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{ "count": 38488, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18300", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=18100", "results": [ { "pk": 35741, "title": "What Press Releases Can Do", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Front matter", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6442s888", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-09-19T19:21:56Z", "date_accepted": "2018-09-19T19:21:56Z", "date_published": "2018-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35741/galley/26606/download/" } ] }, { "pk": 35740, "title": "When Black Choreographers Matter", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Front matter", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mp723rg", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-09-19T19:20:41Z", "date_accepted": "2018-09-19T19:20:41Z", "date_published": "2018-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35740/galley/26605/download/" } ] }, { "pk": 35745, "title": "Where have you been all my life?", "subtitle": null, "abstract": "The image in the mirror is a constant companion for dancers. Even at 30, a dancer sees her body as aging and writes a letter to her future self about what’s really important in life.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Personal Stories", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5708g0ng", "frozenauthors": [ { "first_name": "Brandi", "middle_name": "", "last_name": "Kelley", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-09-19T19:40:48Z", "date_accepted": "2018-09-19T19:40:48Z", "date_published": "2018-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35745/galley/26610/download/" } ] }, { "pk": 4842, "title": "White Matter Integrity and Subclinical Depression: A Diffusion Tensor Imaging Study", "subtitle": null, "abstract": "Major Depressive Disorder (MDD) is characterized by the persistent presence of at least fivedepressive symptoms over a two-week period. These symptoms must include either depressedmood, or loss of interest or pleasure. Early identification, and ultimately treatment, of depressionmay be accomplished by identifying neural markers of individuals at risk for MDD, including thosewith subclinical depressive symptoms. Neuroimaging studies have shown that MDD is associatedwith impairments to integrity in white matter tracts such as the corpus callosum and internal capsule.However, it is unclear whether these same structures also are disrupted in subclinical depression. Thepresent study sought to examine this question through utilizing diffusion tensor imaging to assesswhite matter integrity as a function of Geriatric Depression Scale Short Form (GDS-SF) scores.Using a median split of GDS-SF scores, statistical analyses revealed no difference in white matterintegrity between low risk and high risk depression groups. However, there was a nonsignificant trend(p=0.072) such that higher GDS-SF scores were associated with decreased white matter integritylocalized to the corpus callosum, right internal capsule, left cingulum, external capsule and fornix.This finding extends previous research on MDD by providing evidence for similar neural correlatesof subclinical depression. This may provide insight into the development of MDD and ultimately aiddiagnostic and treatment efforts with early identification and intervention.", "language": "en", "license": null, "keywords": [ { "word": "Major depressive disorder" }, { "word": "diffusion tensor imaging" }, { "word": "white matter integrity" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48k5x2mv", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Huffman", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Ilana", "middle_name": "", "last_name": "Bennett", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-05-24T22:35:41Z", "date_accepted": "2018-05-24T22:35:41Z", "date_published": "2018-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/ucr_undergrad_research_j/article/4842/galley/2737/download/" } ] }, { "pk": 19902, "title": "Whiteness as Airmindedness: Juan de la Cierva (1923-1925), Film and the Airplane", "subtitle": null, "abstract": "Spanish film culture of the 1920s celebrated the aspirations of technological power and the enjoyment of or anxiety around technology. This chapter historicizes a set of propaganda films made in Spain between 1923 and 1925 about Juan de la Cierva’s invention, the Autogiro, a machine that fused the airplane and helicopter. These short hybrid media artifacts—a coalescence of documentary, \nactualité\n, and advertisement—promoted de la Cierva’s invention while also drawing upon and furthering ideas about whiteness and its intimate, if not generative, connection with technology. Balancing theoretical frameworks provided by Paul Virilio and Friedrich Kittler with Richard Dyer and Judy Wajcman’s arguments about the raced and gendered construction of technology, I argue that these cinematic objects, which entertained cinemagoers and served military interests, were deeply saturated with the discourse of whiteness. The implicit assumptions of this race rhetoric, which were built into the material specificity of the airplane, were the control of the Spanish and European-identified race over this conquest of the air and the maintenance of the white viewer-driver-pilot.", "language": "en", "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": "Whiteness, Airmindedness, Juan de la Cierva, Film and Airplane, Spanish Film" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6808g1t9", "frozenauthors": [ { "first_name": "Eva", "middle_name": "", "last_name": "Woods Peiró", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2018-10-01T15:33:39Z", "date_accepted": "2018-10-01T15:33:39Z", "date_published": "2018-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/19902/galley/9873/download/" } ] }, { "pk": 51278, "title": "Woman Swallows a “Handful of Pills”", "subtitle": null, "abstract": "ABSTRACT: History of present illness: A 64-year-old female presented to the emergency department feeling like she had “pills stuck in [her] throat,” specifically calcium and a multivitamin, which she tried to relieve with drinking, eating and sticking two fingers down her throat. She was sitting upright, speaking in full sentences but had a hoarse voice. She was tolerating her secretions but had frothy sputum in the posterior oropharynx. \n \nSignificant findings: Soft tissue lateral X-ray of neck was performed. The lateral soft tissue X-ray of the neck showed a metallic foreign body at the level cricoid. \n \nDiscussion: Most swallowed foreign bodies enter the esophagus. Larger foreign bodies tend to obstruct proximally and may cause airway compromise in addition to esophageal trauma.1 Foreign bodies tend to lodge at areas of anatomic narrowing, most commonly the upper and lower esophageal sphincters, physiologic angulation, and areas of pathologic stricture.2,3 Ensuring airway patency and ability to manage secretions is paramount and any concern for compromise should prompt emergent consultation with otolaryngology and/or gastrointestinal. Determination of which service to consult should be made based on the suspected location of obstruction and associated symptoms. In addition to obtaining a complete history of the ingestion including type of foreign body, size, and shape, it is prudent to ask what measures, if any, the patient has already taken to remove the object.\nIn this case, flexible fiberoptic laryngoscopy revealed swollen arytenoids and some small abrasions proximal to the vocal cords, which themselves appeared normal. She had copious secretions with no foreign bodies seen. On endoscopy, a metallic finger ring was found at the cricopharyngeus muscle along with non- obstructing laryngeal edema. The ring was removed with rat-toothed forceps. No pills were found. The patient had no recollection of swallowing the ring, but presumably, it slipped off her finger in the process of attempting to make herself vomit. After brief observation, she passed a bedside swallow assessment and was discharged in good condition. Repeat upper endoscopy 8 days later revealed a tortuous esophagus but was otherwise unremarkable. \n \nTopics: Foreign body, laryngoscopy, endoscopy, airway management.", "language": "en", "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": "Foreign body, laryngoscopy, endoscopy, airway management" } ], "section": "Visual EM", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46x347bb", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Mott", "name_suffix": "", "institution": "Regions Hospital/HealthPartners Institute, Department of Emergency Medicine, Saint Paul, MN", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Paddock", "name_suffix": "", "institution": "Regions Hospital/HealthPartners Institute, Department of Emergency Medicine, Saint Paul, MN\n\nUniversity of Minnesota, Department of Emergency Medicine, Saint Paul, MN", "department": "" }, { "first_name": "Jessie", "middle_name": "", "last_name": "Nelson", "name_suffix": "", "institution": "Regions Hospital/HealthPartners Institute, Department of Emergency Medicine, Saint Paul, MN\n\nUniversity of Minnesota, Department of Emergency Medicine, Saint Paul, MN", "department": "" } ], "date_submitted": "2018-07-16T03:54:09Z", "date_accepted": "2018-07-16T03:54:09Z", "date_published": "2018-01-01T00:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_jetem/article/51278/galley/39052/download/" } ] }, { "pk": 38246, "title": "A Dynamic Analysis of American Socio-Political History. A Review of Ages of Discord: A Structural Demographic Analysis of American History by Peter Turchin (Beresta Books, 2016)", "subtitle": null, "abstract": "A Review of Ages of Discord: A Structural Demographic Analysis of American History by Peter Turchin (Beresta Books, 2016)", "language": "en", "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": "structural demographic theory, modelling, Turchin" } ], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3861g21r", "frozenauthors": [ { "first_name": "Peter", "middle_name": "J.", "last_name": "Richerson", "name_suffix": "", "institution": "UC Davis", "department": "None" } ], "date_submitted": "2017-11-28T23:25:37Z", "date_accepted": "2017-11-28T23:25:37Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cliodynamics/article/38246/galley/28787/download/" } ] }, { "pk": 34991, "title": "Burushaski and unique Slavic isoglosses", "subtitle": null, "abstract": "Comparative historical studies have established over five hundred lexical correspondences between autochthonous Burushaski words and Indo-European as well as significant grammatical correlations. A genetic relationship has been proposed. Within these correspondences, the correlations of Burushaski with Slavic together with other branches are numerous and regular. These are not the subject of this paper. We concentrate exclusively on Burushaski isoglosses with words or meanings uniquely found in Slavic which consequently often have unclear, difficult or competing etymologies. The stratification of these isoglosses is complex. It appears that we might be dealing with various layers. In some cases, the phonetic and formal make up suggests a correlation of remote antiquity, yet in many instances it is difficult to establish a chronology. Most of the isoglosses involve cultural borrowing, with the direction of borrowing unclear, but a significant number (the considerable correspondences in the names of body parts, grammatical particles) may point to a closer genetic relationship.", "language": "en", "license": null, "keywords": [ { "word": "Burushaski language, unique Slavic, isoglosses, Indo-European" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2kz640hv", "frozenauthors": [ { "first_name": "Ilija", "middle_name": "", "last_name": "Čašule", "name_suffix": "", "institution": "Macquarie University, Sydney", "department": "None" } ], "date_submitted": "2017-06-22T05:11:50Z", "date_accepted": "2017-06-22T05:11:50Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/34991/galley/26093/download/" } ] }, { "pk": 38253, "title": "Demographic Structural Theory: 25 Years On", "subtitle": null, "abstract": "I am grateful to \nCliodynamics\n for this special issue revisiting the ideas put forth in \nRevolution and Rebellion in the Early Modern World \n(Goldstone 1991, 2016) a quarter century ago. The two things that one could hope for in advancing any theory are that it proves capable of being advanced and enriched by other scholars, and that it proves capable of being applied in new ways and to new phenomena that were not anticipated. This issue gives examples of both, and shows how scholars are even now only beginning to tap the possibilities of Demographic Structural Theory (DST) in explaining politics, history, and long-term economic trends.\n \nIn this essay, I will tell the story of how demographic structural theory was conceived, relate its early reception among scholars, and comment on the important contributions by other scholars to this special issue.", "language": "en", "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": "Structural Demographic Theory, Revolution and Rebellion in the Early Modern World" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r85g67d", "frozenauthors": [ { "first_name": "Jack", "middle_name": "A.", "last_name": "Goldstone", "name_suffix": "", "institution": "George Mason University", "department": "None" } ], "date_submitted": "2018-01-03T23:42:03Z", "date_accepted": "2018-01-03T23:42:03Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cliodynamics/article/38253/galley/28792/download/" } ] }, { "pk": 38254, "title": "Explaining British Political Stability After 1832", "subtitle": null, "abstract": "Though not its main focus, Goldstone's \nRevolution and Rebellion in the Early Modern World\n (1991) threw considerable new light on 19th century Europe's revolutions and near-revolutions. While Goldstone stresses the role of an expanding and industrializing economy in absorbing 19th century England's demographic shocks, we accept this analysis but argue alongside it for similar attention to the vector of emigration, settler-colonialism, and imperial state expansion into which at least some of the exhaust fumes of the population explosion were vented. Furthermore, it is important to note the crucial role of a highly interventionist state and 'big' government in the background to these dynamics—a far cry from the light-touch, laissez-faire qualities with which the 19th century British state is often associated.\nTo make our case, this article takes advantage of secondary literature and raw data not available prior to the publication of Goldstone's book. Of crucial importance here is our unique dataset of fatality-inducing political violence events in Britain and Ireland from 1785 to 1900. This is the first research paper to utilise this dataset. We draw upon this in the following section, which seeks to establish what the real level of political instability was in 19th century Britain—thus cross-referencing Goldstone's account with more recent data—before moving on in the following section to a more detailed overview of the socio-economic conditions underlying events at the political level. This is followed by our account of the emigration-settler-colonialism-imperial state expansion vector and the interventionist state policy behind it, which we argue was crucial to making 19th century Britain relatively 'revolution-proof'—alongside the expanding economic opportunities rightly highlighted by Goldstone. Lastly come our brief concluding remarks, which lay out the implications, as we see them, of this article's findings for research on revolutions, political violence and instability, demographic-structural theory, state-building, migration, and imperialism-colonialism.", "language": "en", "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": "Revolution, Political Stability, Violence, Britain, France, 18th century, Demographics, Goldstone" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rf8c7zk", "frozenauthors": [ { "first_name": "Donagh", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "TCD", "department": "None" }, { "first_name": "Kevin", "middle_name": "C.", "last_name": "Feeney", "name_suffix": "", "institution": "TCD", "department": "None" } ], "date_submitted": "2018-01-09T19:06:23Z", "date_accepted": "2018-01-09T19:06:23Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cliodynamics/article/38254/galley/28793/download/" } ] }, { "pk": 34981, "title": "King’s pig: A story in Lhagang Tibetan with a grammatical annotation on a narrative mode", "subtitle": null, "abstract": "The article primarily provides one full narrative story named \nKing’s pig\n with a grammatical annotation of Lhagang Tibetan, a dialect of Minyag Rabgang Khams, spoken in the easternmost Tibetosphere, i.e., Kangding Municipality, Ganzi Prefecture, Sichuan Province, China. It also analyses a basic narrative construction and differences from general speeches, and shows that a narrative mode has an additional strategy regarding the evidential expressions as well as TAM marking which are observed neither in general conversations nor in elicitations. This implies a necessity of different descriptions depending on styles when one writes a reference grammar of this language.", "language": "en", "license": null, "keywords": [ { "word": "Khams Tibetan" }, { "word": "Lhagang" }, { "word": "narrative" }, { "word": "descriptive linguistics" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07b6q1vz", "frozenauthors": [ { "first_name": "Hiroyuki", "middle_name": "", "last_name": "Suzuki", "name_suffix": "", "institution": "University of Oslo", "department": "None" }, { "first_name": "Sonam", "middle_name": "", "last_name": "Wangmo", "name_suffix": "", "institution": "University of Oslo", "department": "None" } ], "date_submitted": "2017-01-20T14:54:47Z", "date_accepted": "2017-01-20T14:54:47Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/34981/galley/26088/download/" } ] }, { "pk": 38252, "title": "Linking “Micro” to “Macro” Models of State Breakdown to Improve Methods for Political Forecasting", "subtitle": null, "abstract": "Three predictive problems bedevil our ability to foresee political crises and state breakdown: (1) how to tell when a previously stable state falls into a situation of hidden but dangerous instability; (2) how to tell, once a certain level of instability has appeared in the form of protests, riots, or regional rebellions, whether chaos will grow and accelerate into revolution or civil war, or if the protests are likely to be contained and dampen out; and (3) how to tell which individuals and groups are likely to be the main source of mobilization for radical movements, and whether opposition networks will link up, grow and spread, or be isolated and contained. Prior work has focused on each of these problems separately. However,\n \nall three issues are crucial to understanding and foreseeing conflict dynamics. These issues operate on different time-scales and require separate models. In this article we discuss how better models of each process could be developed and, crucially, integrated with data for a more effective prediction system. A major theoretical challenge for us is to link these different approaches in order to increase their predictive power. A major empirical challenge is to identify data (direct or proxy) that can be used to parameterize, validate, and test our models.", "language": "en", "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": "instability, conflict, state breakdown, modeling, forcasting" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xt9k875", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Turchin", "name_suffix": "", "institution": "University of Connecticut", "department": "None" }, { "first_name": "Sergey", "middle_name": "", "last_name": "Gavrilets", "name_suffix": "", "institution": "University of Tennessee", "department": "None" }, { "first_name": "Jack", "middle_name": "A.", "last_name": "Goldstone", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-12-30T18:29:46Z", "date_accepted": "2017-12-30T18:29:46Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cliodynamics/article/38252/galley/28791/download/" } ] }, { "pk": 38250, "title": "Modeling Social Pressures Toward Political Instability in the United Kingdom after 1960: A Demographic Structural Analysis", "subtitle": null, "abstract": "In the current paper, we investigate the predictive ability of Goldstone’s demographic structural model. In particular we seek to apply Turchin’s version of it to modeling the social pressures for political instability in the UK. It is then demonstrated that Turchin’s analysis of ‘demographic structural’ pressures in the US presents similar conditions that developed under neoliberalism during the same time periods in both countries. It is also demonstrated that the modeling of social pressures toward political instability in the UK and the USA performed by Peter Turchin and us can throw some light on the factors and patterns of the global sociopolitical destabilization wave of the 2010s. Thus, Goldstone’s demographic structural model might have some predictive potential not only at the national level, but also global scale.", "language": "en", "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": "demographic structural theory, Jack Goldstone, political instability, mathematical modeling, the United Kingdom, the United States, neoliberal policies, inequality" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72g2v469", "frozenauthors": [ { "first_name": "Oscar", "middle_name": "", "last_name": "Ortmans", "name_suffix": "", "institution": "National Research University Higher School of Economics", "department": "None" }, { "first_name": "Elisabetta", "middle_name": "", "last_name": "Mazzeo", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Kira", "middle_name": "", "last_name": "Meshcherina", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Andrey", "middle_name": "", "last_name": "Korotayev", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-12-17T20:50:40Z", "date_accepted": "2017-12-17T20:50:40Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cliodynamics/article/38250/galley/28789/download/" } ] }, { "pk": 34951, "title": "Re-evaluation of the evidential system of Lhasa Tibetan and its atypical functions", "subtitle": null, "abstract": "This paper describes the specific contexts in which evidentials may be used in Lhasa Tibetan. I first give a brief presentation of the notion of \nevidentiality\n in interaction with \npragmatics\n, which has been mainly used for describing Lhasa Tibetan. Then I re-evaluate the analysis of the evidential verb system in Lhasa Tibetan. I show there are indeed \neight evidentials\n. I only focus on the six first evidentials: egophoric, sensorial, factual, inferential, mnemic and self-corrective with controllable verbs. The two other evidentials are the quotative and the hearsay particles.