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@jamieseanbenson; @stasamato; @gary_anBetween 2005 and 2020, the U.S. gained 31% more Level I/II trauma centers. Yet, @UVMLarnerMed researchers estimate that resulted in only a 6.9% increase in access to this essential care. Further, this access may not be distributed equitably across the nation.

Ramsay Hunt syndrome is a facial nerve palsy that arises from herpes zoster infection. In rare cases, postherpetic neuralgia is a complication following Ramsay Hunt syndrome. Pain management to address postherpetic neuralgia includes facial nerve blocks, medications such as gabapentin, carbamazepine and botulinum toxin injections, and pulsed radiofrequency. Despite the reported benefits for patients with glossopharyngeal nerve pain, neurectomy as a treatment has rarely been described. A 45-year-old patient visited our ENT clinic for chronic right-sided facial, ear, and jaw pain that persisted for 9 years following the development of Ramsay Hunt syndrome. She trialed multiple medications including gabapentin, carbamazepine, and botulinum toxin injections with minimal relief to her symptoms. The patient underwent a diagnostic myringotomy with topical application of lidocaine to the tympanic nerve. This resulted in temporary relief of her pain until the effects of the lidocaine subsided. The patient was subsequently offered lysis of the right tympanic nerve for more definitive management. The patient experienced significant pain reduction after the right tympanic neurectomy procedure. Chronic postherpetic neuralgia following Ramsay Hunt syndrome can cause significant impairment in a patient’s quality of life. For patients with ear pain refractory to conservative management, a tympanic neurectomy can be considered.

AbstractThe present study examined African American high school students’ perceptions of their development and use of self-determination skills (e.g., goal setting, choice/decision making, self-advocacy, etc.) in school. The term developmentrefers to the cultivation of self-determination skills through various means (e.g., structured learning opportunities), and the term userefers to students actually employing the skills in school and other settings across time. We conducted four focus group interviews with a predominately African American female sample to examine (a) how various self-determination skills contributed to their success in school and (b) how they developed these skills through community-based support. Key findings indicate that the participants perceived their use of multiple self-determination skills as facilitating their success in school by helping them (a) be independent, (b) remain motivated in school, (c) prioritize their time, and (d) receive support from classroom teachers. Through their involvement in community-based programs, the participants developed the skills through hands-on activities, group discussions, field trips (e.g., college visits), and interacting with peers in their community organization. Findings from this research support calls for educators to promote African American students’ self-determination while taking a culturally responsive approach by collaborating with local community-based organizations that were developed to support these students.