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Leadership educators often acknowledge the need to embrace and honor diverse lived experiences and different ways we acquire knowledge and demonstrate leadership. However, do our practices and expectations really reflect this? How do we ensure we are not perpetuating expectations and structures rooted in White supremacist culture?

The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community? The purpose of this article is to introduce co-inquiry as an emerging method for professional community building, leadership learning, and action-oriented research.

Leadership education as a field of study has largely been considered multi- or interdisciplinary, yet many leadership educators find their programs siloed within the constructs of higher education institutions inadequate in addressing complex issues of today's world. The authors challenge organizations to embrace a truly transdisciplinary approach to equipping students with the capacity and skills to address issues of the world today.

This article dives into the complexity of managing our "self" and our "roles," and how we can acknowledge the vast multitudes contained in each of our identities in our work as leadership educators. We wanted to incorporate a more conversational format to this article by highlighting the different ways ideas can be expressed and the gifts of the co-inquiry discussion model for gleaning deeper insights into a topic.

This chapter demonstrates connections between experiential learning, leader identity development, and leadership educator professional identity development models to highlight how leadership experiences in today's youth and early adulthood offer potential pathways to the leadership education profession.

Background: Despite surgical and pharmacological interventions, endometriosis can recur. Reliable information regarding risk of recurrence following a first diagnosis is scant. The aim of this study was to examine clinical and survey data in the setting of disease recurrence to identify predictors of risk of endometriosis recurrence. Methods: This observational study reviewed data from 794 patients having surgery for pelvic pain or endometriosis. Patients were stratified into two analytic groups based on self-reported or surgically confirmed recurrent endometriosis. Statistical analyses included univariate, followed by multivariate logistic regression to identify risk factors of recurrence, with least absolute shrinkage and selection operator (Lasso) regularisation. Risk-calibrated Supersparse Linear Integer Models (RiskSLIM) and survival analyses (with Lasso) were undertaken to identify predictive features of recurrence. Results: Several significant features were repeatedly identified in association with recurrence, including adhesions, high rASRM score, deep disease, bowel lesions, adenomyosis, emergency room attendance for pelvic pain, younger age at menarche, higher gravidity, high blood pressure and older age. In the surgically confirmed group, with a score of 5, the RiskSLIM method was able to predict the risk of recurrence (compared to a single diagnosis) at 95.3% and included adenomyosis and adhesions in the model. Survival analysis further highlighted bowel lesions, adhesions and adenomyosis. Conclusions: Following an initial diagnosis of endometriosis, clinical decision-making regarding disease management should take into consideration the presence of bowel lesions, adhesions and adenomyosis, which increase the risk of endometriosis recurrence. [ABSTRACT FROM AUTHOR]

With leadership education expanding at an unprecedented rate, there is an acute need for an evidence-based leadership pedagogy that can bridge the gap between leadership theory and student practice both in the classroom and beyond its boundaries. This paper will give an overview of the Intentional Emergence Model as a way to teach leadership to emerging adults that specifically addresses this gap between theory and practice. It will discuss the model, research and evaluation data associated with the model, training requirements for instructors and teaching assistants, and the implications for leadership education as a result of the research on, and application of, the model.

Objectives: Myelodysplastic syndromes (MDS) are characterised by ineffective haematopoiesis. Although hypomethylating agents (HMA) have improved survival in higher‐risk MDS, most patients eventually succumb to progressive disease. Utilising samples collected prospectively from three MDS clinical trials, we analysed genetic and immunological biomarkers and correlated them with clinical outcomes. Methods: A hundred and fifty four samples were analysed from 133 de novo MDS patients for T‐cell and myeloid cell immunophenotyping and gene expression analysis. Treatments were with HMA or immunomodulatory drug (IMiD) alone or in combination. Results: We observed differences in immune cell subsets between lower‐ and higher‐risk IPSS groups with NKT cells, MDSCs, intermediate‐proinflammatory and non‐classical monocytes being higher in the latter group, while naïve CD4+ T cells were reduced. Intermediate‐proinflammatory monocytes were increased in non‐responders and those failing to achieve at least a haematological improvement. Proinflammatory NKT cells were increased at diagnosis for patients failing to derive clinical benefit after 12 months of treatment. Gene expression analysis of paired bone marrow (BM) colony‐forming units (CFUs) from diagnosis and 4 cycles post‐treatment confirmed that genes involved in cytokine signalling were downregulated in C4 normal colonies. Conclusions: These findings support the central roles of dysregulation in innate immunity and inflammatory signalling in the pathogenesis of MDS which correlated with clinical outcomes post‐treatment. [ABSTRACT FROM AUTHOR]

There is increasing imperative to train residents in population health. The Accreditation Council for Graduate Medical Education (ACGME) enhanced its mission with revised Common Program Requirements (CPRs), which were fully implemented on July 1, 2020. The revised CPRs state ACGME's mission: "The development of physicians in GME focused on excellence in delivery of safe, equitable, affordable, quality care; and the health of the populations they serve." The new CPRs clearly articulate the need for graduate medical education (GME) trainees to develop and understand population health concepts during their GME experience, including social determinants of health and community impact. However, currently there is no standardized and widely available curriculum for GME to implement these revised CPRs. This paper proposes a curriculum in population health management for GME, which was developed in 1 institution, using a blend of didactic and experiential learning. [ABSTRACT FROM AUTHOR]