\nThen, I focus on the specific functions of the evidentials with controllable verbs. I present the use of the intentional egophoric with the non-SAP and controllable verbs when the speaker refers to personal knowledge and I also discuss some of its restrictions. Then, I present the specific uses of the sensorial, factual and inferential evidentials.", "language": "en", "license": null, "keywords": [ { "word": "evidentiality" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9v08z3b4", "frozenauthors": [ { "first_name": "Guillaume", "middle_name": "", "last_name": "Oisel", "name_suffix": "", "institution": "Other", "department": "None" } ], "date_submitted": "2015-11-02T01:35:19Z", "date_accepted": "2015-11-02T01:35:19Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/34951/galley/26065/download/" } ] }, { "pk": 34987, "title": "Segmenting and POS tagging Classical Tibetan using a memory-based tagger", "subtitle": null, "abstract": "This paper presents a new approach to two challenging NLP tasks in Classical Tibetan: word segmentation and Part-of-Speech (POS) tagging. We demonstrate how both these problems can be approached in the same way, by generating a memory-based tagger that assigns 1) segmentation tags and 2) POS tags to a test corpus consisting of unsegmented lines of Tibetan characters. We propose a three-stage workflow and evaluate the results of both the segmenting and the POS tagging tasks. We argue that the Memory-Based Tagger (MBT) and the proposed workflow not only provide an adequate solution to these NLP challenges, they are also highly efficient tools for building larger annotated corpora of Tibetan.", "language": "en", "license": null, "keywords": [ { "word": "Tibetan, word segmentation, Memory-Based Tagging" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8b83z79n", "frozenauthors": [ { "first_name": "Marieke", "middle_name": "", "last_name": "Meelen", "name_suffix": "", "institution": "University of Cambridge", "department": "None" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "School of Oriental and African Studies", "department": "None" } ], "date_submitted": "2017-04-12T22:39:44Z", "date_accepted": "2017-04-12T22:39:44Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/34987/galley/26090/download/" } ] }, { "pk": 34978, "title": "Sub-grouping Kho-Bwa based on shared core vocabulary", "subtitle": null, "abstract": "Tianshin Jackson Sun (Sun 1992, Sun 1993) was the first to suggest the phylogenetic relatedness of a number of highly divergent, endangered and poorly described languages of Western Arunachal Pradesh, later named the ‘Kho-Bwa cluster’ by Van Driem (2001). In this paper, we make use of what are predominantly new data from our own field work, covering a total of 22 linguistic varieties. In a list of 100 lexical entries, cognate roots were tagged and subsequently a pairwise “cognacy percentage” was computed which forms the basis for a hierarchic cluster analysis. The result of this analysis and some further considerations confirm earlier reported views of a phylogenetic relationship between these languages. The appendix contains the full data set with cognacy statements. All computer code is available and documented on Github (https://github.com/metroxylon/kho-bwa-lexicostat)", "language": "en", "license": null, "keywords": [ { "word": "Historical Linguistics" }, { "word": "Lexico-statistics" }, { "word": "Tibeto-Burman" }, { "word": "Kho-Bwa" }, { "word": "Duhumbi" }, { "word": "Sartang" }, { "word": "Sherdukpen" }, { "word": "Bugun" }, { "word": "Puroik" }, { "word": "Arunachal Pradesh" }, { "word": "python" }, { "word": "Cluster analysis" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t27h5fg", "frozenauthors": [ { "first_name": "Ismael", "middle_name": "", "last_name": "Lieberherr", "name_suffix": "", "institution": "Bern University, Switzerland\nTezpur University, Assam, India", "department": "None" }, { "first_name": "Timotheus", "middle_name": "Adrianus", "last_name": "Bodt", "name_suffix": "", "institution": "Bern University, Switzerland\nTezpur University, Assam, India", "department": "None" } ], "date_submitted": "2016-08-28T07:16:46Z", "date_accepted": "2016-08-28T07:16:46Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/34978/galley/26086/download/" } ] }, { "pk": 38248, "title": "The Leisure Class Disease. A Self-review of Teoria della classe disagiata (Minimum Fax, 2017)", "subtitle": null, "abstract": "A self-review of Teoria della classe disagiata (Minimum Fax, 2017)", "language": "en", "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": "Veblen, Leisure Class, Capitalism, Middle Class, economics, literature" } ], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/017101rg", "frozenauthors": [ { "first_name": "Raffaele", "middle_name": "Alberto", "last_name": "Ventura", "name_suffix": "", "institution": "Freelance researcher and journalist", "department": "None" } ], "date_submitted": "2017-12-05T00:13:44Z", "date_accepted": "2017-12-05T00:13:44Z", "date_published": "2017-12-31T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cliodynamics/article/38248/galley/28788/download/" } ] }, { "pk": 41873, "title": "Sassin' Through Sadhana", "subtitle": null, "abstract": "", "language": "en", "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": "Introduction", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8532c5qr", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Panton", "name_suffix": "", "institution": "Women Writing Wellness", "department": "None" }, { "first_name": "Stephanie", "middle_name": "Y.", "last_name": "Evans", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-12-29T02:29:30Z", "date_accepted": "2017-12-29T02:29:30Z", "date_published": "2017-12-30T19:00:34Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/raceandyoga/article/41873/galley/31291/download/" } ] }, { "pk": 40709, "title": "Introduction to Volume 7, Issue 1: Moving Images", "subtitle": null, "abstract": "NA", "language": "en", "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": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rj761s3", "frozenauthors": [ { "first_name": "Marguerite", "middle_name": "", "last_name": "Waller", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Aine", "middle_name": "", "last_name": "O'Healy", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-12-29T14:27:24Z", "date_accepted": "2017-12-29T14:27:24Z", "date_published": "2017-12-29T14:27:50Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40709/galley/30531/download/" } ] }, { "pk": 40708, "title": "Introduction to Volume 7, Issue 2", "subtitle": null, "abstract": "NA", "language": "en", "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": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gg0412h", "frozenauthors": [ { "first_name": "Marguerite", "middle_name": "", "last_name": "Waller", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Aine", "middle_name": "", "last_name": "O'Healy", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2017-12-29T14:07:18Z", "date_accepted": "2017-12-29T14:07:18Z", "date_published": "2017-12-29T14:11:59Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40708/galley/30530/download/" } ] }, { "pk": 40682, "title": "Italian Postcolonial Literature", "subtitle": null, "abstract": "Italian postcolonial literature has been one of the most historically relevant, culturally incisive, and artistically revitalizing phenomena to emerge in the past twenty-five years. It has provided a symbolic representation of the many social changes that took place in Italy during this period, encouraging society to rethink itself and to conceive of migrants to Italy and subsequent generations of new Italians in ways that go far beyond rejection and victimization. This essay is a tribute to the cultural and literary relevance of Italian postcolonial literature and to its crucial role as part of contemporary Italian culture.", "language": "en", "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": "postcolonial, contemporary Italian literature, migrations, immigrant writers," } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55d0f4j7", "frozenauthors": [ { "first_name": "Caterina", "middle_name": "", "last_name": "Romeo", "name_suffix": "", "institution": "Sapienza Università di Roma", "department": "None" } ], "date_submitted": "2016-10-28T18:56:56Z", "date_accepted": "2016-10-28T18:56:56Z", "date_published": "2017-12-29T13:45:26Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40682/galley/30525/download/" } ] }, { "pk": 40664, "title": "Lo schermo e il burattino: intermedialità e rimediazione tra teatro di figura e cinema muto", "subtitle": null, "abstract": "In questo saggio si mette in luce la relazione esistente tra il il cinema delle origini e il teatro di figura in Italia, includendo marionette, burattini e animazione d’oggetto. Già nelle sue forme più primitive il cinema incrocia alcune convezioni estetiche e spazi sociali del teatro di figura, e intrattiene con esso un rapporto che di rivalità e rispetto. Si tratta di un rapporto che continua e si evolve nei primi anni dello sviluppo dell’industria cinematografica, quando le antiche tradizioni del teatro popolare risultano impiegate all’interno del nuovo medium per accrescerne il potere espressivo. Questa prospettiva mostra come il cinema abbia dato nuova vita al teatro di figura introducendolo all’interno del suo tessuto estetico, complicando quindi l’idea comunemente condivisa di una “scomparsa” di questa forma di teatro popolare. Il saggio trova il nodo centrale di questa relazione intermediale nel gusto per il meccanico il miniaturizzato, e nel potenziale riflessivo del burattino, soffermandosi su casi quali \nL’inferno\n (1911), \nPinocchio\n (1911), \nCabiria\n (1914) e in modo particolare sul primo film di animazione italiano, \nLa guerra e il sogno di Momi\n (1917).", "language": "it", "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": "Italy" }, { "word": "Italian Cinema" }, { "word": "Silent Cinema" }, { "word": "Puppet Theater" }, { "word": "Remediation" }, { "word": "Intermediality" }, { "word": "Cultural Studies" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zs5s9kr", "frozenauthors": [ { "first_name": "Federico", "middle_name": "", "last_name": "Pacchioni", "name_suffix": "", "institution": "Associate Professor of Italian Studies \nDepartment of World Languages and Cultures\nAffiliated Faculty – Dodge College of Film and Media Arts, Film Studies\nAffiliated Faculty – University Honors Program\nChapman University\nOne University Drive, Orange 92866 CA\nEmail: pacchion@chapman.edu\nTel: (714) 744-7846", "department": "None" } ], "date_submitted": "2016-05-16T21:56:59Z", "date_accepted": "2016-05-16T21:56:59Z", "date_published": "2017-12-29T13:37:42Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40664/galley/30515/download/" } ] }, { "pk": 40654, "title": "Playing with the Maternal Body: Violence, Mutilation, and the Emergence of the Female Subject in Ferrante’s Novels", "subtitle": null, "abstract": "Elena Ferrante’s texts explore new notions of feminine identity and rethink fundamental aspects of gender relations and social constructs, most prominently of motherhood. However, whilst her narrative depicts specifically female-centered experiences, her protagonists remain profoundly affected by the patriarchal structures and spaces that they set out to expose and subvert. A particularly productive way of approaching this tension in Ferrante’s works is through an analysis of her complex depictions of maternity, which stand at the center of the author’s textual negotiation of the troubled and discontinuous emergence of the female subject.\nIn a close reading of \nL’amore molesto\n (1992), \nLa figlia oscura\n (2006) and the Neapolitan quartet (2011-2014), I will argue that Ferrante’s texts often filter the conflicts that afflict their female protagonists through the maternal body. My analysis will show that the latter is often affected by forms of dislocation or mutilation that synechdochically mirror the characters’ sense of existential unease. Ultimately, I will argue that Ferrante’s narrative does not simply reproduce the formlessness or subsumption that has dominated patriarchal appropriations of the female body, but it reframes and renegotiates the position of the feminine subject in patriarchal society from the perspective of a newly gained agency and creative power.", "language": "en", "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": "Elena Ferrante, mother-daughter bond, body, violence, dislocation, desire" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02d156h0", "frozenauthors": [ { "first_name": "Katrin", "middle_name": "", "last_name": "Wehling-Giorgi", "name_suffix": "", "institution": "Durham University", "department": "None" } ], "date_submitted": "2016-04-18T09:07:04Z", "date_accepted": "2016-04-18T09:07:04Z", "date_published": "2017-12-29T13:14:32Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40654/galley/30512/download/" } ] }, { "pk": 40643, "title": "What is Italian Cinema?", "subtitle": null, "abstract": "The success of films like the Oscar-winning \nLa grande bellezza \n(\nThe Great Beauty\n, Paolo Sorrentino), the family-friendly comedy \nSole a catinelle \n(\nBuckets of Sunshine\n,\n \nGennaro Nunziante) and the poetic documentary \nSacro GRA\n (\nSacred GRA\n, Gianfranco Rosi), all released in 2013, confirms the continued and perhaps surprising vitality and variety of Italian cinema. This variety tended to be ignored in what might be called the Standard Model of Italian cinema history, which emphasized the realist and auteurist traditions in Italian cinema. In this article I range across contemporary, classic and lesser-known Italian cinema by analyzing the means and priorities that have been employed when studying it in the Anglophone academy. My title, “What is Italian cinema?,” intentionally recalls Bazin (and I refer also to Deleuze and “world cinephilia”), but an additional clause might read, “and how do we think we know?”. The second half of the article considers the contents of three edited companions to Italian cinema (one recently published and two forthcoming) in order to grasp the current concerns of Italian cinema studies and so to signpost the state of knowledge about Italian cinema, at least as it exists in English. I suggest throughout some methods and approaches for better grasping the variety of Italian cinema over its history, but I finish by noting that the Pantheon of World Cinema has also distilled Italian cinema to neorealism and the “golden age” auteurs and so has obscured both the range and the particularity of Italian cinema.", "language": "en", "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": "Italian cinema history" }, { "word": "cinephilia" }, { "word": "Film Criticism" }, { "word": "Peter Bondanella" }, { "word": "Millicent Marcus" }, { "word": "André Bazin" }, { "word": "Gilles Deleuze" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7z9275bz", "frozenauthors": [ { "first_name": "Alan", "middle_name": "", "last_name": "O'Leary", "name_suffix": "", "institution": "The University of Leeds, Centre for World Cinemas and Digital Cultures", "department": "None" } ], "date_submitted": "2016-01-13T09:14:20Z", "date_accepted": "2016-01-13T09:14:20Z", "date_published": "2017-12-29T12:54:33Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40643/galley/30511/download/" } ] }, { "pk": 62766, "title": "21st Century California Water Storage Strategies", "subtitle": null, "abstract": "The goal of this paper is to analyze storage projects constructed and planned in California since 1980, in contrast with storage constructed before that date. As a result of California’s highly variable climate, storage is an essential tool for agricultural and urban water users. Today, the state regulates approximately 1,250 reservoirs, with a combined storage of 42 million acre-feet. Federal agencies regulate approximately 200 additional reservoirs. The vast majority of this surface storage was constructed before 1978, when New Melones Dam, the last large on-stream water supply reservoir in California, was completed. The role of storage in meeting future needs remains a high-profile issue in the California water debate. For example, funding for new storage was the largest item in Proposition 1, the most recent water bond voters approved. This analysis included a review of existing literature, such as the California Department of Water Resources Division of Dam Safety database, California Water Commission documents about new storage proposals, water agency documents, and interviews with water agency staff and others. Water managers face dramatically different conditions today, in comparison to conditions before 1980. These conditions have led to new approaches to water storage that represent a dramatic departure from past storage projects. During the past 37 years, a wide range of new water storage strategies have been planned and implemented. These facilities have created a combined new storage capacity greater than that of Lake Shasta, California’s largest reservoir. These new storage strategies suggest the need to revisit the fundamental definition of water storage. With limited potential for new storage drawing from the state’s rivers, California must choose storage projects wisely. By learning from successful strategies in recent decades, decision-makers can make better storage investment decisions to help reverse declines in ecosystem health and improve water supply reliability.", "language": "en", "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": "21st century, water storage, water policy, California water policy, water storage, dams, groundwater storage, environmental benefits, reservoirs" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nc6s5v5", "frozenauthors": [ { "first_name": "Barry", "middle_name": "", "last_name": "Nelson", "name_suffix": "", "institution": "Western Water Strategies\nBerkeley, CA 97420 USA", "department": "" } ], "date_submitted": "2017-12-27T19:30:01Z", "date_accepted": "2017-12-27T19:30:01Z", "date_published": "2017-12-29T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jmie_sfews/article/62766/galley/48447/download/" } ] }, { "pk": 62764, "title": "A Covered Cod-End and Tow-Path Evaluation of Midwater Trawl Gear Efficiency for Catching Delta Smelt (\nHypomesus transpacificus\n)", "subtitle": null, "abstract": "For nearly 50 years, the California Department of Fish and Wildlife has used a midwater trawl to intensively monitor fish populations in the San Francisco Estuary during the fall, sampling over 100 locations each month. The data collected have been useful for calculating indices of fish abundance and for detecting and documenting the decline of the endangered fish species delta smelt (\nHypomesus transpacificus\n). However, efforts to calculate estimates of absolute abundance have been hampered by the lack of information on gear efficiency, in particular questions about contact selectivity and the effect of tow method on catches. To answer these questions we conducted a study that used a covered cod end on a net towed either near the surface, referred to as a surface tow, or throughout the water column, referred to as an oblique tow. A contact selectivity model was fit to estimate the probability that a delta smelt that has come into contact with the net is retained in the cod end of the net conditional on its body length. Full retention of delta smelt was found to occur around 60 mm fork length. Delta smelt catch densities for the surface tows were an order of magnitude greater than densities in the oblique tows, suggesting a surface orientation at the sub-adult life stage. These results represent an important step in being able to calculate absolute abundance estimates of the delta smelt population size using decades’ worth of monitoring data.", "language": "en", "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": "contact selectivity" }, { "word": "retention" }, { "word": "fish availability" }, { "word": "abundance estimation" }, { "word": "Hypomesus transpacificus" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4wj0979x", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Mitchell", "name_suffix": "", "institution": "U.S. Fish and Wildlife Service", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Newman", "name_suffix": "", "institution": "U.S. Fish and Wildlife Service", "department": "" }, { "first_name": "Randall", "middle_name": "", "last_name": "Baxter", "name_suffix": "", "institution": "California Department of Fish and Wildlife", "department": "" } ], "date_submitted": "2017-10-24T18:52:10Z", "date_accepted": "2017-10-24T18:52:10Z", "date_published": "2017-12-29T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jmie_sfews/article/62764/galley/48445/download/" } ] }, { "pk": 62765, "title": "Evaluating the Aquatic Habitat Potential of Flooded Polders in the Sacramento-San Joaquin Delta", "subtitle": null, "abstract": "https://doi.org/10.15447/sfews.2017v15iss4art4\nLarge tracts of land in the Sacramento-San Joaquin Delta are subsided due to agricultural practices, creating polders up to 10 m below sea level that are vulnerable to flooding. As protective dikes breach, these become shallow, open water habitats that will not resemble any historical state. I investigated physical and biotic drivers of novel flooded polder habitat, using a Native Species Benefit Index (NSBI) to predict the nature of future Delta ecosystems. Results suggest that flooded polders in the north Delta will have the ecology and fish community composition of a tidal river plain, those in the Cache-Lindsey Complex will have that of a tidal backwater, those in the confluence of the Sacramento and San Joaquin Rivers a brackish estuary, and those in the south Delta a fresh water lake. Flooded east-side Delta polders will likely be a transitional zone between south Delta lake-like ecosystems and north Delta tidal river plains. I compared each regional zone with the limited available literature and data on local fish assemblies to find support for NSBI predictions. Because flood probabilities and repair prioritization analyses suggest that polders in the south Delta are most likely to flood and be abandoned, without extensive intervention, much of the Delta will become a freshwater lake ecosystem, dominated by alien species. Proactive management of flooded tracts will nearly always hedge risks, save money and offer more functional habitats in the future; however, without proper immediate incentives, it will be difficult to encourage strong management practices.", "language": "en", "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": "polder" }, { "word": "flooded island" }, { "word": "restoration" }, { "word": "reconciliation ecology" }, { "word": "novel ecosystems" }, { "word": "Sacramento–San Joaquin Delta" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6xg3s6v0", "frozenauthors": [ { "first_name": "John", "middle_name": "R.", "last_name": "Durand", "name_suffix": "", "institution": "Center for Watershed Sciences \nUniversity of California, Davis", "department": "" } ], "date_submitted": "2017-10-24T18:56:33Z", "date_accepted": "2017-10-24T18:56:33Z", "date_published": "2017-12-29T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jmie_sfews/article/62765/galley/48446/download/" } ] }, { "pk": 62762, "title": "Invasive Aquatic Vegetation Management in the Sacramento–San Joaquin River Delta: Status and Recommendations", "subtitle": null, "abstract": "https://doi.org/10.15447/sfews.2017v15iss4art5\nWidespread growth of invasive aquatic vegetation is a major stressor to the Sacramento-San Joaquin River Delta, a region of significant recreational, economic, and ecological importance. Total invaded area in the Delta is increasing, with the risk of new invasions a continual threat. However, invasive aquatic vegetation in the Delta remains an elusive ecosystem management challenge despite decades of directed scientific research and prioritized policy recognition. In this paper, we summarize the current state of knowledge of the history, status, and potential future directions for coordinated research, management actions, and policy based on topics discussed at symposium head on invasive aquatic vegetation on September 15, 2015. Remote sensing technology, mechanical, chemical, and biological control, as well as community science networks have all been shown to be effective management tools, but overall effectiveness has been hindered by complex regulatory structure, the lack of a consistent monitoring program, regulations that restrict treatments in space and time, and funding cuts. In addition, new management options depend on continued research and development of new active ingredients for chemical control and testing of biological control agents. The ongoing development and implementation of new strategies for adaptive, integrated management of aquatic weeds, using currently-available management tools, new knowledge derived from remote sensing and plant growth models, and an area-wide, ecosystem-based approach, is showing promise to achieve improved management outcomes and enhance protection of the Delta’s water resources.", "language": "en", "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": "aquatic vegetation" }, { "word": "invasive species" }, { "word": "invasive species management" }, { "word": "ecosystem engineers" }, { "word": "remote sensing" }, { "word": "biological control" }, { "word": "Sacramento–San Joaquin River Delta" } ], "section": "Policy and Program Analysis", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/828355w6", "frozenauthors": [ { "first_name": "Jenny", "middle_name": "", "last_name": "Ta", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Lars", "middle_name": "W.J.", "last_name": "Anderson", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Mairgareth", "middle_name": "A.", "last_name": "Christman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Shruti", "middle_name": "", "last_name": "Khanna", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kratville", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "John", "middle_name": "D.", "last_name": "Madsen", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Patrick", "middle_name": "J.", "last_name": "Moran", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Joshua", "middle_name": "H.", "last_name": "Viers", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2017-10-24T18:34:36Z", "date_accepted": "2017-10-24T18:34:36Z", "date_published": "2017-12-29T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jmie_sfews/article/62762/galley/48443/download/" } ] }, { "pk": 62763, "title": "Simulation of Subsidence Mitigation Effects on Island Drain Flow, Seepage, and Organic Carbon Loads on Subsided Islands Sacramento–San Joaquin Delta", "subtitle": null, "abstract": "In light of desired implementation of subsidence mitigation practices on Delta islands and the need for evaluation tools, we developed groundwater-flow and solute-transport models and attempted to answer the following questions.\n \n1. How do the groundwater-flow and drainage systems interact to influence island drainage volumes and drain dissolved organic carbon (DOC) concentrations and loads?\n \n2. How will future subsidence affect drainage volumes, DOC loads, and seepage onto islands?\n \n3. How will land-use changes to mitigate subsidence affect seepage, drain flow, and DOC loads?\n \n4. How can seepage and water-quality effects from drainage, restoration, and rice cultivation on Delta islands be minimized?