Medical Center Blvd Research Articles

Transition to Practice: Finding Your Niche

HomeRadioGraphicsVol. 43, No. 4 PreviousNext Education CornerRG Social Media and Digital InnovationTransition to Practice: Finding Your NichePaul M. Bunch , Courtney M. TomblinsonPaul M. Bunch , Courtney M. TomblinsonAuthor AffiliationsFrom the Department of Radiology, Wake Forest University School of Medicine, Medical Center Boulevard, Winston-Salem, NC 27157 (P.M.B.); and Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, Tenn (C.M.T.).Address correspondence to P.M.B. (email: [email protected]).Paul M. Bunch Courtney M. TomblinsonPublished Online:Mar 9 2023https://doi.org/10.1148/rg.220195MoreSectionsFull textPDF ToolsImage ViewerAdd to favoritesCiteTrack CitationsPermissionsReprints ShareShare onFacebookTwitterLinked In

Imaging Characteristics of Müllerian Duct Anomalies and Effects on Outcomes

Dr. Della Grotta is a Resident, and Dr. Johnson is Assistant Professor, Department of Radiology, Wake Forest School of Medicine, Atrium Health Wake Forest Baptist, 1 Medical Center Blvd, Winston Salem, NC 27157; E-mail: [email protected]. After participating in this educational activity, the radiologist should be better able to differentiate Müllerian duct anomalies based on imaging features and explain the potential complications and initial management of the varying subtypes. All authors, faculty, and staff have no relevant financial relationships with any ineligible organizations regarding this educational activity. Lippincott Continuing Medical Education Institute, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Lippincott Continuing Medical Education Institute, Inc., designates this enduring material for a maximum of 2 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. To earn CME credit, you must read the CME article and complete the quiz and evaluation on the enclosed answer form, answering at least seven of the 10 quiz questions correctly. This continuing medical education activity expires on March 14, 2025.

Minimally Invasive Thoracic Discectomy Instructional Video: 2-Dimensional Operative Video.

Department of Neurosurgery, Atrium Health Wake Forest Baptist Hospital, Winston-Salem, North Carolina, USA Correspondence: Paul Marcet, MD, PGY-4, 1 Medical Center Blvd, Winston-Salem, NC27157, USA. Email: [email protected]

Discussion: Protein Profiling of Mechanically Processed Lipoaspirates: Discovering Wound Healing and Antifibrotic Biomarkers in Nanofat.

Winston-Salem, N.C. From the Department of Plastic and Reconstructive Surgery, Wake Forest Institute of Regenerative Medicine, Wake Forest University School of Medicine. Received for publication August 17, 2021; accepted November 2, 2021. Disclosure: Dr. Llull is co-inventor of a tissue processing device (Abbvie-Allergan’s Revolve) and a tissue digesting device (GID Bio, Inc.; SVF 1 and 2). He holds no conflicts of interest in Revolve. He is a co-founder and stockholder at GID Bio, Inc. Ramon Llull, M.D., Ph.D., Department of Plastic and Reconstructive Surgery, Wake Forest Institute of Regenerative Medicine, Wake Forest University School of Medicine, Medical Center Boulevard, Winston-Salem, N.C. 27157-1075[email protected]

Advances in Stroke: Stroke in Women.

Advances in Stroke: Stroke in Women.

Telerehabilitation: Has Its Time Come?

Telerehabilitation: Has Its Time Come?

Wake-up Call.

