepted": "2026-02-21T19:45:51.301459+01:00", "date_published": "2026-04-21T19:14:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/48813/galley/50439/download/" } ] }, { "pk": 56977, "title": "Book Review - <em>The Ethics of the Climate Crisis</em> by Robin Attfield", "subtitle": null, "abstract": "<p>The <em>Ethics of the Climate Crisis</em> by Robin Attfield aims to present moral principles related to the current climate crisis, intended to motivate individuals, companies, non-governmental organizations, and governments at all levels to take “climate action” as an ethical obligation. </p>\n<p>ISBN: 978-1-509-55909-1</p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "climate crisis" }, { "word": "book review" } ], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gb379v4", "frozenauthors": [ { "first_name": "Joselito", "middle_name": "L.", "last_name": "Silveira", "name_suffix": "", "institution": "Other", "department": "", "country": "Brazil" } ], "date_submitted": "2025-11-29T20:34:57.317000+01:00", "date_accepted": "2026-03-04T02:50:23.099631+01:00", "date_published": "2026-04-21T16:24:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/56977/galley/49458/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/56977/galley/49458/download/" } ] }, { "pk": 47254, "title": "Emerging Plastic Pollution Threats to Ecosystem Sustainability: A Systematic Review", "subtitle": null, "abstract": "<p>This systematic review examines emerging threats of plastic pollution to ecosystem sustainability based on research published between 2021 and 2024. A comprehensive analysis of peer-reviewed literature named seven studies (n = 7), of which five (n = 5) met the inclusion criteria. The analysis revealed three distinct categories of ecosystem impacts: terrestrial (microplastic soil contamination), aquatic (marine and freshwater systems), and novel threats associated with global events, such as the COVID-19 pandemic. The highest-quality studies (n = 3) focused on terrestrial microplastic pollution, impacts on seagrass meadows, and freshwater macroplastic contamination. Other supporting studies provided insights into lifecycle impacts and pandemic-related pollution patterns. Overall, this review synthesizes evidence across multiple ecosystem types, highlighting the interconnected nature of emerging plastic pollution threats.</p>\n<p> </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "emerging impacts" }, { "word": "environmental threats" }, { "word": "ecosystem sustainability" }, { "word": "Plastic pollution" }, { "word": "systematic review" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95h7n6xd", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "", "last_name": "Lobo", "name_suffix": "", "institution": "Independent Researcher", "department": "" } ], "date_submitted": "2025-04-16T20:51:16.148000+02:00", "date_accepted": "2026-03-28T00:56:41.268832+01:00", "date_published": "2026-04-21T15:55:00+02:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/47254/galley/49457/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/47254/galley/49457/download/" } ] }, { "pk": 53165, "title": "Amplitude Increases of Vocalizations are Associated with Body Accelerations in Siamang (Symphalangus syndactylus)", "subtitle": null, "abstract": "<p>Siamangs (Symphalangus syndactylus), one of the few singing apes, vocalize loudly, often while they move. We hypothesize that movement and vocalization coordinate, possibly due to vigorous thorax-loading movements such as brachiation affecting vocal-respiratory dynamics. To assess this vocal-motor coordination we recorded more than a hundred stereotypical vocalizations combined with movement from two captive Siamang (isolated from 7 hours of singing). We observed that stereotypical calls coincided with a movement display and were performed by juvenile individuals during solo singing (which allowed for isolation of the calls). Investigating these vocal-motor events, we found that body acceleration estimated using computer vision was statistically associated with the nearest peak in the amplitude envelope of the call, and that body acceleration timeseries contained mutual information about the amplitude envelope timeseries during these events. By confirming via quantitative methods that singing and movement are coordinated, the current report invites further mechanistic investigation on vocal-locomotor coupling in siamang. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Siamang" }, { "word": "locomotor-vocal coupling" }, { "word": "locomotion" }, { "word": "respiration" }, { "word": "vocalization" }, { "word": "Multimodal Communication" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10r1w05p", "frozenauthors": [ { "first_name": "Wim", "middle_name": "", "last_name": "Pouw", "name_suffix": "", "institution": "Tilburg University", "department": "Department of Computational Cognitive Science" }, { "first_name": "Mounia", "middle_name": "", "last_name": "Kehy", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Gamba", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Ravignani", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2025-10-16T09:39:23.173000+02:00", "date_accepted": "2026-01-06T20:56:44.759000+01:00", "date_published": "2026-04-21T15:47:00+02:00", "render_galley": { "label": "Pouw_Final for publication", "type": "pdf", "path": "https://journalpub.escholarship.org/uclapsych_ijcp/article/53165/galley/49455/download/" }, "galleys": [ { "label": "Pouw_Final for publication", "type": "pdf", "path": "https://journalpub.escholarship.org/uclapsych_ijcp/article/53165/galley/49455/download/" } ] }, { "pk": 47027, "title": "Analyzing the Facilitators and Impediments in B2B Buyers' Decisions to Purchase Green Products", "subtitle": null, "abstract": "<p>This study investigates the key drivers and barriers affecting business-to-business (B2B) buyers’ adoption of green products. Drawing on a conceptual multilevel framework, it examines how access to sustainability information, environmental awareness, and effective green marketing help green procurement decisions. The analysis further highlights the influence of persuasive communication, social norms, and environmental consciousness on strengthening purchase intentions. In contrast, exessive costs, limited product availability, scepticism toward eco-labels, and insufficient information are identified as major obstacles. The findings underscore the dynamic interplay between enabling and inhibiting factors and suggest strategic pathways for businesses to promote sustainable procurement. This research contributes to the sustainability discourse by providing actionable insights for encouraging environmentally responsible purchasing in B2B contexts.</p>", "language": "enm", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "environmentally sustainable products" }, { "word": "B2B buyers" }, { "word": "barriers" }, { "word": "enablers" }, { "word": "and sustainable procurement" }, { "word": "business-to-business" } ], "section": "Research Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k7710xr", "frozenauthors": [ { "first_name": "Ashwini", "middle_name": "", "last_name": "D. Y", "name_suffix": "", "institution": "NMAMIT ,NITTE", "department": "Humanities", "country": "India" }, { "first_name": "Sudhir", "middle_name": "", "last_name": "Moodbidri", "name_suffix": "", "institution": "", "department": "", "country": "India" } ], "date_submitted": "2025-03-15T08:13:18.427000+01:00", "date_accepted": null, "date_published": "2026-04-21T15:46:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/47027/galley/49456/download/" } ] } ] }