\n \nWe used hydrologic and geochemical data and modeling to answer these questions. Subsurface processes dominate subsided Delta island hydrology. Seepage and siphoned irrigation water recharge groundwater, which flows to drains. Drainage water that contains DOC derived from oxidation of organic soils is discharged to adjacent channels. We analyzed the effects of subsidence mitigation by simulating mosaics of rice and palustrine wetlands with varying hydrologic management on a representative subsided island (Twitchell Island). These alternative land uses reduce seepage onto islands and thus contribute to increased levee stability. However, most scenarios resulted in increased drain flow and DOC loads. Reducing drain flow is essential to reducing DOC loads relative to the business-as-usual scenario and can be accomplished through hydrologic controls that reduce drain flow on the islands.", "language": "en", "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": "subsidence" }, { "word": "sustainability" }, { "word": "groundwater" }, { "word": "water quality" } ], "section": "Research Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4q340190", "frozenauthors": [ { "first_name": "Steven", "middle_name": "J.", "last_name": "Deverel", "name_suffix": "", "institution": "Hydrofocus, Inc.", "department": "" }, { "first_name": "David", "middle_name": "A.", "last_name": "Leighton", "name_suffix": "", "institution": "Hydrofocus, Inc.", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Lucero", "name_suffix": "", "institution": "Hydrofocus, Inc.", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Ingrum", "name_suffix": "", "institution": "Hydrofocus, Inc.", "department": "" } ], "date_submitted": "2017-10-24T18:41:02Z", "date_accepted": "2017-10-24T18:41:02Z", "date_published": "2017-12-29T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jmie_sfews/article/62763/galley/48444/download/" } ] }, { "pk": 44426, "title": "Isolated Polycystic Liver Disease: A Rare Clinical Entity", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/318071rw", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Wu", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Dang", "name_suffix": "BS", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Artin", "middle_name": "K.", "last_name": "Ohanian", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-28T19:28:41Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44426/galley/33220/download/" } ] }, { "pk": 41872, "title": "Black Women Are Undeniable", "subtitle": null, "abstract": "", "language": "en", "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": "black women, yoga, fearlessness" } ], "section": "Conclusion", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jd6s210", "frozenauthors": [ { "first_name": "Sabrina", "middle_name": "", "last_name": "Strings", "name_suffix": "", "institution": "UC Irvine", "department": "None" } ], "date_submitted": "2017-12-27T20:00:10Z", "date_accepted": "2017-12-27T20:00:10Z", "date_published": "2017-12-28T19:16:09Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/raceandyoga/article/41872/galley/31290/download/" } ] }, { "pk": 40677, "title": "Marking Their Territory: Male Adolescence Abroad in Recent Italian Teen Film", "subtitle": null, "abstract": "Due to its alignment with popular culture, the teen film is often considered a feminized genre or mode, one ideally addressed to, and consumed by, a primarily female audience. And yet, a number of recent Italian teen films privilege the male experience of adolescence and, as a result, draw the gendered paradigm of the genre into question. In this article, I examine the representation of adolescent masculinity in four films produced over the course of about a decade: Giovanni Veronesi’s \nChe ne sar\nà \ndi noi\n [\nWhat Will Become of Us\n] (2004), Francesca Archibugi’s \nLezioni di volo\n [\nFlying Lessons\n] (2007), Francesco Falaschi’s \nLast Minute Marocco\n [\nLast Minute Morocco\n] (2007), and Luigi Cecinelli’s \nNiente può fermarci\n [\nNothing Can Stop Us\n] (2013). The young men in these films prove their masculinity, and demonstrate their willingness to conform to society’s norms, by engaging in heterosexual intercourse during journeys abroad. When they eventually break off their relationships with women and create homosocial utopias, however, they express their suspicion of, and dissatisfaction with, heteronormative coupledom and marriage. The preference for male-male friendships suggests a significant alteration of the classical melodramatic denouement which so often privileges the heterosexual couple and the promulgation of the heteronormative family. The male adolescents of these films thus use women strategically, calling on them to make them men—often, though not solely, through sexual intercourse—before casting them aside on their way to adulthood.", "language": "en", "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": "Coming-of-age" }, { "word": "adolescence" }, { "word": "Masculinity" }, { "word": "disability" }, { "word": "Emigration" }, { "word": "National Cinema" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6w37g1w9", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Paul", "name_suffix": "", "institution": "The Ohio State University", "department": "None" } ], "date_submitted": "2016-08-05T00:08:12Z", "date_accepted": "2016-08-05T00:08:12Z", "date_published": "2017-12-28T17:18:32Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40677/galley/30523/download/" } ] }, { "pk": 40680, "title": "I Sonetti a Orfeo di R. M. Rilke nelle traduzioni italiane dell’ultimo dopoguerra: “servizio” o disservizio?", "subtitle": null, "abstract": "A partire dalla metà degli anni ’80, le traduzioni italiane dei \nSonetti a Orfeo\n di R. M. Rilke si sono susseguite a quel ritmo piuttosto serrato che merita in pieno uno dei più grandi classici della poesia del Novecento europeo. Compiendo, rispetto alle precedenti “traduzioni d’arte” dell’interguerra, un salto nel tempo di oltre mezzo secolo in media, veniamo con ciò a trovarci in un contesto che rispetto alla cultura italiana degli anni 1930-40 può venire definito come un’epoca post-estetica, fattuale, “scientifica.” In particolare nel campo della traduzione della poesia, la fine del 20° secolo e l’inizio del 21° possono venire descritti, fatte salve poche eccezioni, come un’èra del dominio assoluto del principio semantico, sfociante nel nuovo, moderno (impegnato? antifascista?) ideale della “traduzione di servizio.” Secondo questo concetto la poesia andrebbe tradotta “soltanto letteralmente”; perché, in ogni modo, i restanti aspetti della poesia non si potrebbero comunque trasportare da una lingua all’altra. Senza affrontare questo specifico aspetto della questione, il presente saggio si propone di concentrarsi su un compito almeno parzialmente diverso: l’accertare, vale a dire, se siffatte traduzioni — oltre a perdere aprioristicamente i valori cromatici della poesia originale, cui rinunciano \nin toto\n e per principio — non si rivelino alla prova dei fatti inadeguate anche là dove promettono il meglio di se stesse. Accertare insomma (con un impulso empirico di traduttologia applicata, mirante però a conclusioni \nteoriche\n generali) se tali traduzioni presunte semantiche \nnon si rivelino alla prova dei fatti inadeguate\n \nanche quando vengano valutate secondo il principio di base che dovrebbe nozionalmente informarle\n.", "language": "it", "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": "Rainer Maria Rilke" }, { "word": "Sonette An Orpheus" }, { "word": "translation of poetry" }, { "word": "Traductology" }, { "word": "Italian Book Industry" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r78b127", "frozenauthors": [ { "first_name": "Carlo", "middle_name": "", "last_name": "Testa", "name_suffix": "", "institution": "University of British Columbia Vancouver", "department": "None" } ], "date_submitted": "2016-09-26T05:10:46Z", "date_accepted": "2016-09-26T05:10:46Z", "date_published": "2017-12-28T16:33:50Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40680/galley/30524/download/" } ] }, { "pk": 40633, "title": "T. S. Eliot and the Literature of Fascism", "subtitle": null, "abstract": "This article examines T. S. Eliot’s review-essay of five seminal studies of Italian Fascism and critically interconnects the key arguments put forth in each book. Published in 1928 in the\n Criterion, \nthe poet-critic’s influential literary magazine, the omnibus book review constitutes his most sustained, if skeptical, exploration of the radical political movement, still a rising phenomenon at the time. Although Eliot presents himself as politically naïve, he exhibits a surprisingly cogent and nuanced understanding of Fascism’s political economy, mass psychology, and mythico-heroic apparatus. Contrasting his Christian-inflected antifascist political and cultural thought with the Fascist commitments of Ezra Pound, his one-time collaborator and fellow American modernist poet, the present article argues that Eliot advocated a tradition-based separation of church and state as a hedge against all forms of totalitarian ideology.", "language": "en", "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": "Eliot" }, { "word": "fascism" }, { "word": "antifascism" }, { "word": "modernism" }, { "word": "Criterion" }, { "word": "Ezra Pound" }, { "word": "cultural politics" }, { "word": "political myth" }, { "word": "church-state separation" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b20w7vv", "frozenauthors": [ { "first_name": "Anderson", "middle_name": "D.", "last_name": "Araujo", "name_suffix": "", "institution": "University of British Columbia", "department": "None" } ], "date_submitted": "2015-10-23T22:19:57Z", "date_accepted": "2015-10-23T22:19:57Z", "date_published": "2017-12-28T16:33:09Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40633/galley/30508/download/" } ] }, { "pk": 40609, "title": "Naples and the Nation in Cultural Representations of the Allied Occupation", "subtitle": null, "abstract": "This article addresses Italian cultural representations of the Allied Occupation of Naples, with reference to their understanding of the relationship between the city and the Italian nation-state. The analysis focuses on two texts which, despite enjoying notable prominence and influence, are rarely considered together: Eduardo De Filippo’s \nNapoli milionaria! \n(1945) and Curzio Malaparte’s \nLa pelle\n (1949). Deploying a psychoanalytical frame of reference and paying close attention to the gendering of discourses relating to Naples and Italy, it is argued that where \nLa pelle\n gives symptomatic expression to the conditions of the Occupation, underlining the exceptionality of the Neapolitan experience with respect to the national post-war narrative,\n Napoli milionaria!\n instead seeks overtly to heal the psychological wounds of the Occupation by aligning the conditions in Naples with those experienced in the center-north of the country. The article closes with the proposition that the different approaches taken to the relationship between Naples and the Italian nation-state are key to the radically divergent reception of the texts in Naples.", "language": "en", "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": "Allied Occupation of Naples" }, { "word": "La pelle" }, { "word": "Napoli milionaria!" }, { "word": "Naples and the nation" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1vp8t8dz", "frozenauthors": [ { "first_name": "Ruth", "middle_name": "", "last_name": "Glynn", "name_suffix": "", "institution": "Other\nUniversity of Bristol", "department": "None" } ], "date_submitted": "2015-07-17T15:16:43Z", "date_accepted": "2015-07-17T15:16:43Z", "date_published": "2017-12-28T16:32:32Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40609/galley/30487/download/" } ] }, { "pk": 40673, "title": "Anachronism, Displacement, Trace. \"Scarred Images\" and the Postcolonial Time Lag", "subtitle": null, "abstract": "This essay takes up the question of postcolonial haunting through an analysis of experimental/art films on colonialism and contemporary immigration by Nikolaj Bendix Skyum Larsen (2014); Pier Paolo Pasolini (1970); Yervant Giankian and Angela Ricci Lucchi (1986); and Dagmawi Yimer (2015).", "language": "en", "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": "Spectrality" }, { "word": "haunting" }, { "word": "Postcolonial studies" }, { "word": "film studies" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fw6g9m6", "frozenauthors": [ { "first_name": "Rhiannon", "middle_name": "", "last_name": "Welch", "name_suffix": "", "institution": "Rutgers University", "department": "None" } ], "date_submitted": "2016-06-30T16:57:08Z", "date_accepted": "2016-06-30T16:57:08Z", "date_published": "2017-12-28T16:18:05Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40673/galley/30520/download/" } ] }, { "pk": 40675, "title": "“They are as we once were”: Trope of Resemblance in Early Italian Cinema of Immigration (1990-2005)", "subtitle": null, "abstract": "This article examines the response of Italian cinema in the 1990s and early 2000s to the phenomenon of mass immigration from the global south. It specifically focuses on the invocation of neorealism in order to mobilize a trope of semblance which compares new immigrants with Italian emigrants of previous generations, stating “they are as we once were.” However, the actual statistical record shows this trope to be a sleight of hand, a misremembering based on historical erasures that are so ingrained in Italian culture as to go unnoticed, and which feed upon long standing discriminatory hierarchies between the North and the South.", "language": "en", "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": "Southern Question, Postcolonial Cinema, Immigration, Accented Cinema, Subaltern Studies" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rz471h3", "frozenauthors": [ { "first_name": "L. Avy", "middle_name": "", "last_name": "Valladares", "name_suffix": "", "institution": "UC Berkeley", "department": "None" } ], "date_submitted": "2016-07-01T16:12:59Z", "date_accepted": "2016-07-01T16:12:59Z", "date_published": "2017-12-28T16:17:25Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40675/galley/30521/download/" } ] }, { "pk": 40666, "title": "Anna Banti Stages Artemisia Gentileschi: Feminist Intersections of Painting and Theater", "subtitle": null, "abstract": "This article explores how Anna Banti recasts Artemisia Gentileschi on the modern Italian stage. In her only dramatic work, \nCorte Savella\n (1960), Banti harnesses the aesthetic power of Gentileschi's paintings to influence both the characters within the play and her twentieth-century audience beyond the fourth wall. By using Gentileschi’s paintings to drive her play thematically, aesthetically, and as a plot device, Banti provides a new interpretation of Gentileschi's artistic oeuvre, which prior to the early twentieth century had been largely dismissed. I argue that the way in which Banti interweaves Gentileschi’s paintings with the unfolding the play provides a unique platform for a pioneering reinterpretation of her artistic corpus from a feminist perspective, as well as new ways of understanding the intermedial intersections of visual and performing arts.", "language": "en", "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": "Italian literature, Theater, Painting, Intermediality, Art History, Artemisia Gentileschi, Anna Banti" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9w95s8jq", "frozenauthors": [ { "first_name": "Monica", "middle_name": "L", "last_name": "Streifer", "name_suffix": "", "institution": "The College of William & Mary", "department": "None" } ], "date_submitted": "2016-09-30T18:13:17Z", "date_accepted": "2016-09-30T18:13:17Z", "date_published": "2017-12-28T16:16:39Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40666/galley/30518/download/" } ] }, { "pk": 40656, "title": "“Quando si ama qualcuno lo si ama per qualcun altro”: Francesca Comencini’s Retelling of Svevo’s Zeno", "subtitle": null, "abstract": "In her 2001 film based on two chapters of Italo Svevo’s \nLa coscienza di Zeno\n, \nLe parole di mio padre\n, Francesca Comencini combines a realistic mise-en-scène with an oneiric and turbulent filmic syntax, presenting Zeno Cosini’s relationship with his dying father and his involvement with the Malfenti family after his father’s death. The essay explores the use of filmic enunciation, rather than linear narrative, to depict Zeno’s relationships with Giovanni, Ada, Alberta and Augusta Malfenti, and their relationships with each other. It argues that such a technique, which employs minimal dialogue, intense use of close-ups, darkness and blurring – and is comparable to the non-commercial style theorized by Lyotard as “acinema” – allows the director to focus on all the characters (and not simply Zeno), specifically as regards the struggle with the father figure and the related struggles of artistic expression and the negotiation of familial and erotic love.", "language": "en", "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": "Francesca Comencini, Cinema, Italo Svevo" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jn9n298", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "Erling", "last_name": "Peterson", "name_suffix": "", "institution": "University of Georgia", "department": "None" } ], "date_submitted": "2016-04-28T18:18:17Z", "date_accepted": "2016-04-28T18:18:17Z", "date_published": "2017-12-28T16:15:48Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40656/galley/30513/download/" } ] }, { "pk": 40665, "title": "Planes, Trains, Automobiles, Bicycles, Spaceships and an Elephant: Images of Movement from Neorealism to the commedia all’italiana", "subtitle": null, "abstract": "This paper looks at literal forms of mobility in the \ncommedia all'italiana\n, forms that proliferate (as my tongue-in-cheek title suggests) in the 1950s and 60s. The automobile in particular was a moving image in many senses: it was an image of the literal movement that characterized the Italian peninsula in the postwar period, an emblem of the newfound socio-economic mobility that emerges at the same time, and finally an image that was understood to move the audience, to elicit an emotional reaction. Scholarship on the \ncommedia\n has long recognized the importance of the automobile, but here I argue two points: (1) the automobile is in fact only one form of \"moving image,\" one image of mobility, deployed in the cinema of the 1950s and 60s, and should be understood particularly in terms of the \"moving images\" offered by neorealism in the 1940s and 50s, and (2) scholarship on the \ncommedia\n has regularly described its \"love affair\" with the automobile, but the emotions elicited by images of mobility in the commedia are in fact much more fraught: anxiety, fear and anguish are frequently the emotions at the heart of their comedy", "language": "en", "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": "commedia all'italiana" }, { "word": "Comedy" }, { "word": "cars" }, { "word": "automobile" }, { "word": "mobility" }, { "word": "Italy" }, { "word": "film" }, { "word": "Cinema" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2zt4d8px", "frozenauthors": [ { "first_name": "Robert", "middle_name": "Allen", "last_name": "Rushing", "name_suffix": "", "institution": "University of Illinois, Urbana-Champaign", "department": "None" } ], "date_submitted": "2016-06-09T19:06:19Z", "date_accepted": "2016-06-09T19:06:19Z", "date_published": "2017-12-28T16:15:17Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40665/galley/30517/download/" } ] }, { "pk": 40676, "title": "\"La casa va con la città\": Lorenzo the Magnificent and the Arts, 1949", "subtitle": null, "abstract": "In this article, a Modernist and a Renaissance art historian analyze the 1949 exhibition of Renaissance domestic painting at the Palazzo Strozzi in Florence. Based on unpublished documents at the Ragghianti foundation in Lucca, we trace the genesis, development, and installation of the show, as well as responses to it on the part of the scholarly community and in the popular press. We look at a variety of interests that drove the planners, ranging from postwar politics, historic reconstruction, museology, local economy and tourism, to changing definitions of the family and women’s roles in the home. Finally, we uncover a link between the 1949 show and the establishment of the Palazzo Davanzati museum.", "language": "en, ita", "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": "Cassone/cassoni, Florence, dopoguerra, Carlo Ludovico Ragghianti, Licia Collobi, Lorenzo de’ Medici, museum studies, house museum, domestic cultures." } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8c2450sx", "frozenauthors": [ { "first_name": "Cristelle", "middle_name": "", "last_name": "Baskins", "name_suffix": "", "institution": "Tufts", "department": "None" }, { "first_name": "Silvia", "middle_name": "", "last_name": "Bottinelli", "name_suffix": "", "institution": "School of the Museum of Fine Arts at Tufts", "department": "None" } ], "date_submitted": "2016-08-01T18:02:57Z", "date_accepted": "2016-08-01T18:02:57Z", "date_published": "2017-12-28T16:14:40Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40676/galley/30522/download/" } ] }, { "pk": 40592, "title": "The Formation of a Heterotopia: An Inquiry into the Intermingling of Utopic Thoughts and Concrete Activities in Olivetti’s Ivrea", "subtitle": null, "abstract": "This essay explores the process by which the Olivetti factory and its related structures in Ivrea developed, especially under Adriano Olivetti from the 1930s through the 50s, into what could be regarded as a heterotopic space in keeping with the fundamental significance of the term as it was presented by Michel Foucault. Looking at four significant sources (or causes) of influence—Italian rationalism, Le Corbusier, the corporativist policies of Italian fascism, and Frank Lloyd Wright—the essay traces their respective roles in shaping the built environment of this relatively small subalpine Italian city. Specific projects discussed include the principal factory building and its numerous extension projects, Figini and Pollini’s workers’ housing units of 1935, the rationalist duo’s design of the social services building, and Piccinato’s Quartiere Bellavista.", "language": "en", "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": "Adriano Olivetti" }, { "word": "Ivrea" }, { "word": "Figini and Pollini" }, { "word": "le corbusier" }, { "word": "Italian Rationalism" }, { "word": "Italian Fascism" }, { "word": "Frank Lloyd Wright" }, { "word": "Bruno Zevi" }, { "word": "Luigi Piccinato" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75t413bz", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Harvard University", "department": "None" } ], "date_submitted": "2015-04-30T20:05:31Z", "date_accepted": "2015-04-30T20:05:31Z", "date_published": "2017-12-28T16:12:52Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40592/galley/30477/download/" } ] }, { "pk": 40667, "title": "Offscreen Space, From Cinema and Sculpture to Photography, Poetry and Narrative", "subtitle": null, "abstract": "This article takes the notion of \"offscreen\" space in cinema--designating elements of the film's diegesis not represented within the frame of the image, or within the \"onscreen\" space of the audiovisual sign--and generalizes that offscreen space to other arts, beginning with the David of Michelangelo and moving to the photography of Luigi Ghirri and the cinema of Antonioni and Bertolucci; and from there again to verbal artifacts of Leopardi, Manzoni, Gianni Celati, A. Tabucchi, A. M. Ortese, and Montale. My thesis is that all arts make use of invisible offscreen space, and most interestingly this space is preter-diegetic, involving the work's unsaid, the space of readerly interpretation, and that of the historical-natural world recast or denaturalized in the work's representational or symbolic contents. The appeal made by the piece is for criticism to confront more directly these offscreen spaces than it does in typically historicist criticism, so that the artworks' broadest semantic and ontological contexts come explicitly into interpretive purviews.", "language": "en", "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": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w40187f", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Harrison", "name_suffix": "", "institution": "University of California at Los Angeles", "department": "None" } ], "date_submitted": "2016-06-12T01:28:51Z", "date_accepted": "2016-06-12T01:28:51Z", "date_published": "2017-12-28T16:11:36Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40667/galley/30519/download/" } ] }, { "pk": 40662, "title": "Queer Unhistoricism in a Transdisciplinary Frame: Luca Signorelli’s Male Nudes", "subtitle": null, "abstract": "This essay introduces the reader to the queer unhistoricism debates and then argues for the necessity of bringing them to bear on the work of Italian Renaissance painter Luca Signorelli.", "language": "en", "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": "queer unhistoricism" }, { "word": "Luca Signorelli" }, { "word": "Renaissance painting" }, { "word": "queer theory" } ], "section": "Vol.7: Moving Images", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07m0z45n", "frozenauthors": [ { "first_name": "John", "middle_name": "G", "last_name": "Champagne", "name_suffix": "", "institution": "Penn State Erie, the Behrend College", "department": "None" } ], "date_submitted": "2016-05-04T11:01:55Z", "date_accepted": "2016-05-04T11:01:55Z", "date_published": "2017-12-28T16:07:36Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/cisj/article/40662/galley/30514/download/" } ] }, { "pk": 10956, "title": "Getting Published in Medical Education: Overcoming Barriers to Scholarly Production", "subtitle": null, "abstract": "n/a", "language": "en", "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": "Medical Education" }, { "word": "barriers" }, { "word": "publication" }, { "word": "research" }, { "word": "faculty development" } ], "section": "Editorial", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1mb7z94k", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Gottlieb", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Erin", "middle_name": "", "last_name": "Dehon", "name_suffix": "", "institution": "University of Mississippi Medical Center, Department of Emergency Medicine, Jackson, Mississippi", "department": "None" }, { "first_name": "Jaime", "middle_name": "", "last_name": "Jordan", "name_suffix": "", "institution": "Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California", "department": "None" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Bentley", "name_suffix": "", "institution": "Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New", "department": "None" }, { "first_name": "Megan", "middle_name": "L.", "last_name": "Ranney", "name_suffix": "", "institution": "Alpert Medical School, Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Sangil", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of Iowa Carver College of Medicine, Department of Emergency Medicine, Iowa City, Iowa", "department": "None" }, { "first_name": "Sorabh", "middle_name": "", "last_name": "Khandelwal", "name_suffix": "", "institution": "The Ohio State University, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" } ], "date_submitted": "2017-06-14T23:20:49Z", "date_accepted": "2017-06-14T23:20:49Z", "date_published": "2017-12-22T21:47:25Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10956/galley/5922/download/" } ] }, { "pk": 11378, "title": "Anything but Shadowing! Early Clinical Reasoning in Emergency Department Improves Clinical Skills", "subtitle": null, "abstract": "Introduction:\n Transitioning from the pre-clinical environment to clerkships poses a challenge to students and educators alike. Students along with faculty developed the Clinical Reasoning Elective (CRE) to provide pre-clinical students exposure to patients in the emergency department and the opportunity to build illness scripts and practice clinical skills with longitudinal mentorship in a low-stakes environment before entering clerkships. It is a voluntary program. Each year, the CRE has received overwhelming positive feedback from students. The objective of this study is to determine if the CRE improved students’ clinical skills and reported comfort in their skills. \n \nMethods:\n We examined the relationships between students’ self-reported participation in the CRE and their individual scores on a comprehensive clinical assessment (CCA) at the end of the pre-clerkship period. A total of 178 students took the CCA exam in 2016. Of these, 113 participated in the CRE and 65 did not. Seven students who participated in CRE did not complete the exit survey and were omitted from analysis. We performed unstandardized regressions and dichotomous (participants/nonparticipants) comparisons of means with t-tests. Survey of student reactions was collected. \nResults:\n Participants completed an average of 10 sessions over the course of the program (range=1-20). Involvement in the CRE was associated with significantly increased scores on Abdominal History; Pulmonary Physical Exam; Overall History-Taking; Overall Communication; and Overall Physical Exam (p<0.05). Nearly all students (97%) reported that the program offered opportunities to enhance clinical skills, increased their comfort with patients, and better prepared them for their clinical years.