On Being a PatientApril 2021Wake-up CallRichard B. Weinberg, MDRichard B. Weinberg, MDWake Forest School of Medicine Winston-Salem, North CarolinaSearch for more papers by this authorAuthor, Article, and Disclosure Informationhttps://doi.org/10.7326/M20-6946 Audio Reading - “Wake-up Call” Audio. Michael A. LaCombe, MD, Annals Associate Editor, reads “Wake-up Call” by Richard B. Weinberg, MD Your browser does not support the audio element. Audio player progress bar Step backward in current audio track Play current audio trackPause current audio track Step forward in current audio track Mute current audio trackUnmute current audio track 00:00/ SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareFacebookTwitterLinkedInRedditEmail Over the course of my 45-year career in medicine, every now and then a patient would appear in clinic dramatically transformed. A patient I had followed for fatty liver disease recently showed up having lost 40 pounds since his previous visit. Just as I had promised, his fatty liver—as well as his diabetes, hypertension, and hypertriglyceridemia—had resolved. He was no longer taking any medications.“Congratulations!” I praised him. “What was the secret to your success?”“I got a wake-up call, Doc,” he told me. “One day I was kidding around with a friend when he said, ‘When you go, they're ... Author, Article, and Disclosure InformationAffiliations: Wake Forest School of Medicine Winston-Salem, North CarolinaCorresponding Author: Richard B. Weinberg, MD, Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, NC 27157; e-mail, [email protected]edu. PreviousarticleNextarticle Advertisement Audio Reading - “Wake-up Call” Audio. Michael A. LaCombe, MD, Annals Associate Editor, reads “Wake-up Call” by Richard B. Weinberg, MD Your browser does not support the audio element. Audio player progress bar Step backward in current audio track Play current audio trackPause current audio track Step forward in current audio track Mute current audio trackUnmute current audio track 00:00/ FiguresReferencesRelatedDetails Metrics April 2021Volume 174, Issue 4Page: 563-564 ePublished: 20 April 2021 Issue Published: April 2021 Copyright & PermissionsCopyright © 2021 by American College of Physicians. All Rights Reserved.PDF downloadLoading ...

An Opportunity to Promote Health Equity: National Paid Family and Medical Leave

* Abbreviations: COVID-19 — : coronavirus disease 2019 FMLA — : Family and Medical Leave Act PFL — : paid family leave PFML — : paid family and medical leave > When my daughter was born prematurely at 27 weeks, I was faced with the agonizing choice of staying with her in the neonatal intensive care unit or going back to work at my federally qualified community health center. Even as a pediatrician who is familiar with the enormous benefits of kangaroo care and singing, talking, and reading to newborns, I returned to work within two weeks of her birth because of my own economic situation. At the time, the state I lived in, Massachusetts, did not offer paid family and medical leave (PFML), and the clinic I worked at offered unpaid leave options. As a physician, I am enormously privileged with respect to job protection and income. However, the families I care for are particularly vulnerable to the adverse impacts of unpaid leave. I have come to recognize PFML as a health equity crisis that requires an urgent national policy solution. > > Dr Kimberly Montez The United States is the only developed nation that fails to guarantee any kind of paid leave to workers. We lack a national paid family and medical leave (PFML) policy that encompasses: (1) paid parental leave, which would apply to both mothers and fathers after the birth of a child, adoption of a child, or fostering a child; (2) paid family leave (PFL), which would apply to caregivers of a hospitalized child, a medically complex child, or a family member such as a declining parent; and (3) paid medical or sick leave, which would allow one to manage personal or family illness. Although the 1993 Family and Medical … Address correspondence to Kimberly Montez, MD, MPH, Department of Pediatrics, Wake Forest Baptist Medical Center, 1 Medical Center Blvd, Winston-Salem, NC 27157. E-mail: kmontez{at}wakehealth.edu

Navigating doctor-patient relationships in the EHR age.

Medical EducationVolume 54, Issue 5 p. 441-441 REALLY GOOD STUFF: Lessons learned through innovation in medical education Navigating doctor-patient relationships in the EHR age Leslie R. Ellis, Corresponding Author Leslie R. Ellis lrellis@wakehealth.edu orcid.org/0000-0003-0459-7951 Correspondence Leslie R. Ellis, Comprehensive Cancer Center, Wake Forest Baptist Health, Medical Center Boulevard, Winston-Salem, North Carolina 27157, USA. Email: lrellis@wakehealth.eduSearch for more papers by this authorJoey Cristiano, Joey CristianoSearch for more papers by this authorJennifer M. Jackson, Jennifer M. JacksonSearch for more papers by this authorE Shen, E ShenSearch for more papers by this author Leslie R. Ellis, Corresponding Author Leslie R. Ellis lrellis@wakehealth.edu orcid.org/0000-0003-0459-7951 Correspondence Leslie R. Ellis, Comprehensive Cancer Center, Wake Forest Baptist Health, Medical Center Boulevard, Winston-Salem, North Carolina 27157, USA. Email: lrellis@wakehealth.eduSearch for more papers by this authorJoey Cristiano, Joey CristianoSearch for more papers by this authorJennifer M. Jackson, Jennifer M. JacksonSearch for more papers by this authorE Shen, E ShenSearch for more papers by this author First published: 22 April 2020 https://doi.org/10.1111/medu.14105Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume54, Issue5May 2020Pages 441-441 RelatedInformation

Transform Role Modeling Into SUPERmodeling.