\nConclusion:\n There were measurable improvements in clinical skills performance for students who participated in CRE. As many schools seek to incorporate early clinical exposure to their curricula, this program provides a successful framework to provide meaningful clinical exposure to real patients that also shows objective benefits to students’ clinical skills.", "language": "en", "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": "Medical Education" }, { "word": "clinical reasoning" }, { "word": "Clinical Education" }, { "word": "Mentoring" }, { "word": "Emergency Medicine" }, { "word": "Clinical Assessment" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zk6k27w", "frozenauthors": [ { "first_name": "Regina", "middle_name": "", "last_name": "Royan", "name_suffix": "", "institution": "University of Michigan Medical School, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Christine", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "University of Michigan Medical School, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Nik", "middle_name": "", "last_name": "Theyyunni", "name_suffix": "", "institution": "Michigan Medicine, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Sacha", "middle_name": "", "last_name": "Montas", "name_suffix": "", "institution": "Michigan Medicine, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "James", "middle_name": "A.", "last_name": "Cranford", "name_suffix": "", "institution": "Michigan Medicine, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Joseph", "middle_name": "B.", "last_name": "House", "name_suffix": "", "institution": "Michigan Medicine, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Michael", "middle_name": "P.", "last_name": "Lukela", "name_suffix": "", "institution": "Michigan Medicine, Department of Internal Medicine and Pediatrics, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "Virginia Commonwealth University School of Medicine, Richmond, Virginia", "department": "None" } ], "date_submitted": "2017-10-08T21:08:22Z", "date_accepted": "2017-10-08T21:08:22Z", "date_published": "2017-12-22T21:40:07Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11378/galley/6166/download/" } ] }, { "pk": 10805, "title": "The National Clinical Assessment Tool for Medical Students in the Emergency Department (NCAT-EM)", "subtitle": null, "abstract": "Introduction:\n Clinical assessment of medical students in emergency medicine (EM) clerkships is a highly variable process that presents unique challenges and opportunities. Currently, clerkship directors use institution-specific tools with unproven validity and reliability that may or may not address competencies valued most highly in the EM setting. Standardization of assessment practices and development of a common, valid, specialty-specific tool would benefit EM educators and students. \nMethods:\n A two-day national consensus conference was held in March 2016 in the Clerkship Directors in Emergency Medicine (CDEM) track at the Council of Residency Directors in Emergency Medicine (CORD) Academic Assembly in Nashville, TN. The goal of this conference was to standardize assessment practices and to create a national clinical assessment tool for use in EM clerkships across the country. Conference leaders synthesized the literature, articulated major themes and questions pertinent to clinical assessment of students in EM, clarified the issues, and outlined the consensus-building process prior to consensus-building activities. \nResults:\n The first day of the conference was dedicated to developing consensus on these key themes in clinical assessment. The second day of the conference was dedicated to discussing and voting on proposed domains to be included in the national clinical assessment tool. A modified Delphi process was initiated after the conference to reconcile questions and items that did not reach an a priori level of consensus. \nConclusion:\n The final tool, the National Clinical Assessment Tool for Medical Students in Emergency Medicine (NCAT-EM) is presented here.", "language": "en", "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": "emergency medicine, clerkship, assessment, NCAT-EM, NCAT" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hm6k2fd", "frozenauthors": [ { "first_name": "Juliana", "middle_name": "", "last_name": "Jung", "name_suffix": "", "institution": "Johns Hopkins University, Department of Emergency Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Doug", "middle_name": "", "last_name": "Franzen", "name_suffix": "", "institution": "University of Washington, Department of Emergency Medicine, Seattle, Washington", "department": "None" }, { "first_name": "Luan", "middle_name": "", "last_name": "Lawson", "name_suffix": "", "institution": "East Carolina University, Department of Emergency Medicine, Greenville, North Carolina", "department": "None" }, { "first_name": "David", "middle_name": "", "last_name": "Manthey", "name_suffix": "", "institution": "Wake Forest University, Department of Emergency Medicine, Winston-Salem, North Carolina", "department": "None" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Tews", "name_suffix": "", "institution": "Medical College of Georgia, Department of Emergency Medicine, Augusta, Georgia", "department": "None" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Dubosh", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center/Harvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "University of Arizona, Phoenix, Department of Emergency Medicine, Phoenix, Arizona", "department": "None" }, { "first_name": "Marianne", "middle_name": "", "last_name": "Haughey", "name_suffix": "", "institution": "City University of New York, Department of Emergency Medicine, New York, New York", "department": "None" }, { "first_name": "Joseph", "middle_name": "B.", "last_name": "House", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Arleigh", "middle_name": "", "last_name": "Trainor", "name_suffix": "", "institution": "University of South Dakota, Department of Emergency Medicine, Vermillion, South Dakota", "department": "None" }, { "first_name": "David", "middle_name": "A.", "last_name": "Wald", "name_suffix": "", "institution": "Temple University, Department of Emergency Medicine, Philadelphia, Pennsylvania", "department": "None" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Hiller", "name_suffix": "", "institution": "University of Arizona, Department of Emergency Medicine, Tucson, Arizona", "department": "None" } ], "date_submitted": "2017-05-21T18:34:54Z", "date_accepted": "2017-05-21T18:34:54Z", "date_published": "2017-12-22T21:36:19Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10805/galley/5882/download/" } ] }, { "pk": 10963, "title": "ACGME Clinical and Educational Work Hour Standards: Perspectives and Recommendations from Emergency Medicine Educators", "subtitle": null, "abstract": "Introduction:\n The American College of Emergency Physicians (ACEP) and the Council of Emergency Medicine Residency Directors (CORD) were invited to contribute to the 2016 Accreditation Council for Graduate Medical Education’s (ACGME) Second Resident Duty Hours in the Learning and Working Environment Congress. We describe the joint process used by ACEP and CORD to capture the opinions of emergency medicine (EM) educators on the ACGME clinical and educational work hour standards, formulate recommendations, and inform subsequent congressional testimony. \nMethods: \nIn 2016 our joint working group of experts in EM medical education conducted a consensus-based, mixed-methods process using survey data from medical education stakeholders in EM and expert iterative discussions to create organizational position statements and recommendations for revisions of work hour standards. A 19-item survey was administered to a convenience sample of 199 EM residency training programs using a national EM educational listserv. \nResults:\n A total of 157 educational leaders responded to the survey; 92 of 157 could be linked to specific programs, yielding a targeted response rate of 46.2% (92/199) of programs. Respondents commented on the impact of clinical and educational work-hour standards on patient safety, programmatic and personnel costs, resident caseload, and educational experience. Using survey results, comments, and iterative discussions, organizational recommendations were crafted and submitted to the ACGME. \nConclusion:\n EM educators believe that ACGME clinical and educational work hour standards negatively impact the learning environment and are not optimal for promoting patient safety or the development of resident professional citizenship.", "language": "en", "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": "Medical Education, ACGME Work Hours" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gv2k42k", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "J.", "last_name": "Wolf", "name_suffix": "", "institution": "University of Virginia School of Medicine, Department of Emergency Medicine, Charlottesville, Virginia", "department": "None" }, { "first_name": "Saadia", "middle_name": "", "last_name": "Akhtar", "name_suffix": "", "institution": "Mount Sinai Beth Israel, Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York\nCouncil of Emergency Medicine Residency Directors, Irving, Texas", "department": "None" }, { "first_name": "Eric", "middle_name": "", "last_name": "Gross", "name_suffix": "", "institution": "University of California Davis School of Medicine, Department of Emergency Medicine, Sacramento, California\nAmerican College of Emergency Physicians, Irving, Texas", "department": "None" }, { "first_name": "David", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "University of California Davis School of Medicine, Department of Emergency Medicine, Sacramento, California", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Epter", "name_suffix": "", "institution": "Maricopa Medical Center, Department of Emergency Medicine, Phoenix, Arizona\nCouncil of Emergency Medicine Residency Directors, Irving, Texas", "department": "None" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "University of Arizona College of Medicine- Phoenix, Maricopa Medical Center, Department of Emergency Medicine, Phoenix, Arizona", "department": "None" }, { "first_name": "Maria", "middle_name": "", "last_name": "Moreira", "name_suffix": "", "institution": "Denver Health Medical Center, Department of Emergency Medicine, Denver, Colorado\nCouncil of Emergency Medicine Residency Directors, Irving, Texas", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Queensland/Ochsner Health System, Department of Emergency Medicine, New Orleans, Louisiana", "department": "None" }, { "first_name": "Hans", "middle_name": "", "last_name": "House", "name_suffix": "", "institution": "University of Iowa Carver College of Medicine, Department of Emergency Medicine, Iowa City, Iowa\nAmerican College of Emergency Physicians, Irving, Texas", "department": "None" } ], "date_submitted": "2017-06-15T17:14:43Z", "date_accepted": "2017-06-15T17:14:43Z", "date_published": "2017-12-22T21:26:55Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10963/galley/5924/download/" } ] }, { "pk": 10732, "title": "The Flipped Journal Club", "subtitle": null, "abstract": "Introduction:\n Educators struggle to develop a journal club format that promotes active participation from all levels of trainees. The explosion of social media compels residencies to incorporate the evaluation and application of these resources into evidence-based practice. We sought to design an innovative “flipped journal club” to achieve greater effectiveness in meeting goals and objectives among residents and faculty.\nMethods:\n Each journal club is focused on a specific clinical question based on a landmark article, a background article, and a podcast or blog post. With the “flipped” model, residents are assigned to prepare an in-depth discussion of one of these works based on their level of training. At journal club, trainees break into small groups and discuss their assigned readings with faculty facilitation. Following the small-group discussions, all participants convene to summarize key points. In redesigning our journal club, we sought to achieve specific educational outcomes, and improve participant engagement and overall impressions.\nResults: \nSixty-one residents at our emergency medicine program participated in the flipped journal club during the 2015-2016 academic year, with supervision by core faculty. Program evaluation for the flipped journal club was performed using an anonymous survey, with response rates of 70% and 56% for residents and faculty, respectively. Overall, 95% of resident respondents and 100% of faculty respondents preferred the flipped format.\nConclusion:\n The “flipped journal club” hinges upon well-selected articles, incorporation of social media, and small-group discussions. This format engages all residents, holds learners accountable, and encourages greater participation among residents and faculty.", "language": "en", "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": "journal club" }, { "word": "flipped classroom" }, { "word": "small group" }, { "word": "social media" }, { "word": "Emergency Medicine" } ], "section": "Brief Research Report", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4gs322x0", "frozenauthors": [ { "first_name": "Richard", "middle_name": "", "last_name": "Bounds", "name_suffix": "", "institution": "Christiana Care Health System, Department of Emergency Medicine, Newark, Delaware \nUniversity of Vermont Medical Center, Burlington, Vermont", "department": "None" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Boone", "name_suffix": "", "institution": "Baylor College of Medicine, Department of Emergency Medicine, Houston, Texas\nBaylor College of Medicine, Department of Internal Medicine, Houston, Texas", "department": "None" } ], "date_submitted": "2017-04-07T17:23:03Z", "date_accepted": "2017-04-07T17:23:03Z", "date_published": "2017-12-22T21:09:18Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10732/galley/5856/download/" } ] }, { "pk": 33538, "title": "The Humble Cookstove", "subtitle": null, "abstract": "Meena Khandelwal and Kayley Lain reflect on half a century of failed efforts to change how people cook in rural India, before adding a little device of their own to the fire.", "language": null, "license": { "name": "Creative Commons Attribution-ShareAlike 4.0", "short_name": "CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z68q444", "frozenauthors": [ { "first_name": "Meena", "middle_name": "", "last_name": "Khandelwal", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Kayley", "middle_name": "", "last_name": "Lain", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-22T18:00:00Z", "render_galley": null, "galleys": [ { "label": "HTML", "type": "pdf", "path": "https://journalpub.escholarship.org/limn/article/33538/galley/24611/download/" } ] }, { "pk": 33539, "title": "“Water is life, but sanitation is dignity”", "subtitle": null, "abstract": "Tatiana Thieme explores how doing your business has become an opportunity for business in Nairobi.", "language": null, "license": { "name": "Creative Commons Attribution-ShareAlike 4.0", "short_name": "CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9db2z216", "frozenauthors": [ { "first_name": "Tatiana", "middle_name": "", "last_name": "Thieme", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-21T18:00:00Z", "render_galley": null, "galleys": [ { "label": "HTML", "type": "pdf", "path": "https://journalpub.escholarship.org/limn/article/33539/galley/24612/download/" } ] }, { "pk": 11352, "title": "A Randomized Trial of SMART Goal Enhanced Debriefing after Simulation to Promote Educational Actions", "subtitle": null, "abstract": "Introduction:\n Goal setting is used in education to promote learning and performance. Debriefing after clinical scenario-based simulation is a well-established practice that provides learners a defined structure to review and improve performance. Our objective was to integrate formal learning goal generation, using the SMART framework (Specific, Measurable, Attainable, Realistic, and Time-bound), into standard debriefing processes (i.e., “SMART Goal Enhanced Debriefing”) and subsequently measure the impact on the development of learning goals and execution of educational actions.\nMethods:\n This was a prospective multicenter randomized controlled study of 80 emergency medicine residents at three academic hospitals comparing the effectiveness of SMART Goal Enhanced Debriefing to a standard debriefing. Residents were block randomized on a rolling basis following a simulation case. SMART Goal Enhanced Debriefing included five minutes of formal instruction on the development of SMART learning goals during the summary/application phase of the debrief. Outcome measures included the number of recalled learning goals, self-reported executed educational actions, and quality of each learning goal and educational action after a two-week follow-up period. \nResults:\n The mean number of reported learning goals was similar in the standard debriefing group (mean 2.05 goals, SD 1.13, n=37 residents), and in the SMART Goal Enhanced Debriefing group (mean 1.93, SD 0.96, n=43), with no difference in learning goal quality. Residents receiving SMART Goal Enhanced Debriefing completed more educational actions on average (Control group actions completed 0.97 (SD 0.87), SMART debrief group 1.44 (SD 1.03) p=0.03).\nConclusion:\n The number and quality of learning goals reported by residents was not improved as a result of SMART Goal Enhanced Debriefing. Residents did, however, execute more educational actions, which is consistent with the overarching intent of any educational intervention.", "language": "en", "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": "Simulation, Goals, Debriefing, Education Outcomes" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kp11852", "frozenauthors": [ { "first_name": "Amish", "middle_name": "", "last_name": "Aghera", "name_suffix": "", "institution": "Maimonides Medical Center, Department of Emergency Medicine, Brooklyn, New York", "department": "None" }, { "first_name": "Matt", "middle_name": "", "last_name": "Emery", "name_suffix": "", "institution": "Michigan State University College of Human Medicine, Spectrum Health Emergency Medicine Residency, Grand Rapids, Michigan", "department": "None" }, { "first_name": "Richard", "middle_name": "", "last_name": "Bounds", "name_suffix": "", "institution": "University of Vermont Medical Center, Division of Emergency Medicine, Department of Surgery, Burlington, Vermont", "department": "None" }, { "first_name": "Colleen", "middle_name": "", "last_name": "Bush", "name_suffix": "", "institution": "Michigan State University College of Human Medicine, Spectrum Health Emergency Medicine Residency, Grand Rapids, Michigan", "department": "None" }, { "first_name": "R. Brent", "middle_name": "", "last_name": "Stansfield", "name_suffix": "", "institution": "Wayne State University School of Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Brian", "middle_name": "", "last_name": "Gillett", "name_suffix": "", "institution": "Maimonides Medical Center, Department of Emergency Medicine, Brooklyn, New York", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "Virginia Commonwealth University School of Medicine, Richmond, Virginia", "department": "None" } ], "date_submitted": "2017-09-25T16:20:05Z", "date_accepted": "2017-09-25T16:20:05Z", "date_published": "2017-12-21T15:55:54Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11352/galley/6159/download/" } ] }, { "pk": 11387, "title": "Tracking Student Mistreatment Data to Improve the Emergency Medicine Clerkship Learning Environment", "subtitle": null, "abstract": "Introduction:\n Medical student mistreatment is a prevalent and significant challenge for medical schools across the country, associated with negative emotional and professional consequences for students. The Association of American Medical Colleges and Liaison Committee on Medical Education have increasingly emphasized the issue of mistreatment in recent years, and medical schools are tasked with creating a positive learning climate.\nMethods:\n The authors describe the efforts of an emergency department (ED) to improve its clerkship learning environment, using a multifaceted approach for collecting mistreatment data and relaying them to educators and clerkship leadership. Data are gathered through end-of-rotation evaluations, teaching evaluations, and an online reporting system available to medical students. Mistreatment data are then relayed to the ED during semi-annual meetings between clerkship leadership and medical school assistant deans, and through annual mistreatment reports provided to department chairs.\nResults:\n Over a two-year period, students submitted a total of 56 narrative comments related to mistreatment or unprofessional behavior during their emergency medicine (EM) clerkship. Of these comments, 12 were submitted in 2015-16 and 44 were submitted in 2016-17. The most frequently observed themes were students feeling ignored or marginalized by faculty (14 comments); students being prevented from speaking or working with patients and/or attending faculty (11 comments); and students being treated in an unprofessional manner by staff (other than faculty, 8 comments).\nConclusion:\n This article details an ED’s efforts to improve its EM clerkship learning environment by tracking mistreatment data and intentionally communicating the results to educators and clerkship leadership. Continued mistreatment data collection and faculty development will be necessary for these efforts to have a measurable effect on the learning environment.", "language": "en", "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": "Learning Environment" }, { "word": "Medical Student Mistreatment" }, { "word": "Feedback" }, { "word": "evaluation" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9md5263b", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "B.", "last_name": "House", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Division of Pediatric Emergency Medicine, and Department of Pediatrics. Ann Arbor, Michigan", "department": "None" }, { "first_name": "Max", "middle_name": "C.", "last_name": "Griffith", "name_suffix": "", "institution": "University of Michigan Medical School, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Michelle", "middle_name": "D.", "last_name": "Kappy", "name_suffix": "", "institution": "University of Michigan Medical School, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Holman", "name_suffix": "", "institution": "University of Michigan Medical School, Office of Medical Student Education, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "Virginia Commonwealth University School of Medicine, Department of Emergency Medicine and School of Medicine, Richmond, Virginia", "department": "None" } ], "date_submitted": "2017-10-10T03:46:04Z", "date_accepted": "2017-10-10T03:46:04Z", "date_published": "2017-12-21T15:54:49Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11387/galley/6168/download/" } ] }, { "pk": 10910, "title": "Feasibility and Usability of Tele-interview for Medical Residency Interview", "subtitle": null, "abstract": "Every year in the United States, medical students and residency programs dedicate millions of dollars to the residency matching process. On-site interviews for training positions involve tremendous financial investment, and time spent detracts from educational pursuits and clinical responsibilities. Students are usually required to fund their own travel and accommodations, adding additional financial burdens to an already costly medical education. Similarly, residency programs allocate considerable funds to interview-day meals, tours, staffing, and social events. With the rapid onslaught of innovations and advancements in the field of telecommunication, technology has become ubiquitous in the practice of medicine. Internet applications have aided our ability to deliver appropriate, evidence-based care at speeds previously unimagined. Wearable medical tech allows physicians to monitor patients from afar, and telemedicine has emerged as an economical means by which to provide care to all corners of the world. It is against this backdrop that we consider the integration of technology into the residency application process. This article aims to assess the implementation of technology in the form of web-based interviewing as a viable means by which to reduce the costs and productivity losses associated with traditional in-person interview days.", "language": "en", "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": "Web-based, Interview, Residency, Cost analysis, Advantages" } ], "section": "Systematic Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1351420d", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Pourmand", "name_suffix": "", "institution": "George Washington University School of Medicine and Health Sciences, Department of Emergency Medicine, Washington, DC", "department": "None" }, { "first_name": "Hayoung", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "George Washington University School of Medicine and Health Sciences, Department of Emergency Medicine, Washington, DC", "department": "None" }, { "first_name": "Malika", "middle_name": "", "last_name": "Fair", "name_suffix": "", "institution": "George Washington University School of Medicine and Health Sciences, Department of Emergency Medicine, Washington, DC", "department": "None" }, { "first_name": "Kaylah", "middle_name": "", "last_name": "Maloney", "name_suffix": "", "institution": "George Washington University School of Medicine and Health Sciences, Department of Emergency Medicine, Washington, DC", "department": "None" }, { "first_name": "Amy", "middle_name": "", "last_name": "Caggiula", "name_suffix": "", "institution": "George Washington University School of Medicine and Health Sciences, Department of Emergency Medicine, Washington, DC", "department": "None" } ], "date_submitted": "2017-06-11T20:50:14Z", "date_accepted": "2017-06-11T20:50:14Z", "date_published": "2017-12-21T15:53:09Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10910/galley/5913/download/" } ] }, { "pk": 10848, "title": "Emergency Medicine Residency Applicant Characteristics Associated with Measured Adverse Outcomes During Residency", "subtitle": null, "abstract": "Introduction:\n Negative outcomes in emergency medicine (EM) programs use a disproportionate amount of educational resources to the detriment of other residents. We sought to determine if any applicant characteristics identifiable during the selection process are associated with negative outcomes during residency.\nMethods:\n Primary analysis consisted of looking at the association of each of the descriptors including resident characteristics and events during residency with a composite measure of negative outcomes. Components of the negative outcome composite were any formal remediation, failure to complete residency, or extension of residency. \nResults: \nFrom a dataset of 260 residents who completed their residency over a 19-year period, 26 (10%) were osteopaths and 33 (13%) were international medical school graduates A leave of absence during medical school (p <.001), failure to send a thank-you note (p=.008), a failing score on United States Medical Licensing Examination Step I (p=.002), and a prior career in health (p=.034) were factors associated with greater likelihood of a negative outcome. All four residents with a “red flag” during their medicine clerkships experienced a negative outcome (p <.001).\nConclusion: \n“Red flags” during EM clerkships, a leave of absence during medical school for any reason and failure to send post-interview thank-you notes may be associated with negative outcomes during an EM residency.", "language": "en", "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": "Remediation" }, { "word": "application" }, { "word": "selection" }, { "word": "Residency" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bt564hv", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "", "last_name": "Bohrer-Clancy", "name_suffix": "", "institution": "University of Connecticut, Department of Emergency Medicine, Farmington, Connecticut", "department": "None" }, { "first_name": "Leslie", "middle_name": "", "last_name": "Lukowski", "name_suffix": "", "institution": "Hartford Hospital, Department of Emergency Medicine, Hartford, Connecticut", "department": "None" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Turner", "name_suffix": "", "institution": "University of Connecticut, Department of Emergency Medicine, Farmington, Connecticut", "department": "None" }, { "first_name": "Ilene", "middle_name": "", "last_name": "Staff", "name_suffix": "", "institution": "Hartford Hospital, Proposal Design and Statistical Analysis, Hartford, Connecticut", "department": "None" }, { "first_name": "Shawn", "middle_name": "", "last_name": "London", "name_suffix": "", "institution": "University of Connecticut, Department of Emergency Medicine, Farmington, Connecticut\nHartford Hospital, Department of Emergency Medicine, Hartford, Connecticut", "department": "None" } ], "date_submitted": "2017-05-30T16:36:20Z", "date_accepted": "2017-05-30T16:36:20Z", "date_published": "2017-12-21T15:51:34Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10848/galley/5896/download/" } ] }, { "pk": 44427, "title": "An Interesting Case of Right Lower Quadrant Abdominal Pain", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54b4096v", "frozenauthors": [ { "first_name": "Scott", "middle_name": "B.", "last_name": "Jacobs", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-18T19:57:16Z", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44427/galley/36649/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44427/galley/36649/download/" } ] }, { "pk": 44425, "title": "Don’t Breathe Easy Yet: Post-Extubation Pneumothorax Related to the Use of Noninvasive Ventilation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8997m526", "frozenauthors": [ { "first_name": "Charles", "middle_name": "W.", "last_name": "Lanks", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Argun", "middle_name": "", "last_name": "Can", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-18T19:26:59Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44425/galley/33219/download/" } ] }, { "pk": 11007, "title": "A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations", "subtitle": null, "abstract": "Introduction:\n Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence.\n \nMethods:\n We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course.\nResults:\n 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. \nConclusion:\n Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.", "language": "en", "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": "Educational Innovation, Medical Students, Peer Assisted Learning" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4j76c0td", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "", "last_name": "Jauregui", "name_suffix": "", "institution": "University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington", "department": "None" }, { "first_name": "Steven", "middle_name": "", "last_name": "Bright", "name_suffix": "", "institution": "University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington", "department": "None" }, { "first_name": "Jared", "middle_name": "", "last_name": "Strote", "name_suffix": "", "institution": "University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington", "department": "None" }, { "first_name": "Jamie", "middle_name": "", "last_name": "Shandro", "name_suffix": "", "institution": "University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington", "department": "None" } ], "date_submitted": "2017-06-16T00:52:34Z", "date_accepted": "2017-06-16T00:52:34Z", "date_published": "2017-12-18T18:03:29Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11007/galley/5935/download/" } ] }, { "pk": 11349, "title": "Implementing a Team-Based Fourth-Year Medical Student Rotation in Emergency Medicine", "subtitle": null, "abstract": "n/a", "language": "en", "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": "Medical Student, clerkship model, evaluation" } ], "section": "Brief Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0h4188js", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Tews", "name_suffix": "", "institution": "Medical College of Georgia, Department of Emergency Medicine, Augusta, Georgia", "department": "None" }, { "first_name": "Robert", "middle_name": "W.", "last_name": "Treat", "name_suffix": "", "institution": "Medical College of Wisconsin, Department of Emergency Medicine, Milwaukee, Wisconsin", "department": "None" } ], "date_submitted": "2017-09-22T20:02:30Z", "date_accepted": "2017-09-22T20:02:30Z", "date_published": "2017-12-18T18:01:05Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11349/galley/6158/download/" } ] }, { "pk": 11336, "title": "A Cognitive Apprenticeship-Based Faculty Development Intervention for Emergency Medicine Educators", "subtitle": null, "abstract": "In just a few years of preparation, emergency medicine (EM) trainees must achieve expertise across the broad spectrum of skills critical to the practice of the specialty. Though education occurs in many contexts, much learning occurs on the job, caring for patients under the guidance of clinical educators. The cognitive apprenticeship framework, originally described in primary and secondary education, has been applied to workplace-based medical training. The framework includes a variety of teaching methods: scaffolding, modeling, articulation, reflection, and exploration, applied in a safe learning environment. Without understanding these methods within a theoretical framework, faculty may not apply the methods optimally. Here we describe a faculty development intervention during which participants articulate, share, and practice their own applications of cognitive-apprenticeship methods to learners in EM. We summarize themes identified by workshop participants, and provide suggestions for tailoring the application of these methods to varying levels of EM learners. The cognitive-apprenticeship framework allows for a common understanding of the methods used in clinical teaching toward independence. Clinical educators should be encouraged to reflect critically on their methods, while being offered the opportunity to share and learn from others.", "language": "en", "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": "Medical Education" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76c4x67v", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Merritt", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Departments of Emergency Medicine and Pediatrics, Providence, Rhode Island", "department": "None" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Daniel", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Brendan", "middle_name": "W.", "last_name": "Munzer", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Mariann", "middle_name": "", "last_name": "Nocera", "name_suffix": "", "institution": "University of Connecticut School of Medicine, Departments of Pediatrics and Emergency Medicine, Division of Pediatric Emergency Medicine, Farmington, Connecticut", "department": "None" }, { "first_name": "Joshua", "middle_name": "C.", "last_name": "Ross", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, Department of Emergency Medicine, Madison, Wisconsin", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "Virginia Commonwealth University School of Medicine, Richmond, Virginia", "department": "None" } ], "date_submitted": "2017-09-19T01:30:15Z", "date_accepted": "2017-09-19T01:30:15Z", "date_published": "2017-12-18T17:59:14Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11336/galley/6152/download/" } ] }, { "pk": 10980, "title": "Bringing the Flipped Classroom to Day 1: A Novel Didactic Curriculum for Emergency Medicine Intern Orientation", "subtitle": null, "abstract": "Most emergency medicine (EM) residency programs provide an orientation program for their incoming interns, with the lecture being the most common education activity during this period. Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (MK). To teach interns core medical knowledge in EM, we reformulated orientation using the flipped-classroom model by replacing lectures with small group, case-based discussions. Interns demonstrated improvement in medical knowledge through higher scores on a posttest. Evaluation survey results were also favorable for the flipped-classroom teaching format.", "language": "en", "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": "Graduate Medical Education" }, { "word": "Emergency Medicine" }, { "word": "Evaluation Research" } ], "section": "Brief Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j933858", "frozenauthors": [ { "first_name": "Michael", "middle_name": "G.", "last_name": "Barrie", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Amick", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Mitzman", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "David", "middle_name": "P.", "last_name": "Way", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Andrew", "middle_name": "M.", "last_name": "King", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" } ], "date_submitted": "2017-06-15T16:46:43Z", "date_accepted": "2017-06-15T16:46:43Z", "date_published": "2017-12-18T17:56:13Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10980/galley/5929/download/" } ] }, { "pk": 10944, "title": "Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day", "subtitle": null, "abstract": "The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case.This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points.", "language": "en", "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": "Graduate Medical Education" }, { "word": "Emergency Medicine" }, { "word": "Evaluation Research" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82t578b4", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "M.", "last_name": "King", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Chad", "middle_name": "", "last_name": "Mayer", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Barrie", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Greenberger", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "David", "middle_name": "P.", "last_name": "Way", "name_suffix": "", "institution": "The Ohio State University, Wexner Medical Center, Department of Emergency Medicine, Columbus, Ohio", "department": "None" } ], "date_submitted": "2017-06-14T15:10:58Z", "date_accepted": "2017-06-14T15:10:58Z", "date_published": "2017-12-18T17:52:47Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10944/galley/5919/download/" } ] }, { "pk": 41867, "title": "naMeste: The Light in Me Remembers the Light in Me", "subtitle": null, "abstract": "", "language": "en", "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": "Personal Narratives", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0247v8d5", "frozenauthors": [ { "first_name": "Teneele", "middle_name": "", "last_name": "Bailey", "name_suffix": "", "institution": "Eastern Virginia Medical School", "department": "None" } ], "date_submitted": "2017-10-30T05:07:41Z", "date_accepted": "2017-10-30T05:07:41Z", "date_published": "2017-12-17T21:54:03Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/raceandyoga/article/41867/galley/31288/download/" } ] }, { "pk": 10971, "title": "Interprofessional Emergency Training Leads to Changes in the Workplace", "subtitle": null, "abstract": "Introduction:\n Preventable mistakes occur frequently and can lead to patient harm and death. The emergency department (ED) is notoriously prone to such errors, and evidence suggests that improving teamwork is a key aspect to reduce the rate of error in acute care settings. Only a few strategies are in place to train team skills and communication in interprofessional situations. Our goal was to conceptualize, implement, and evaluate a training module for students of three professions involved in emergency care. The objective was to sensitize participants to barriers for their team skills and communication across professional borders.\n \nMethods:\n We developed a longitudinal simulation-enhanced training format for interprofessional teams, consisting of final-year medical students, advanced trainees of emergency nursing and student paramedics. The training format consisted of several one-day training modules, which took place twice in 2016 and 2017. Each training module started with an introduction to share one’s roles, professional self-concepts, common misconceptions, and communication barriers. Next, we conducted different simulated cases. Each case consisted of a prehospital section (for paramedics and medical students), a handover (everyone), and an ED section (medical students and emergency nurses). After each training module, we assessed participants’ “Commitment to Change.” In this questionnaire, students were anonymously asked to state up to three changes that they wished to implement as a result of the course, as well as the strength of their commitment to these changes.\nResults:\n In total, 64 of 80 participants (80.0%) made at least one commitment to change after participating in the training modules. The total of 123 commitments was evenly distributed over four emerging categories: communication, behavior, knowledge and attitude. Roughly one third of behavior- and attitude-related commitments were directly related to interprofessional topics (e.g., “acknowledge other professions’ work”), and these were equally distributed among professions. At the two-month follow-up, 32 participants (50%) provided written feedback on their original commitments: 57 of 62 (91.9%) commitments were at least partly realized at the follow-up, and only five (8.1%) commitments lacked realization entirely. \nConclusion:\n A structured simulation-enhanced intervention was successful in promoting change to the practice of emergency care, while training teamwork and communication skills jointly.", "language": "en", "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": "Simulation" }, { "word": "Interporfessional" }, { "word": "students" }, { "word": "Emergeny Medicine" }, { "word": "Committment to Change" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68m8j5f2", "frozenauthors": [ { "first_name": "Dorothea", "middle_name": "", "last_name": "Eisenmann", "name_suffix": "", "institution": "Universitätsmedizin Berlin, Department of Anesthesiology and Operative Intensive Care Medicine, Charité, Berlin, Germany\nUniversitätsmedizin Berlin, Medical Skills Lab, Charité, Berlin, Germany", "department": "None" }, { "first_name": "Fabian", "middle_name": "", "last_name": "Stroben", "name_suffix": "", "institution": "Universitätsmedizin Berlin, Medical Skills Lab, Charité, Berlin, Germany", "department": "None" }, { "first_name": "Jan", "middle_name": "D.", "last_name": "Gerken", "name_suffix": "", "institution": "Universitätsmedizin Berlin, Medical Skills Lab, Charité, Berlin, Germany", "department": "None" }, { "first_name": "Aristomenis", "middle_name": "K.", "last_name": "Exadaktylos", "name_suffix": "", "institution": "University Hospital Berne, Department of Emergency Medicine, Inselspital, Berne, Switzerland", "department": "None" }, { "first_name": "Mareen", "middle_name": "", "last_name": "Marchner", "name_suffix": "", "institution": "Charité Health Acadamy, Berlin, Germany", "department": "None" }, { "first_name": "Wolf", "middle_name": "E.", "last_name": "Hautz", "name_suffix": "", "institution": "University Hospital Berne, Department of Emergency Medicine, Inselspital, Berne, Switzerland", "department": "None" } ], "date_submitted": "2017-06-15T13:07:42Z", "date_accepted": "2017-06-15T13:07:42Z", "date_published": "2017-12-14T20:27:10Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10971/galley/5926/download/" } ] }, { "pk": 10949, "title": "Self vs. Other Focus: Predicting Professionalism Remediation of Emergency Medicine Residents", "subtitle": null, "abstract": "Introduction:\n Unprofessionalism is a major reason for resident dismissal from training. Because of the high stakes involved, residents and educators alike would benefit from information predicting whether they might experience challenges related to this competency. Our objective was to correlate the outcome of professionalism-related remedial actions during residency with the predictor variable of resident response to a standardized interview question: “Why is Medicine important to you?” \n \nMethods: \nWe conducted a professional development quality improvement (QI) initiative to improve resident education and mentorship by achieving a better understanding of each resident’s reasons for valuing a career in medicine. This initiative entailed an interview administered to each resident beginning emergency medicine training at San Antonio Military Medical Center during 2006-2013. The interviews uniformly began with the standardized question “Why is Medicine important to you?” The residency program director documented a free-text summary of each response to this question, the accuracy of which was confirmed by the resident. We analyzed the text of each resident’s response after a review of the QI data suggested an association between responses and professionalism actions (retrospective cohort design). Two associate investigators blinded to all interview data, remedial actions, and resident identities categorized each text response as either self-focused (e.g., “I enjoy the challenge”) or other-focused (e.g., “I enjoy helping patients”). Additional de-identified data collected included demographics, and expressed personal importance of politics and religion. The primary outcome was a Clinical Competency Committee professionalism remedial action. \nResults:\n Of 114 physicians starting residency during 2006-2013, 106 (93.0%) completed the interview. There was good inter-rater reliability in associate investigator categorization of resident responses as either self-focused or other-focused (kappa coefficient 0.85). Thirteen of 50 residents (26.0%) expressed self-focus versus three of 54 (5.4%) residents expressed other-focus experienced professionalism remedial actions (p<0.01). This association held in a logistic regression model controlling for measured confounders (p=0.02). \nConclusion: \nSelf-focused responses to the question “Why is Medicine important to you?” correlated with professionalism remedial actions during residency.", "language": "en", "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": "Professionalism" }, { "word": "Graduate Medical Education" }, { "word": "interview" }, { "word": "Remediation" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/514268bq", "frozenauthors": [ { "first_name": "Robert", "middle_name": "E.", "last_name": "Thaxton", "name_suffix": "", "institution": "San Antonio Uniformed Services Health Education Consortium, Department of Emergency Medicine, San Antonio, Texas", "department": "None" }, { "first_name": "Woodson", "middle_name": "S.", "last_name": "Jones", "name_suffix": "", "institution": "San Antonio Uniformed Services Health Education Consortium, Department of Graduate Medical Education, San Antonio, Texas", "department": "None" }, { "first_name": "Fred", "middle_name": "W.", "last_name": "Hafferty", "name_suffix": "", "institution": "University of Minnesota Medical School, Department of Behavioral Sciences, Minneapolis, Minnesota", "department": "None" }, { "first_name": "Carolyn", "middle_name": "W.", "last_name": "April", "name_suffix": "", "institution": "University of Texas Health Sciences Center San Antonio, Department of Medicine, San Antonio Texas", "department": "None" }, { "first_name": "Michael", "middle_name": "D.", "last_name": "April", "name_suffix": "", "institution": "San Antonio Uniformed Services Health Education Consortium, Department of", "department": "None" } ], "date_submitted": "2017-06-14T18:44:08Z", "date_accepted": "2017-06-14T18:44:08Z", "date_published": "2017-12-14T20:16:46Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10949/galley/5921/download/" } ] }, { "pk": 33540, "title": "A Slightly Better Shelter?", "subtitle": null, "abstract": "Tom Scott-Smith gets inside an award-winning shelter designed for refugees and asks: what makes it any better than a tent?", "language": null, "license": { "name": "Creative Commons Attribution-ShareAlike 4.0", "short_name": "CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gz4r09m", "frozenauthors": [ { "first_name": "Tom", "middle_name": "", "last_name": "Scott-Smith", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-14T18:00:00Z", "render_galley": null, "galleys": [ { "label": "HTML", "type": "pdf", "path": "https://journalpub.escholarship.org/limn/article/33540/galley/24613/download/" } ] }, { "pk": 10979, "title": "Filling the Gap: Simulation-based Crisis Resource Management Training for Emergency Medicine Residents", "subtitle": null, "abstract": "Introduction:\n In today’s team-oriented healthcare environment, high-quality patient care requires physicians to possess not only medical knowledge and technical skills but also crisis resource management (CRM) skills. In emergency medicine (EM), the high acuity and dynamic environment makes CRM skills of physicians particularly critical to healthcare team success. The Accreditation Council of Graduate Medicine Education Core Competencies that guide residency program curriculums include CRM skills; however, EM residency programs are not given specific instructions as to how to teach these skills to their trainees. This article describes a simulation-based CRM course designed specifically for novice EM residents. \n \nMethods:\n The CRM course includes an introductory didactic presentation followed by a series of simulation scenarios and structured debriefs. The course is designed to use observational learning within simulation education to decrease the time and resources required for implementation. To assess the effectiveness in improving team CRM skills, two independent raters use a validated CRM global rating scale to measure the CRM skills displayed by teams of EM interns in a pretest and posttest during the course. \nResults:\n The CRM course improved leadership, problem solving, communication, situational awareness, teamwork, resource utilization and overall CRM skills displayed by teams of EM interns. While the improvement from pretest to posttest did not reach statistical significance for this pilot study, the large effect sizes suggest that statistical significance may be achieved with a larger sample size.