* Abbreviation: SUPER — : increasing self-awareness, helping the unconscious become conscious, plan debriefing, and encourage reflection Role modeling is the process by which a learner observes a clinical teacher to develop and refine his or her practice. Compared to other learning methods, role modeling is inherently student driven and may occur with or without the clinical teacher’s awareness.1,2 Perhaps this is why learners often experience poor role modeling behaviors,2 and clinician teachers struggle to identify role modeling opportunities.3 Although role modeling is traditionally considered a passive or implicit learning method, newer evidence suggests clinical teachers can transform the role modeling process into a more explicit teaching method to enhance the development of their leaners.2,4 Clinical teachers serve a critical role in shaping attitudes and behaviors of future generations of physicians. Role modeling can be effectively used to teach challenging clinical skills such as verbal and nonverbal communication, humanism, professionalism, and teamwork.1 Role modeling may also be the most effective and efficient learning method in busy clinical environments or when a patient care task is beyond the learner’s current clinical abilities.5 A learner’s observations of the clinician teacher’s behaviors may influence his or her professional development and career decisions.5,6 Unfortunately, not all experiences are positive. Learners commonly witness unprofessional behavior and report difficulty identifying positive role models.7 Furthermore, learners may perceive observation experiences as … Address correspondence to Nicholas M. Potisek, MD, Department of Pediatrics, Wake Forest School of Medicine, Medical Center Blvd, Winston-Salem, NC 27157. E-mail: npotisek{at}wakehealth.edu

Making the Most of Focused Ultrasound: Tissue Heating to Improve Chemotherapy Release.

Making the Most of Focused Ultrasound: Tissue Heating to Improve Chemotherapy Release.

Highlights From the Circulation Family of Journals.

Highlights From the Circulation Family of Journals.

What a Summer Nutrition Benefit Program Could Mean for Clinicians and Their Patients.

* Abbreviations: EBT — : electronic benefit transfer FI — : food insecurity SDH — : social determinants of health In 1946, the National School Lunch Act was passed establishing the school lunch program and making meals a permanent part of schools. Congress declared it a measure of “national security” to ensure the health of the nation’s children by encouraging the consumption of nutritious foods.1 Since then, the meals program has expanded, both in reach (including breakfast) and size (over 100 000 schools now participate).2 The National School Lunch Program and the School Breakfast Program serve over 30 million and 12 million children annually, respectively, with free or reduced-price meals.2,3 Low-income children who participate have lower rates of food insecurity (FI), improved dietary intake, and higher academic achievement.4–10 Although the success of these programs is clear, there remains an important issue: What happens to families who rely on these programs during the summer, when school is not in session? In this issue of Pediatrics , Collins et al11 have published “Impact of a Summer Nutrition Benefit on Low-Income Children’s Food Security and Diet Quality,” which describes the Summer Electronic Benefit Transfer for Children demonstrations project. The US … Address correspondence to Deepak Palakshappa, MD, MSHP, Wake Forest School of Medicine, 1 Medical Center Blvd, Winston-Salem, NC 27157. E-mail: dpalaksh{at}wakehealth.edu

Lessons learned: a different approach to teaching electrocardiogram interpretation.

Medical EducationVolume 52, Issue 5 p. 558-559 Really Good Stuff: Lessons learned through innovation in medical education Lessons learned: a different approach to teaching electrocardiogram interpretation Richard B Stacey, Corresponding Author Richard B Stacey bstacey@wakehealth.edu orcid.org/0000-0002-0777-4194 Correspondence: Richard B Stacey, Department of Internal Medicine, Cardiovascular Medicine Section, Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, North Carolina 27157-1045, USA. Tel: 00 1 336 716 2524; E-mail: bstacey@wakehealth.eduSearch for more papers by this authorDavid Manthey, David MantheySearch for more papers by this author Richard B Stacey, Corresponding Author Richard B Stacey bstacey@wakehealth.edu orcid.org/0000-0002-0777-4194 Correspondence: Richard B Stacey, Department of Internal Medicine, Cardiovascular Medicine Section, Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, North Carolina 27157-1045, USA. Tel: 00 1 336 716 2524; E-mail: bstacey@wakehealth.eduSearch for more papers by this authorDavid Manthey, David MantheySearch for more papers by this author First published: 27 February 2018 https://doi.org/10.1111/medu.13562Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume52, Issue5May 2018Pages 558-559 RelatedInformation

The Whole "PROOF": Incorporating Evidence-Based Medicine Into Clinical Teaching.