\nConclusion:\n This course can feasibly be incorporated into existing EM residency curriculums to provide EM trainees with basic CRM skills required of successful emergency physicians. We believe integrating CRM training early into existing EM education encourages continued deliberate practice, discussion, and improvement of essential CRM skills.", "language": "en", "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": "crisis resource management" }, { "word": "Emergency Medicine" }, { "word": "Simulation" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8285w4dt", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "R.", "last_name": "Parsons", "name_suffix": "", "institution": "Drexel University College of Medicine, Department of Emergency Medicine, Philadelphia, Pennsylvania", "department": "None" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Crichlow", "name_suffix": "", "institution": "University of Florida College of Medicine, Department of Emergency Medicine, Jacksonville, Florida", "department": "None" }, { "first_name": "Srikala", "middle_name": "", "last_name": "Ponnuru", "name_suffix": "", "institution": "Drexel University College of Medicine, Department of Emergency Medicine, Philadelphia, Pennsylvania", "department": "None" }, { "first_name": "Patricia", "middle_name": "A.", "last_name": "Shewokis", "name_suffix": "", "institution": "Drexel University College of Nursing and Health Professions, Department of Nutrition Sciences & School of Biomedical Engineering, Science and Health Systems, Philadelphia, Pennsylvania", "department": "None" }, { "first_name": "Varsha", "middle_name": "", "last_name": "Goswami", "name_suffix": "", "institution": "Drexel University College of Medicine, Department of Emergency Medicine, Philadelphia, Pennsylvania", "department": "None" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Griswold", "name_suffix": "", "institution": "Drexel University College of Medicine, Department of Emergency Medicine, Philadelphia, Pennsylvania", "department": "None" } ], "date_submitted": "2017-06-15T21:04:55Z", "date_accepted": "2017-06-15T21:04:55Z", "date_published": "2017-12-14T16:57:32Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10979/galley/5928/download/" } ] }, { "pk": 10947, "title": "Calling All Curators: A Novel Approach to Individualized Interactive Instruction", "subtitle": null, "abstract": "With the increasing influence of the “Free Open Access Medical Education” (FOAM or FOAMed) movement, it is critical that medical educators be engaged with FOAM in order to better inform and direct their learners, who likely regularly consume these materials. In 2012, the Accreditation Council for Graduate Medical Education (ACGME)/Residency Review Committee (RRC) began to permit 20% of emergency medicine (EM) residents’ didactics hours to be earned outside of weekly conference, as “Individualized Interactive Instruction” (III) credits.1 We describe a digital course in EM, “Asynchrony,” as an approach to FOAM to meet these III standards. Asynchrony is geared toward EM residents using FOAM and other online learning tools, curated by faculty into narrative, topic-specific educational modules. Each module requires residents to complete a topic assignment, participate in a discussion board, and pass a quiz to earn ACGME-approved III didactic credit; all of this is tracked and filed in an online learning management system.", "language": "en", "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": "Emergency Medicine" }, { "word": "Medical Education" }, { "word": "FOAM" }, { "word": "Educational Technology" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1493t7wx", "frozenauthors": [ { "first_name": "Gita", "middle_name": "", "last_name": "Pensa", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Kristina", "middle_name": "", "last_name": "McAteer", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" } ], "date_submitted": "2017-06-14T18:03:33Z", "date_accepted": "2017-06-14T18:03:33Z", "date_published": "2017-12-14T16:56:21Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10947/galley/5920/download/" } ] }, { "pk": 10923, "title": "Intern as Patient: A Patient Experience Simulation to Cultivate Empathy in Emergency Medicine Residents", "subtitle": null, "abstract": "Introduction:\n Prior work links empathy and positive physician-patient relationships to improved healthcare outcomes. The objective of this study was to analyze a patient experience simulation for emergency medicine (EM) interns as a way to teach empathy and conscientious patient care.\nMethods: \nWe conducted a qualitative descriptive study on an in situ, patient experience simulation held during EM residency orientation. Half the interns were patients brought into the emergency department (ED) by ambulance and half were family members. Interns then took part in focus groups that discussed the experience. Data collected during these focus groups were coded by two investigators using a grounded theory approach and constant comparative methodology. \nResults:\n We identified 10 major themes and 28 subthemes in the resulting qualitative data. Themes were in three broad categories: the experience as a patient or family member in the ED; application to current clinical practice; and evaluation of the exercise itself. Interns experienced firsthand the physical discomfort, emotional stress and confusion patients and families endure during the ED care process. They reflected on lessons learned, including the importance of good communication skills, frequent updates on care and timing, and being responsive to the needs and concerns of patients and families. All interns felt this was a valuable orientation experience.\nConclusion:\n Conducting a patient experience simulation may be a practical and effective way to develop empathy in EM resident physicians. Additional research evaluating the effect of participation in the simulation over a longer time period and assessing the effects on residents’ actual clinical care is warranted.", "language": "en", "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": "Emergency Medicine, Empathy, Simulation, Residency Education, Orientation" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0t65h8g5", "frozenauthors": [ { "first_name": "Sara", "middle_name": "W.", "last_name": "Nelson", "name_suffix": "", "institution": "Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" }, { "first_name": "Carl", "middle_name": "A.", "last_name": "Germann", "name_suffix": "", "institution": "Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" }, { "first_name": "Casey", "middle_name": "Z.", "last_name": "MacVane", "name_suffix": "", "institution": "Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" }, { "first_name": "Rebecca", "middle_name": "B.", "last_name": "Bloch", "name_suffix": "", "institution": "Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" }, { "first_name": "Timothy", "middle_name": "S.", "last_name": "Fallon", "name_suffix": "", "institution": "Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" }, { "first_name": "Tania", "middle_name": "D.", "last_name": "Strout", "name_suffix": "", "institution": "Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" } ], "date_submitted": "2017-06-13T16:02:53Z", "date_accepted": "2017-06-13T16:02:53Z", "date_published": "2017-12-14T16:55:34Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10923/galley/5916/download/" } ] }, { "pk": 10800, "title": "Experience Within the Emergency Department and Improved Productivity for First-Year Residents in Emergency Medicine and Other Specialties", "subtitle": null, "abstract": "Introduction:\n Resident productivity is an important educational and operational measure in emergency medicine (EM). The ability to continue effectively seeing new patients throughout a shift is fundamental to an emergency physician’s development, and residents are integral to the workforce of many academic emergency departments (ED). Our previous work has demonstrated that residents make gains in productivity over the course of intern year; however, it is unclear whether this is from experience as a physician in general on all rotations, or specific to experience in the ED.\nMethods:\n This was a retrospective cohort study, conducted in an urban academic hospital ED, with a three-year EM training program in which first-year residents see new patients ad libitum. We evaluated resident shifts for the total number of new patients seen. We constructed a generalized estimating equation to predict productivity, defined as the number of new patients seen per shift, as a function of the week of the academic year, the number of weeks spent in the ED, and their interaction. Off-service residents’ productivity in the ED was analyzed in a secondary analysis.\nResults:\n We evaluated 7,779 EM intern shifts from 7/1/2010 to 7/1/2016. Interns started at 7.16 (95% confidence interval [CI] [6.87 – 7.45]) patients per nine-hour shift, with an increase of 0.20 (95% CI [0.17 – 0.24]) patients per shift for each week in the ED, over 22 weeks, leading to 11.5 (95% CI [10.6 – 12.7]) patients per shift at the end of their training in the ED. The effects of the week of the academic year and its interaction with weeks in the ED were not significant. We evaluated 2,328 off-service intern shifts, in which off-service residents saw 5.43 (95% CI [5.02 – 5.84]) patients per nine-hour shift initially, with 0.46 additional patients per week in the ED (95% CI [0.25 – 0.68]). The weeks of the academic year were not significant.\nConclusion:\n Intern productivity in EM correlates with time spent training in the ED, and not with experience on other rotations. Accordingly, an EM intern’s productivity should be evaluated relative to their aggregate time in the ED, rather than the time in the academic year.", "language": "en", "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": "productivity" }, { "word": "operations" }, { "word": "education" }, { "word": "proficiency" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xg4m3z2", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "W.", "last_name": "Joseph", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center, Department of Emergency Medicine, Boston, Massachusetts \nHarvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "David", "middle_name": "T.", "last_name": "Chiu", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center, Department of Emergency Medicine, Boston, Massachusetts \nHarvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Matthew", "middle_name": "L.", "last_name": "Wong", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center, Department of Emergency Medicine, Boston, Massachusetts \nHarvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Carlo", "middle_name": "L.", "last_name": "Rosen", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center, Department of Emergency Medicine, Boston, Massachusetts \nHarvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Larry", "middle_name": "A.", "last_name": "Nathanson", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center, Department of Emergency Medicine, Boston, Massachusetts \nHarvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Leon", "middle_name": "D.", "last_name": "Sanchez", "name_suffix": "", "institution": "Beth Israel Deaconess Medical Center, Department of Emergency Medicine, Boston, Massachusetts \nHarvard Medical School, Boston, Massachusetts", "department": "None" } ], "date_submitted": "2017-05-10T00:09:13Z", "date_accepted": "2017-05-10T00:09:13Z", "date_published": "2017-12-14T16:54:20Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10800/galley/5880/download/" } ] }, { "pk": 10997, "title": "Preparing Emergency Medicine Residents to Disclose Medical Error Using Standardized Patients", "subtitle": null, "abstract": "Introduction:\n Emergency Medicine (EM) is a unique clinical learning environment. The American College of Graduate Medical Education Clinical Learning Environment Review Pathways to Excellence calls for “hands-on training” of disclosure of medical error (DME) during residency. Training and practicing key elements of DME using standardized patients (SP) may enhance preparedness among EM residents in performing this crucial skill in a clinical setting.\nMethods:\n This training was developed to improve resident preparedness in DME in the clinical setting. Objectives included the following: the residents will be able to define a medical error; discuss ethical and professional standards of DME; recognize common barriers to DME; describe key elements in effective DME to patients and families; and apply key elements during a SP encounter. The four-hour course included didactic and experiential learning methods, and was created collaboratively by core EM faculty and subject matter experts in conflict resolution and healthcare simulation. Educational media included lecture, video exemplars of DME communication with discussion, small group case-study discussion, and SP encounters. We administered a survey assessing for preparedness in DME pre-and post-training. A critical action checklist was administered to assess individual performance of key elements of DME during the evaluated SP case. A total of 15 postgraduate-year 1 and 2 EM residents completed the training. \nResults:\n After the course, residents reported increased comfort with and preparedness in performing several key elements in DME. They were able to demonstrate these elements in a simulated setting using SP. Residents valued the training, rating the didactic, SP sessions, and overall educational experience very high. \nConclusion:\n Experiential learning using SP is effective in improving resident knowledge of and preparedness in performing medical error disclosure. This educational module can be adapted to other clinical learning environments through creation of specialty-specific scenarios.", "language": "en", "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": "Simulation" }, { "word": "Error Disclosure" }, { "word": "Standardized Patients" }, { "word": "residency training" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k26k78b", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "N.", "last_name": "Spalding", "name_suffix": "", "institution": "Naval Medical Center San Diego, Bioskills/Simulation Training Center, San Diego, California", "department": "None" }, { "first_name": "Sherri", "middle_name": "L.", "last_name": "Rudinsky", "name_suffix": "", "institution": "Naval Medical Center San Diego, Department of Emergency Medicine, San Diego, California", "department": "None" } ], "date_submitted": "2017-06-15T23:48:56Z", "date_accepted": "2017-06-15T23:48:56Z", "date_published": "2017-12-14T16:53:30Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10997/galley/5933/download/" } ] }, { "pk": 10992, "title": "Creating a Vision for Education Leadership", "subtitle": null, "abstract": "n/a", "language": "en", "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": "Vision, Mission, Core Purpose, Core Values, Strategy, Platform" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5q90t6gs", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "R.", "last_name": "Martin", "name_suffix": "", "institution": "The Ohio State University, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Felix", "middle_name": "", "last_name": "Ankel", "name_suffix": "", "institution": "Healthpartners Institute, Bloomington, Minnesota", "department": "None" }, { "first_name": "Robin", "middle_name": "R.", "last_name": "Hemphill", "name_suffix": "", "institution": "National Center for Patient Safety, Veterans Health Administration, Washington DC", "department": "None" }, { "first_name": "Sheryl", "middle_name": "", "last_name": "Heron", "name_suffix": "", "institution": "Emory School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" }, { "first_name": "Sorabh", "middle_name": "", "last_name": "Khandelwal", "name_suffix": "", "institution": "The Ohio State University, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Merritt", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Department of Pediatrics, Providence, Rhode Island", "department": "None" }, { "first_name": "Mary", "middle_name": "", "last_name": "Westergaard", "name_suffix": "", "institution": "University of Wisconsin, Department of Emergency Medicine, Madison, Wisconsin", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "Virginia Commonwealth University School of Medicine, Richmond, Virginia", "department": "None" } ], "date_submitted": "2017-06-15T21:00:31Z", "date_accepted": "2017-06-15T21:00:31Z", "date_published": "2017-12-14T16:52:42Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10992/galley/5931/download/" } ] }, { "pk": 10854, "title": "Exploratory Application of Augmented Reality/Mixed Reality Devices for Acute Care Procedure Training", "subtitle": null, "abstract": "Introduction:\n Augmented reality (AR), mixed reality (MR), and virtual reality devices are enabling technologies that may facilitate effective communication in healthcare between those with information and knowledge (clinician/specialist; expert; educator) and those seeking understanding and insight (patient/family; non-expert; learner). Investigators initiated an exploratory program to enable the study of AR/MR use-cases in acute care clinical and instructional settings.\n \nMethods: \nAcademic clinician educators, computer scientists, and diagnostic imaging specialists conducted a proof-of-concept project to 1) implement a core holoimaging pipeline infrastructure and open-access repository at the study institution, and 2) use novel AR/MR techniques on off-the-shelf devices with holoimages generated by the infrastructure to demonstrate their potential role in the instructive communication of complex medical information.\n \nResults: \nThe study team successfully developed a medical holoimaging infrastructure methodology to identify, retrieve, and manipulate real patients’ de-identified computed tomography and magnetic resonance imagesets for rendering, packaging, transfer, and display of modular holoimages onto AR/MR headset devices and connected displays. Holoimages containing key segmentations of cervical and thoracic anatomic structures and pathology were overlaid and registered onto physical task trainers for simulation-based “blind insertion” invasive procedural training. During the session, learners experienced and used task-relevant anatomic holoimages for central venous catheter and tube thoracostomy insertion training with enhanced visual cues and haptic feedback. Direct instructor access into the learner’s AR/MR headset view of the task trainer was achieved for visual-axis interactive instructional guidance.\nConclusion: \nInvestigators implemented a core holoimaging pipeline infrastructure and modular open-access repository to generate and enable access to modular holoimages during exploratory pilot stage applications for invasive procedure training that featured innovative AR/MR techniques on off-the-shelf headset devices.", "language": "en", "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": "clinical informatics" }, { "word": "educational models" }, { "word": "Educational Technology" }, { "word": "health information technology" }, { "word": "Medical Informatics" }, { "word": "Simulation Training" }, { "word": "procedural training" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5n6993rt", "frozenauthors": [ { "first_name": "Leo", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Xiao Chi", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Scott", "middle_name": "A.", "last_name": "Collins", "name_suffix": "", "institution": "Rhode Island Hospital, CT Scan Department, Providence, Rhode Island", "department": "None" }, { "first_name": "Naz", "middle_name": "", "last_name": "Karim", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Derek", "middle_name": "L.", "last_name": "Merck", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Diagnostic Imaging, Providence, Rhode Island", "department": "None" } ], "date_submitted": "2017-05-31T15:53:43Z", "date_accepted": "2017-05-31T15:53:43Z", "date_published": "2017-12-14T16:51:48Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10854/galley/5898/download/" } ] }, { "pk": 11335, "title": "Development of a Novel Ultrasound-guided Peritonsillar Abscess Model for Simulation Training", "subtitle": null, "abstract": "Introduction:\n Peritonsillar abscess (PTA) is the most common deep space infection of the head and neck presenting to emergency departments.1 No commercial PTA task trainer exists for simulation training. Thus, resident physicians often perform their first PTA needle aspiration in the clinical setting, knowing that carotid artery puncture and hemorrhage are serious and devastating complications. While several low-fidelity PTA task trainers have been previously described, none allow for ultrasound image acquisition.6-9 We sought to create a cost-effective and realistic task trainer that allows trainees to acquire both diagnostic ultrasound and needle aspiration skills while draining a peritonsillar abscess. \nMethods:\n We built the task trainer with low-cost, replaceable, and easily cleanable materials. A damaged airway headskin was repurposed to build the model. A mesh wire cylinder attached to a wooden base was fashioned to provide infrastructure. PTAs were simulated with a water and lotion solution inside a water balloon that was glued to the bottom of a paper cup. The balloon was fully submerged with ordnance gelatin to facilitate ultrasound image acquisition, and an asymmetric soft palate and deviated uvula were painted on top after setting. PTA cups were replaced after use. We spent eight hours constructing three task trainers and used 50 PTA cups for a total cost <$110.\nResults:\n Forty-six emergency medicine (EM) residents performed PTA needle aspirations using the task trainers and were asked to rate ultrasound image realism, task trainer realism, and trainer ease of use on a five-point visual analog scale, with five being very realistic and easy. Sixteen of 46 (35%) residents completed the survey and reported that ultrasound images were representative of real PTAs (mean 3.41). They found the model realistic (mean 3.73) and easy to use (mean 4.08). Residents rated their comfort with the drainage procedure as 2.07 before and 3.64 after practicing on the trainer.