* Abbreviations: EBM — : evidence-based medicine ED — : emergency department JAMA — : The Journal of the American Medical Association PICO — : patient, intervention, comparison, and outcome PROOF — : propose, review, organize, overlap, and follow As part of the ongoing Council on Medical Student Education in Pediatrics series on skills used by great clinical teachers, this article introduces teaching strategies to more effectively convey the principles of evidence-based medicine (EBM), including a mnemonic that can serve as a framework for clinician educators. EBM is the selective use of best current evidence to make medical decisions for individual patients.1 Incorporating medical evidence into clinical practice is an expectation for medical students entering residency.2 Routinely practicing EBM can promote patient safety, improve quality, and enhance value in health care.3 Resources exist for faculty to review the basic tenets of EBM.4 To ensure students entering residency have a strong foundation in EBM, clinical teachers need to teach EBM while providing patient care. Many interventions developed to improve teaching of critical appraisal skills are applicable to the classroom but not at the patient’s bedside.5,6 Clinician educators need to know how to guide trainees through the process of establishing answerable clinical questions, appraising evidence, and applying evidence to patient care. Clinical educators are faced with several challenges to teaching EBM, such as lack of time and a paucity of EBM curriculum requirements.7 Learning EBM is difficult because students may lack clinical role models, wrestle with acknowledging uncertainty, and struggle with applying evidence to patient care.8 If barriers are … Address correspondence to Nicholas M. Potisek, MD, Department of Pediatrics, Wake Forest School of Medicine, Medical Center Blvd, Winston-Salem, NC 27157. E-mail: npotisek{at}wakehealth.edu

An Innovative Collaborative Model of Care for Undiagnosed Complex Medical Conditions.

* Abbreviations: BCH — : Brenner Children’s Hospital DDCCP — : Declan Donoghue Collaborative Care Program EMR — : electronic medical record PCP — : primary care physician UCMC — : undiagnosed complex medical conditions WFBH — : Wake Forest Baptist Health A recent National Academy of Sciences report titled Improving Diagnosis in Health Care emphasizes the importance of right diagnosis in health care delivery.1 Missed or delayed diagnoses, or incorrect diagnoses, constitute a patient safety problem.2 Diagnostic errors may contribute to ∼10% of patient deaths1 and account for a large portion of malpractice claims.3 One reason for diagnostic errors is the lack of collaboration between clinicians. Collaboration is particularly problematic when clinicians involved in the child’s care practice in different settings.4 The National Academy of Sciences report advocates teamwork in the diagnostic process. Collaborative, interdisciplinary conferences are often used in health care settings to improve patient care. Tumor boards, conferences where clinicians come together to discuss plans of care for their patients with cancer, improve patient outcomes.5 However, collaborative models of care to make diagnoses are not generally available. We describe an innovative model of care for children with undiagnosed complex medical conditions (UCMC) developed in a tertiary care children’s hospital as a result of family partnership with a health care system. Declan was a wonderful baby. He was outgoing, sweet, and talkative. He had a wonderful focus and a beautiful spirit and was always happy and smiling as long as he was playing. Unlike most children, Declan had another list of details that described him. Declan’s medical problem list included fevers, eye scarring, arthritis of the knees, liquid aspiration, … Address correspondence to Savithri Nageswaran, MD, MPH, Department of Pediatrics, Wake Forest School of Medicine, 1 Medical Center Blvd, Winston-Salem, NC 27157. E-mail: snageswa{at}wakehealth.edu

The Times They Are a-Changin'.

Department of Family & Community Medicine, Wake Forest School of Medicine, Winston-Salem, North Carolina. Correspondence: Justin B. Moore, PhD, MS, FACSM, Department of Family & Community Medicine, Wake Forest School of Medicine, Wake Forest Baptist Medical Center, Medical Center Blvd, Winston-Salem, NC 27157 ([email protected]). The author declares no conflicts of interest.

2014 Annual Journal Symposium

2014 Annual Journal Symposium

2014 Annual Journal Symposium

2014 Annual Journal Symposium

2014 Annual Journal Symposium

2014 Annual Journal Symposium