\nConclusion:\n This low-cost, easy-to-construct simulator allows for ultrasound image acquisition while performing PTA needle aspirations and is the first reported of its kind. Educators from EM and otolaryngology can use this model to educate inexperienced trainees, thus ultimately improving patient safety in the clinical setting.", "language": "en", "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": "peritonsillar abscess, ultrasound, simulation" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91h389p3", "frozenauthors": [ { "first_name": "Vivienne", "middle_name": "", "last_name": "Ng", "name_suffix": "", "institution": "University of Arizona, Department of Emergency Medicine, Tucson, Arizona", "department": "None" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Plitt", "name_suffix": "", "institution": "University of Arizona, Department of Emergency Medicine, Tucson, Arizona", "department": "None" }, { "first_name": "David", "middle_name": "", "last_name": "Biffar", "name_suffix": "", "institution": "University of Arizona, Arizona Simulation Technology & Education Center, Tucson, Arizona", "department": "None" } ], "date_submitted": "2017-09-24T20:09:23Z", "date_accepted": "2017-09-24T20:09:23Z", "date_published": "2017-12-14T16:49:57Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11335/galley/6151/download/" } ] }, { "pk": 39753, "title": "An historical and geographic data set on the distribution of macroinvertebrates in Italian mountain lakes", "subtitle": null, "abstract": "Macroinvertebrates play a key role in freshwater food webs, acting as major links between organic matter resources, primary consumers (such as bacteria), and secondary consumers (e.g.fish, amphibians, birds, and reptiles). In this paper we present a data set encompassing all geographic and historical data available on macroinvertebrates of the Italian mountain lakes from 1902 to 2016. The data set, divided per Italian mountain range (Alps and Apennines) and administrative region, covers more than a century of studies of many foreign and Italian scientists. The data set includes 2372 records and shows macroinvertebrate occurrence data in 176 Alpine and in 13 Apennine lakes, of which 178 of natural origin, 5 reservoirs, and 6 artificially extended. The data set lists 605 taxa, updated on the basis of their current taxonomic position. Only 353 taxa are identified at species level, highlighting the still poorly investigated biodiversity of Italian mountain lake macroinvertebrates. Since they function as key elements to characterize lake ecological status, our data set emphasizes the huge taxonomic effort that still has to be undertaken to fully characterize these ecosystems. The data set is available in csv (comma-separated values) format.", "language": "en", "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": "natural lakes, reservoirs, artificially extended, macroinvertebrates, high altitude, distribution" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h50d9qw", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Boggero", "name_suffix": "", "institution": "CNR-Institute of Ecosystem Study (ISE), Largo Tonolli 50, 28922 Verbania Pallanza", "department": "None" }, { "first_name": "Laura", "middle_name": "", "last_name": "Garzoli", "name_suffix": "", "institution": "CNR-Institute of Ecosystem Study (ISE), Largo Tonolli 50, 28922 Verbania Pallanza", "department": "None" }, { "first_name": "Gianfranco", "middle_name": "", "last_name": "Varini", "name_suffix": "", "institution": "Via Nuova Intra-Premeno 59, 28811 Arizzano (VB)", "department": "None" } ], "date_submitted": "2017-11-08T13:57:51Z", "date_accepted": "2017-11-08T13:57:51Z", "date_published": "2017-12-14T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/biogeographia/article/39753/galley/29942/download/" } ] }, { "pk": 10982, "title": "Do End-of-Rotation and End-of-Shift Assessments Inform Clinical Competency Committees’ (CCC) Decisions?", "subtitle": null, "abstract": "Introduction:\n Clinical Competency Committees (CCC) require reliable, objective data to inform decisions regarding assignment of milestone proficiency levels, which must be reported to the Accreditation Council for Graduate Medical Education. After the development of two new assessment methods, the end-of-shift (EOS) assessment and the end-of-rotation (EOR) assessment, we sought to evaluate their performance. We report data on the concordance between these assessments, as well as how each informs the final proficiency level determined in biannual CCC meetings. We hypothesized that there would be a high concordance level between the two assessment methods, including concordance of both the EOS and EOR with the final proficiency level designation by the CCC. \nMethods:\n The residency program is an urban academic four-year emergency medicine residency with 48 residents. After their shifts in the emergency department (ED), residents handed out EOS assessment forms asking about individual milestones from 15 subcompetencies to supervising physicians, as well as triggered electronic EOR-doctor (EORd) assessments to supervising doctors and EOR-nurse (EORn) to nurses they had worked with after each two-week ED block. EORd assessments contained the full proficiency level scale from 16 subcompetencies, while EORn assessments contained four subcompetencies. Data reports were generated after each six-month assessment period and data was aggregated. We calculated Spearman’s rank order correlations for correlations between assessment types and between assessments and final CCC proficiency levels.\nResults: \nOver 24 months, 5,234 assessments were completed. The strongest correlations with CCC proficiency levels were the EORd for the immediate six-month assessment period prior (rs 0.71-0.84), and the CCC proficiency levels from the previous six-months (rs 0.83-0.92). EOS assessments had weaker correlations (rs 0.49 to 0.62), as did EORn (rs 0.4 to 0.73).\nConclusion:\n End-of-rotation assessments completed by supervising doctors are most highly correlated with final CCC proficiency level designations, while end-of-shift assessments and end-of-rotation assessments by nurses did not correlate strongly with final CCC proficiency levels, both with overestimation of levels noted. Every level of proficiency the CCC assigned appears to be highly correlated with the designated level in the immediate six-month period, perhaps implying CCC members are biased by previous level assignments. [West J Emerg Med.20XX;X(X)–0.]", "language": "en", "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": "Education, Assessments, Clinical Competency Committee" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q747022", "frozenauthors": [ { "first_name": "Linda", "middle_name": "", "last_name": "Regan", "name_suffix": "", "institution": "Johns Hopkins University Department of Emergency Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Leslie", "middle_name": "", "last_name": "Cope", "name_suffix": "", "institution": "Johns Hopkins University Department of Oncology, Baltimore, Maryland", "department": "None" }, { "first_name": "Rodney", "middle_name": "", "last_name": "Omron", "name_suffix": "", "institution": "Johns Hopkins University Department of Emergency Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Leah", "middle_name": "", "last_name": "Bright", "name_suffix": "", "institution": "Johns Hopkins University Department of Emergency Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Jamil", "middle_name": "D.", "last_name": "Bayram", "name_suffix": "", "institution": "Johns Hopkins University Department of Emergency Medicine, Baltimore, Maryland", "department": "None" } ], "date_submitted": "2017-06-15T18:35:01Z", "date_accepted": "2017-06-15T18:35:01Z", "date_published": "2017-12-13T20:35:03Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10982/galley/5930/download/" } ] }, { "pk": 10872, "title": "Free Open Access Medical Education (FOAM) Resources in a Team-Based Learning Educational Series", "subtitle": null, "abstract": "Although Free Open Access Medical Education (FOAM) has become popular within emergency medicine, concerns exist regarding its role in resident education. We sought to develop an educational intervention whereby residents could review FOAM resources while maintaining faculty oversight. We created a novel curriculum pairing FOAM from the Academic Life in Emergence Medicine (ALiEM) Approved Instructional Resources (Air) series with a team-based learning (TBL) format. Residents have an opportunity to engage with FOAM in a structured setting with faculty input on possible practice changes. This series has been well-received by residents and appears to have increased engagement with core content material. Qualitative feedback from residents on this series has been positive and we believe this is the first described use of TBL in emergency medicine. [", "language": "en", "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": "FOAM, Flipped Classroom, Team Based Learning" } ], "section": "Brief Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jc7m4xp", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Fallon", "name_suffix": "", "institution": "Tufts University School of Medicine, Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" }, { "first_name": "Tania", "middle_name": "D.", "last_name": "Strout", "name_suffix": "", "institution": "Tufts University School of Medicine, Maine Medical Center, Department of Emergency Medicine, Portland, Maine", "department": "None" } ], "date_submitted": "2017-06-05T14:18:48Z", "date_accepted": "2017-06-05T14:18:48Z", "date_published": "2017-12-13T20:31:10Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10872/galley/5901/download/" } ] }, { "pk": 44424, "title": "Total Absence of Axillary Hair in a Diabetic Man: Clinical Considerations", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48g6v4s6", "frozenauthors": [ { "first_name": "Shira", "middle_name": "", "last_name": "Grock", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Jane", "middle_name": "", "last_name": "Weinreb", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-12T19:16:59Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44424/galley/33218/download/" } ] }, { "pk": 39751, "title": "Endemism in historical biogeography and conservation biology: concepts and implications", "subtitle": null, "abstract": "Endemism is often misinterpreted as referring to narrow distributions (range restriction). In fact, a taxon is said to be endemic to an area if it lives there and nowhere else. The expression “endemic area” is used to identify the geographical area to which a taxon is native, whereas “area of endemism” indicates an area characterized by the overlapping distributions of two or more taxa. Among the methods used to identify areas of endemism, the optimality criterion seems to be more efficient than Parsimony Analysis of Endemism (PAE), although PAE may be useful to disclose hierarchical relationships among areas of endemism. PAE remains the best explored method and may represent a useful benchmark for testing other approaches. Recently proposed approaches, such as the analysis of nested areas of endemism, networks and neighborjoining, are promising, but need to be more widely tested. All these methods attempt to identify biogeographically homogeneous sets of areas characterized by shared species, without any attempt to evaluate their relative importance for conservation purposes. Analyses based on weighted endemism methods identify areas of endemism according to specie distributional rarity and phylogenetic position, being thus appropriate for conservation purposes. The proportion of endemic species to the total number of species living a given area is the most frequently used measure to rank areas according to their relative endemism. However, proportions obscure differences in raw numbers that can be important in conservation biology. Because the number of (endemic) species tends to increase with area, some authors proposed to model the endemics-area relationship and to consider the areas displaced above the fitting curve (i.e. those having a positive residual) as hotspots. However, the use of residuals may lead to areas being identified as hotspots for almost every size class of richness. Thus, it is important to evaluate the ability of the hotspots recovered by these procedures to really conserve total (endemic) species diversity.", "language": "en", "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": "endemism" }, { "word": "Endemicity" }, { "word": "Parsimony Analysis of Endemism" }, { "word": "Cladistic Analysis of Distributions and Endemism" }, { "word": "Optimality Criterion" }, { "word": "Endemic-Area Relationship" }, { "word": "Hotspot" }, { "word": "Weighted Endemism" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jv7371z", "frozenauthors": [ { "first_name": "Simone", "middle_name": "", "last_name": "Fattorini", "name_suffix": "", "institution": "University of L'Aquila", "department": "None" } ], "date_submitted": "2017-09-18T16:01:02Z", "date_accepted": "2017-09-18T16:01:02Z", "date_published": "2017-12-11T12:50:51Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/biogeographia/article/39751/galley/29941/download/" } ] }, { "pk": 44423, "title": "The Emergency Room and the Hospitalist", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Commentary" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59z3p2cp", "frozenauthors": [ { "first_name": "Nima", "middle_name": "", "last_name": "Golzy", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Roswell", "middle_name": "", "last_name": "Quinn", "name_suffix": "MD, PhD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-08T19:15:03Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44423/galley/33217/download/" } ] }, { "pk": 41415, "title": "Huanglongbing solutions and the need for anti-conventional thought", "subtitle": null, "abstract": "Citrus huanglongbing (HLB) has been recognized for a century yet control and management remain elusive despite over 90 years of intensive research. The bacterial pathogen is an insect endosymbiont that was most likely inadvertently introduced into citrus where it found a compatible environment for growth in citrus phloem cells and therefore jumped from the animal to plant kingdom. Because the genus citrus did not coevolve with the bacteria it has no resistance and little tolerance to it and the resulting vascular disease is severe. The winged insect vector of the bacteria, the Asian citrus psyllid (ACP), is an exotic introduced species in its own right, prolific, and difficult to control even on a regional spatial scale. The resulting disease has a long latent period prior to symptom expression and a challenging cryptic period during which detection by convention PCR and other methods can be elusive. The result is an unusually rapid increase and spread of the resulting disease. This article offers some nonconventional perspectives to examine this unusual and devastating pathosystem to stimulate though toward improved control/mitigation.", "language": "en", "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": "Huanglongbing, Liberibacter asiaticus, Asian citrus psyllid, endosymbiont, reproductive rate, cryptic infection, latency, detection." } ], "section": "Letters to the Editor", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fp8n0g1", "frozenauthors": [ { "first_name": "Tim", "middle_name": "R.", "last_name": "Gottwald", "name_suffix": "", "institution": "USDA-ARS-USHRL", "department": "None" }, { "first_name": "Thomas", "middle_name": "G.", "last_name": "McCollum", "name_suffix": "", "institution": "USDA, ARS, USHRL", "department": "None" } ], "date_submitted": "2017-11-03T18:45:47Z", "date_accepted": "2017-11-03T18:45:47Z", "date_published": "2017-12-08T18:19:04Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41415/galley/31009/download/" } ] }, { "pk": 11008, "title": "Tit-For-Tat Strategy for Increasing Medical Student Evaluation Response Rates", "subtitle": null, "abstract": "Introducation:\n It is essential for faculty to receive feedback on their teaching for the purpose of improvement as well as promotion. It can be challenging to motivate students to provide feedback to preceptors and fill out evaluation forms when not a clerkship requirement. Furthermore, there is concern that making the evaluations a requirement can compromise the quality of the feedback. The objective of this study was to identify an increase in the number of faculty and resident evaluations completed by students rotating through their Emergency Medicine clerkship following the implementation of a tit-for-tat incentive strategy.\nMethod:\n Prior to the implementation of Tit-for-Tat, students rotating through their emergency medicine clerkship were asked to fill out evaluations of residents and faculty members with whom they worked. These were encouraged but voluntary. Beginning in the 2014-2015 academic year, a tit-for-tat strategy was employed whereby students had to complete a resident or faculty evaluation in order to view the student assessment completed by that resident or faculty preceptor.\nResults:\n Students submitted 1101 evaluations in the control, with a mean of 3.60 evaluations completed per student and 3.77 evaluations received per preceptor. Following the implementation of tit-for-tat, students submitted 2736 evaluations, with a mean of 8.19 evaluations completed per student and 7.52 evaluations received per preceptor. Both the increase in evaluations completed per student and evaluations received per preceptor were statistically significant with p-value <0.001.\nConclusion:\n The tit-for-tat strategy significantly increased the number of evaluations submitted by students rotating through their emergency medicine clerkship. This has served as an effective tool to increase the overall number of evaluations completed, the number of evaluations each instructor received on average and the proportion of students that completed evaluations. Further work could be done to attempt to better assess the quality of the feedback from these evaluations. [West J Emerg Med. 2017; XX(X)–0.]", "language": "en", "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": "Emergency Medicine" }, { "word": "education" }, { "word": "evaluation" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20p656nf", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "G.", "last_name": "Malone", "name_suffix": "", "institution": "The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Michelle", "middle_name": "M.", "last_name": "Carney", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan\nUniversity of Michigan Medical School, Department of Pediatrics, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Joseph", "middle_name": "B.", "last_name": "House", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan\nUniversity of Michigan Medical School, Department of Pediatrics, Ann Arbor, Michigan", "department": "None" }, { "first_name": "James", "middle_name": "A.", "last_name": "Cranford", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Psychiatry, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" } ], "date_submitted": "2017-06-16T03:47:06Z", "date_accepted": "2017-06-16T03:47:06Z", "date_published": "2017-12-07T19:26:30Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11008/galley/5936/download/" } ] }, { "pk": 33541, "title": "Governing Development Failure", "subtitle": null, "abstract": "How did little development devices make their way into big development institutions? Jacqueline Best explores the history of policy failure at the World Bank.", "language": null, "license": { "name": "Creative Commons Attribution-ShareAlike 4.0", "short_name": "CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4w47904z", "frozenauthors": [ { "first_name": "Jacqueline", "middle_name": "", "last_name": "Best", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-07T18:00:00Z", "render_galley": null, "galleys": [ { "label": "HTML", "type": "pdf", "path": "https://journalpub.escholarship.org/limn/article/33541/galley/24614/download/" } ] }, { "pk": 10883, "title": "Development of a Case-based Reading Curriculum and Its Effect on Resident Reading", "subtitle": null, "abstract": "Textbook reading plays a foundational role in a resident’s knowledge base. Many residency programs place residents on identical reading schedules, regardless of the clinical work or rotation the resident is doing. We sought to develop a reading curriculum that takes into account the clinical work a resident is doing so their reading curriculum corresponds with their clinical work. Preliminary data suggests an increased amount of resident reading and an increased interest in reading as a result of this change to their reading curriculum.", "language": "en", "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": "Medical Education" } ], "section": "Brief Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53n0s2hv", "frozenauthors": [ { "first_name": "Anne", "middle_name": "M.", "last_name": "Messman", "name_suffix": "", "institution": "Sinai-Grace Hospital, Department of Emergency Medicine, Detroit, Michigan\nWayne State University, School of Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Ian", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "Sinai-Grace Hospital, Department of Emergency Medicine, Detroit, Michigan\nWayne State University, School of Medicine, Detroit, Michigan", "department": "None" } ], "date_submitted": "2017-06-07T13:59:56Z", "date_accepted": "2017-06-07T13:59:56Z", "date_published": "2017-12-05T19:29:38Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10883/galley/5904/download/" } ] }, { "pk": 10969, "title": "Training in Emergency Obstetrics: A Needs Assessment of U.S. Emergency Medicine Program Directors", "subtitle": null, "abstract": "Introduction:\n Obstetrical emergencies are a high-risk yet infrequent occurrence in the emergency department. While U.S. emergency medicine (EM) residency graduates are required to perform 10 low-risk normal spontaneous vaginal deliveries, little is known about how residencies prepare residents to manage obstetrical emergencies. We sought to profile the current obstetrical training curricula through a survey of U.S. training programs.\nMethods:\n We sent a web-based survey covering the four most common obstetrical emergencies (pre-eclampsia/eclampsia, postpartum hemorrhage (PPH), shoulder dystocia, and breech presentation) through email invitations to all program directors (PD) of U.S. EM residency programs. The survey focused on curricular details as well as the comfort level of the PDs in the preparation of their graduating residents to treat obstetrical emergencies and normal vaginal deliveries.\nResults:\n Our survey had a 55% return rate (n=105/191). Of the residencies responding, 75% were in the academic setting, 20.2% community, 65% urban, and 29.8% suburban, and the obstetrical curricula were 2-4 weeks long occurring in post-graduate year one. The most common teaching method was didactics (84.1-98.1%), followed by oral cases for pre-eclampsia (48%) and PPH (37.2%), and homemade simulation for shoulder dystocia (37.5%) and breech delivery (33.3%). The PDs’ comfort about residency graduate skills was highest for normal spontaneous vaginal delivery, pre-eclampsia, and PPH. PDs were not as comfortable about their graduates’ skill in handling shoulder dystocia or breech delivery.\nConclusion:\n Our survey found that PDs are less comfortable in their graduates’ ability to perform non-routine emergency obstetrical procedures.", "language": "en", "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": "Medicine" }, { "word": "Emergency Medicine" }, { "word": "Emergency Obstetrics" }, { "word": "Program Directors" }, { "word": "survey" } ], "section": "Brief Research Report", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s2710v3", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "University of Chicago, Department of Medicine, Section of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Anana", "name_suffix": "", "institution": "Rutgers New Jersey Medical School, Department of Emergency Medicine, Newark, New Jersey", "department": "None" }, { "first_name": "Mary", "middle_name": "A.", "last_name": "Edens", "name_suffix": "", "institution": "Louisiana State University Health Sciences Center – Shreveport, Department of Emergency Medicine, Shreveport, Louisiana", "department": "None" }, { "first_name": "Marc", "middle_name": "", "last_name": "Kanter", "name_suffix": "", "institution": "Lincoln Medical and Mental Health Center, Department of Emergency Medicine, Bronx, New York", "department": "None" }, { "first_name": "Sorabh", "middle_name": "", "last_name": "Khandelwal", "name_suffix": "", "institution": "The Ohio State University, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Kaushal", "middle_name": "", "last_name": "Shah", "name_suffix": "", "institution": "Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York", "department": "None" }, { "first_name": "Todd", "middle_name": "", "last_name": "Peterson", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Emergency Medicine, Birmingham, Alabama", "department": "None" } ], "date_submitted": "2017-06-15T18:14:09Z", "date_accepted": "2017-06-15T18:14:09Z", "date_published": "2017-12-05T19:24:01Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10969/galley/5925/download/" } ] }, { "pk": 11422, "title": "Jack of All Trades, Masters of One?", "subtitle": null, "abstract": "n/a", "language": "en", "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": "Educational Scholarship Insights", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55d6s959", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Merritt", "name_suffix": "", "institution": "Alpert Medical School of Brown University\nRhode Island Hospital/Hasbro Children’s Hospital", "department": "None" } ], "date_submitted": "2017-10-27T15:46:22Z", "date_accepted": "2017-10-27T15:46:22Z", "date_published": "2017-12-05T19:18:30Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11422/galley/6184/download/" } ] }, { "pk": 10907, "title": "Using Medical Student Quality Improvement Projects to Promote Evidence-Based Care in the Emergency Department", "subtitle": null, "abstract": "Introduction:\n The Association of American Medical Colleges’ (AAMC) initiative for Core Entrustable Professional Activities for Entering Residency includes as an element of Entrustable Professional Activity 13 to “identify system failures and contribute to a culture of safety and improvement.” We set out to determine the feasibility of using medical students’ action learning projects (ALPs) to expedite implementation of evidence-based pathways for three common patient diagnoses in the emergency department (ED) setting (Atrial fibrillation, congestive heart failure, and pulmonary embolism).\nMethods:\n These prospective quality improvement (QI) initiatives were performed over six months in three Northeastern PA hospitals. Emergency physician mentors were recruited to facilitate a QI experience for third-year medical students for each project. Six students were assigned to each mentor and given class time and network infrastructure support (information technology, consultant experts in lean management) to work on their projects. Students had access to background network data that revealed potential for improvement in disposition (home) for patients.\nResults:\n Under the leadership of their mentors, students accomplished standard QI processes such as performing the background literature search and assessing key stakeholders’ positions that were involved in the respective patient’s care. Students effectively developed flow diagrams, computer aids for clinicians and educational programs, and participated in recruiting champions for the new practice standard. They met with other departmental clinicians to determine barriers to implementation and used this feedback to help set specific parameters to make clinicians more comfortable with the changes in practice that were recommended. All three clinical practice guidelines were initiated at consummation of the students’ projects. After implementation, 86% (38/44) of queried ED providers felt comfortable with medical students being a part of future ED QI initiatives, and 84% (26/31) of the providers who recalled communicating with students on these projects felt they were effective.\nConclusion:\n Using this novel technique of aligning small groups of medical students with seasoned mentors, it is feasible for medical students to learn important aspects of QI implementation and allows for their engagement to more efficiently move evidence-based medicine from the literature to the bedside.[West J Emerg Med. 2017;19(1)–0.]", "language": "en", "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": "Quality Improvement" }, { "word": "medical student" }, { "word": "Emergency Depratment" } ], "section": "Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68m6d2cf", "frozenauthors": [ { "first_name": "Michael", "middle_name": "W.", "last_name": "Manning", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Emergency Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Emergency Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "Eric", "middle_name": "W.", "last_name": "Bean", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Emergency Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Emergency Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "Andrew", "middle_name": "C.", "last_name": "Miller", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Emergency Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Emergency Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "Suzanne", "middle_name": "J.", "last_name": "Templer", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Internal Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Internal Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "Richard", "middle_name": "S.", "last_name": "Mackenzie", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Emergency Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Emergency Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "David", "middle_name": "M", "last_name": "Richardson", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Emergency Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Emergency Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "Kristin", "middle_name": "A.", "last_name": "Bresnan", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Family Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Family Medicine, Allentown, Pennsylvania", "department": "None" }, { "first_name": "Marna", "middle_name": "Rayl", "last_name": "Greenberg", "name_suffix": "", "institution": "University of South Florida College of Medicine, Department of Emergency Medicine, Tampa, Florida \nLehigh Valley Hospital, Department of Emergency Medicine, Allentown, Pennsylvania", "department": "None" } ], "date_submitted": "2017-06-10T18:03:37Z", "date_accepted": "2017-06-10T18:03:37Z", "date_published": "2017-12-05T19:15:10Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10907/galley/5911/download/" } ] }, { "pk": 10914, "title": "Fantastic Learning Moments and Where to Find Them", "subtitle": null, "abstract": "Introduction:\n Experiential learning is crucial for the development of all learners. Literature exploring how and where experiential learning happens in the modern clinical learning environment is sparse. We created a novel, web-based educational tool called “Learning Moment” (LM) to foster experiential learning among our learners. We used data captured by LM as a research database to determine where learning experiences were occuring within our emergency department (ED). We hypothesized that these moments would occur more frequently at the physician workstations as opposed to the bedside.\nMethods:\n We implemented LM at a single ED’s medical student clerkship. The platform captured demographic data including the student’s intended specialty and year of training as well as “learning moments,” defined as logs of learner self-selected learning experiences that included the clinical “pearl,” clinical scenario, and location where the “learning moment” occurred. We presented data using descriptive statistics with frequencies and percentages. Locations of learning experiences were stratified by specialty and training level.\nResults:\n A total of 323 “learning moments” were logged by 42 registered medical students (29 fourth-year medical students (MS 4) and 13 MS 3 over a six-month period. Over half (52.4%) intended to enter the field of emergency medicine (EM). Of these “learning moments,” 266 included optional location data. The most frequently reported location was patient rooms (135 “learning moments”, 50.8%). Physician workstations hosted the second most frequent “learning moments” (67, 25.2%). EM-bound students reported 43.7% of “learning moments” happening in patient rooms, followed by workstations (32.8%). On the other hand, non EM-bound students reported that 66.3% of “learning moments” occurred in patient rooms and only 8.4% at workstations (p<0.001).\nConclusion:\n LM was implemented within our ED as an innovative, web-based tool to fulfill and optimize the experiential learning cycle for our learners. In our environment, patient rooms represented the most frequent location of “learning moments,” followed by physician workstations. EM-bound students were considerably more likely to document “learning moments” occurring at the workstation and less likely in patient rooms than their non EM-bound colleagues.", "language": "en", "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": "experiential learniing" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56d6v9b7", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "Y.", "last_name": "Sheng", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts\nBoston University School of Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Sullivan", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Kara", "middle_name": "", "last_name": "Kleber", "name_suffix": "", "institution": "Boston University School of Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Patricia", "middle_name": "M.", "last_name": "Mitchell", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts\nBoston University School of Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "James", "middle_name": "H.", "last_name": "Liu", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Jolion", "middle_name": "", "last_name": "McGreevy", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts\nBoston University School of Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Kerry", "middle_name": "", "last_name": "McCabe", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts\nBoston University School of Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Annemieke", "middle_name": "", "last_name": "Atema", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts\nBoston University School of Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Jeffrey", "middle_name": "I.", "last_name": "Schneider", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts\nBoston University School of Medicine, Boston, Massachusetts", "department": "None" } ], "date_submitted": "2017-06-12T19:14:47Z", "date_accepted": "2017-06-12T19:14:47Z", "date_published": "2017-12-05T19:12:45Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10914/galley/5915/download/" } ] }, { "pk": 10900, "title": "Emergency Medicine Student End-of-Rotation Examinations: Where Are We Now?", "subtitle": null, "abstract": "n/a", "language": "en", "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": "medical student" }, { "word": "Examination" }, { "word": "end-of-rotation" }, { "word": "Assessment" } ], "section": "Brief Educational Advances", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jz0p8jm", "frozenauthors": [ { "first_name": "Emily", "middle_name": "S.", "last_name": "Miller", "name_suffix": "", "institution": "Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Corey", "middle_name": "", "last_name": "Heitz", "name_suffix": "", "institution": "Virginia Tech Carilion School of Medicine, Department of Emergency Medicine, Roanoke, Virginia", "department": "None" }, { "first_name": "Linette", "middle_name": "P.", "last_name": "Ross", "name_suffix": "", "institution": "National Board of Medical Examiners\nPsychometrics and Data Analysis\nPhiladelphia, PA", "department": "None" }, { "first_name": "Michael", "middle_name": "S.", "last_name": "Beeson", "name_suffix": "", "institution": "Cleveland Clinic Akron General, Department of Emergency Medicine, Akron, Ohio", "department": "None" } ], "date_submitted": "2017-06-09T15:42:46Z", "date_accepted": "2017-06-09T15:42:46Z", "date_published": "2017-12-05T19:04:16Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10900/galley/5907/download/" } ] }, { "pk": 11121, "title": "Does the Podcast Video Playback Speed Affect Comprehension for Novel Curriculum Delivery? A Randomized Trial", "subtitle": null, "abstract": "Introduction:\n Medical education is a rapidly evolving field that has been using new technology to improve how medical students learn. One of the recent implementations in medical education is the recording of lectures for the purpose of playback at various speeds. Though previous studies done via surveys have shown a subjective increase in the rate of knowledge acquisition when learning from sped-up lectures, no quantitative studies have measured information retention. The purpose of this study was to compare mean test scores on written assessments to objectively determine if watching a video of a recorded lecture at 1.5x speed was significantly different than 1.0x speed for the immediate retention of novel material.\nMethods:\n Fifty-four University of Kentucky medical students volunteered to participate in this study. The subjects were divided into two separate groups: Group A and Group B. Each group watched two separate videos, the first at 1.5x speed and the second at 1.0x speed, then completed assessments following each. The topics of the two videos were ultrasonography artifacts and transducers. Group A watched the artifacts video first at 1.5x speed followed by the transducers video at 1.0x speed. Group B watched the transducers video first at 1.5x speed followed by the artifacts video at 1.0x speed. The percentage correct on the written assessment were calculated for each subject at each video speed. The mean and standard deviation were also calculated using a t-test to determine if there was a significant difference in assessment scores between 1.5x and 1.0x speeds.\nResults:\n There was a significant (p=0.0188) detriment in performance on the artifacts quiz at 1.5x speed (mean 61.4; 95% confidence interval [CI]-53.9, 68.9) compared to the control group at normal speed (mean 72.7; 95% CI- 66.8, 78.6). On the transducers assessment, there was not a significant (p=0.1365) difference in performance in the 1.5x speed group (mean 66.9; CI- 59.8, 74.0) compared to the control group (mean 73.8; CI- 67.7, 79.8).\nConclusion:\n These findings suggest that, unlike previously published studies that showed subjective improvement in performance with sped-up video-recorded lectures compared to normal speed, objective performance may be worse. [West J Emerg Med. 2017;1(4)–0.]", "language": "en", "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": "podcast, playback speed, medical education" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d07b0k4", "frozenauthors": [ { "first_name": "Kristine", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of Kentucky, Department of Emergency Medicine, Lexington, Kentucky", "department": "None" }, { "first_name": "Amit", "middle_name": "", "last_name": "Chakraborty", "name_suffix": "", "institution": "Stanford University, Department of Radiology, Palo Alto, California", "department": "None" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Dawson", "name_suffix": "", "institution": "University of Kentucky, Department of Emergency Medicine, Lexington, Kentucky", "department": "None" }, { "first_name": "Adam", "middle_name": "", "last_name": "Dugan", "name_suffix": "", "institution": "University of Kentucky, Department of Emergency Medicine, Lexington, Kentucky", "department": "None" }, { "first_name": "Brian", "middle_name": "", "last_name": "Adkins", "name_suffix": "", "institution": "University of Kentucky, Department of Emergency Medicine, Lexington, Kentucky", "department": "None" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Doty", "name_suffix": "", "institution": "University of Kentucky, Department of Emergency Medicine, Lexington, Kentucky", "department": "None" } ], "date_submitted": "2017-08-20T22:13:34Z", "date_accepted": "2017-08-20T22:13:34Z", "date_published": "2017-12-05T19:02:57Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/11121/galley/5980/download/" } ] }, { "pk": 10973, "title": "Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models", "subtitle": null, "abstract": "When working in a chaotic Emergency Department (ED) with competing priorities, clinical teaching may be sacrificed for the sake of patient flow and throughput. An organized, efficient approach to clinical teaching helps focus teaching on what the learner needs at that moment, incorporates regular feedback, keeps the department on track, and prevents over-teaching. Effective clinical teaching in a busy environment is an important skill for senior residents and faculty to develop. This review will provide a critique and comparison of seven structured teaching models to better prepare readers to seize the teachable moment.", "language": "en", "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": "teaching models, learners, preceptors" } ], "section": "Systematic Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qs97565", "frozenauthors": [ { "first_name": "Sneha", "middle_name": "A.", "last_name": "Chinai", "name_suffix": "", "institution": "University of Massachusetts School of Medicine, Department of Emergency Medicine, Worcester, Massachusetts", "department": "None" }, { "first_name": "Todd", "middle_name": "", "last_name": "Guth", "name_suffix": "", "institution": "University of Colorado School of Medicine, Department of Emergency Medicine, Aurora, Colorado", "department": "None" }, { "first_name": "Elise", "middle_name": "", "last_name": "Lovell", "name_suffix": "", "institution": "University of Colorado School of Medicine, Department of Emergency Medicine, Aurora, Colorado\nAdvocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Epter", "name_suffix": "", "institution": "Maricopa Medical Center, Department of Emergency Medicine, Phoenix, Arizona", "department": "None" } ], "date_submitted": "2017-06-15T14:37:55Z", "date_accepted": "2017-06-15T14:37:55Z", "date_published": "2017-12-05T19:01:42Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10973/galley/5927/download/" } ] }, { "pk": 10906, "title": "Flipping the Classroom in Medical Student Education: Does Priming Work?", "subtitle": null, "abstract": "Introduction:\n The emergency medicine clerkship curriculum at Los Angeles County + University of Southern California Medical Center includes monthly lectures on pediatric fever and shortness of breath (SOB). This educational innovation evaluated if learning could be enhanced by “priming” the students with educational online videos prior to an in-class session. Factors that impacted completion rates were also evaluated (planned specialty and time given for video viewing).\nMethods:\n Twenty minute videos were to be viewed prior to the didactic session. Students were assigned to either the fever or SOB group and received links to those respective videos. All participating students took a pre-test prior to viewing the online lectures. For analysis, test scores were placed into concordant groups (test results on fever questions in the group assigned the fever video and test results on SOB questions in the group assigned the SOB video) and discordant groups (crossover between video assigned and topic tested). Each subject contributed one set of concordant results and one set of discordant results. Descriptive statistics were performed with the Mann-Whitney U test. Lecture links were distributed to students two weeks prior to the in-class session for 7 months and three days prior to the in-class session for 8 months (in which both groups included both EM-bound and non-EM bound students).\nResults:\n In the 15 months study period, 64% of students rotating through the EM elective prepared for the in class session by watching the videos. During 10 months where exclusively EM-bound students were rotating (n=144), 71.5% of students viewed the lectures. In 4 months where students were not EM-bound (n=54), 55.6% of students viewed the lectures (p=0.033). Participation was 60.2% when lecture links were given three days in advance and 68.7% when links were given two weeks in advance (p=0.197). In the analysis of concordant scores, the pre-test averaged 56.7% correct, the immediate post-test averaged 78.1% correct, and the delayed post-test was 67.2%. In the discordant groups, the pretest averaged 51.9%, the immediate posttest was 67.1% and the delayed by 68.8%. In the concordant groups, the immediate post-test scores improved by 21.4%, compared with 15.2% in the discordant groups (p = 0.655). In the delayed post-test the concordant scores improved by 10.5% and discordant scores by 16.9 percent (p=0.609). Sixty-two percent of students surveyed preferred the format of online videos with in-class case discussion to a traditional lecture format.\nConclusion:\n Immediate post-tests and delayed post-tests improved but priming was not demonstrated to be a statistically superior educational method in this study. Medical student completion of the preparatory materials for the emergency medicine rotation session increased when the students were emergency medicine-bound. Participation rates were not significantly different when given at 2 weeks versus 3 days.", "language": "en", "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": "Flipped classroom, priming, medical student education, online videos" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72k9p0nt", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Rose", "name_suffix": "", "institution": "Los Angeles County-University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" }, { "first_name": "Paul", "middle_name": "", "last_name": "Jhun", "name_suffix": "", "institution": "University of California San Francisco, San Francisco General Hospital, Department of Emergency Medicine, San Francisco, California", "department": "None" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Baluzy", "name_suffix": "", "institution": "Los Angeles County-University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Hauck", "name_suffix": "", "institution": "Keck School of Medicine of the University of Southern California, Los Angeles, California", "department": "None" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "Keck School of Medicine of the University of Southern California, Los Angeles, California", "department": "None" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Wagner", "name_suffix": "", "institution": "Los Angeles County-University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" }, { "first_name": "Y. Liza", "middle_name": "", "last_name": "Kearl", "name_suffix": "", "institution": "Los Angeles County-University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" }, { "first_name": "Solomon", "middle_name": "", "last_name": "Behar", "name_suffix": "", "institution": "Los Angeles County-University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" }, { "first_name": "Ilene", "middle_name": "", "last_name": "Claudius", "name_suffix": "", "institution": "Los Angeles County-University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" } ], "date_submitted": "2017-06-11T21:14:13Z", "date_accepted": "2017-06-11T21:14:13Z", "date_published": "2017-12-05T18:51:28Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/10906/galley/5910/download/" } ] }, { "pk": 44421, "title": "Cognitive Consequences of Curative Treatment for Hodgkin’s Lymphoma", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8183v6xq", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Hakakian", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Shahryar", "middle_name": "", "last_name": "Ashouri", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-04T18:19:22Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44421/galley/33215/download/" } ] }, { "pk": 41871, "title": "Black Girl Yoga", "subtitle": null, "abstract": "", "language": "en", "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": "Personal Narratives", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19j317wg", "frozenauthors": [ { "first_name": "Tracey", "middle_name": "", "last_name": "Ferdinand", "name_suffix": "", "institution": "UC Berkeley", "department": "None" } ], "date_submitted": "2017-11-27T03:35:09Z", "date_accepted": "2017-11-27T03:35:09Z", "date_published": "2017-12-02T22:22:14Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/raceandyoga/article/41871/galley/31289/download/" } ] }, { "pk": 44420, "title": "Past Medical History is Not a Diagnosis. Typical Pulmonary Carcinoid Presenting as Persistent Infiltrate", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vc1g870", "frozenauthors": [ { "first_name": "Brian", "middle_name": "K.", "last_name": "Wong", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-02T17:57:39Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44420/galley/33214/download/" } ] }, { "pk": 41858, "title": "Sacred Crossroads: A Yoga Journey", "subtitle": null, "abstract": "", "language": "en", "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": "Yoga, Crossroads, African culture, Anxiety, Ayurveda" } ], "section": "Personal Narratives", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/111905kf", "frozenauthors": [ { "first_name": "Eboni", "middle_name": "", "last_name": "Adams Monk", "name_suffix": "", "institution": "UC Berkeley", "department": "None" } ], "date_submitted": "2017-09-05T02:51:02Z", "date_accepted": "2017-09-05T02:51:02Z", "date_published": "2017-12-02T03:20:41Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/raceandyoga/article/41858/galley/31283/download/" } ] }, { "pk": 44419, "title": "Euglycemic Diabetic Ketoacidosis: Challenge is in the Diagnosis", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s95s8nf", "frozenauthors": [ { "first_name": "Bui", "middle_name": "", "last_name": "Patrick", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Amar", "middle_name": "C", "last_name": "Nawathe", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-12-01T17:26:26Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44419/galley/33213/download/" } ] }, { "pk": 33542, "title": "Rational Sin", "subtitle": null, "abstract": "David Reubi explores how Chicago Economics remade Global Public Health.", "language": null, "license": { "name": "Creative Commons Attribution-ShareAlike 4.0", "short_name": "CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qm482h3", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Reubi", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-11-30T18:00:00Z", "render_galley": null, "galleys": [ { "label": "HTML", "type": "pdf", "path": "https://journalpub.escholarship.org/limn/article/33542/galley/24615/download/" } ] }, { "pk": 44414, "title": "Importance of Complete Testing of Multicentric Breast Cancers", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65q1f78h", "frozenauthors": [ { "first_name": "Michael", "middle_name": "D.", "last_name": "Masterson", "name_suffix": "MD", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Anita", "middle_name": "", "last_name": "Kaul", "name_suffix": "MD", "institution": "", "department": "" }, { "first_name": " Melissa", "middle_name": "J.", "last_name": "Cohen", "name_suffix": "MD", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-11-30T14:43:17Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44414/galley/33208/download/" } ] }, { "pk": 44395, "title": "A Case of Lye Ingestion", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Clinical Vignette" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r92t9mv", "frozenauthors": [ { "first_name": "Ezra", "middle_name": "", "last_name": "Bernstein ", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "Medicine" }, { "first_name": "Carol", "middle_name": "", "last_name": "Lee", "name_suffix": "MD", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2017-11-29T21:02:23Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/ucladom_proceedings/article/44395/galley/33190/download/" } ] } ] }