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Introduction and Importance: Superior mesenteric artery (SMA) syndrome is a rare morbid vascular disorder that is defined as the decrease in the aortomesenteric angle and the compression of the third part of the duodenum. This disorder mainly affects young adult females, and severe weight loss represents a leading predisposing factor., Case Presentation: The authors report the case of a 19-year-old male who was admitted to our hospital with a 3-month history of epigastric pain, nausea, and weight loss. Two months earlier, the patient was diagnosed with Helicobacter pylori -induced gastritis. Nevertheless, with complaints of severe headache and epigastric pain, the patient was admitted to our hospital for further investigations. Computed tomography (CT) scan with intravenous contrast injection was performed, and interestingly, the aortomesenteric angle was 19° accompanied by a compression of the third part of the duodenum, and a mild gastric dilatation. Accordingly, the diagnosis was confirmed as superior mesenteric artery syndrome., Clinical Discussion: In the authors' case, the non-specific clinical symptoms correlated with histopathological examinations led to the initial diagnosis of Helicobacter pylori -induced gastritis. Surprisingly, the lack of improvements led to performing CT scan, which confirmed the diagnosis of SMA syndrome. Subsequently, HP gastritis played a significant role in misleading and delaying the diagnosis., Conclusion: The authors report the first case report from Syria of s superior mesenteric artery syndrome that was misdiagnosed and preceded by HP-induced gastritis, highlighting the crucial role of detailed clinical and radiological examinations in the diagnosis of challenging cases with morbid complications., Competing Interests: The authors declare no conflict of interest.Sponsorships or competing interests that may be relevant to content are disclosed at the end of this article., (Copyright © 2024 The Author(s). Published by Wolters Kluwer Health, Inc.)

Psychiatric hospitals and centers have more complex conditions than other hospitals in responding to emergencies, given the differences in the design of their buildings and in non-structural elements. This is a qualitative study aimed at reviewing and investigating the experiences and challenges faced by psychiatric hospital staff in response to different fire incidents. A phenomenological approach was employed to conduct the study, believing that human experiences and beliefs are substances in phenomena and can be understood and examined. The contents of interviews and focus group discussion (FGD) sessions were extracted and classified into five categories, 14 themes, and 49 sub-categories. Many psychiatric hospitals in Iran are not ready to respond properly to incidents like fires. The study revealed that in order to ensure appropriate management of incidents and disasters in the hospitals, it is necessary to focus on five areas called the 5s framework, which includes structures, staff, supplies (facilities, equipment etc.), sick persons and systems. This framework is proposed to enhance preparedness, reduce vulnerability, and provoke an effective response to incidents in psychiatric hospitals., (Copyright © 2022 Euro-Mediterranean Council for Burns and Fire Disasters.)

This article was migrated. The article was marked as recommended. This set of Tips is written to make the best use of an Engaged Learning Classroom (ELC), which some may refer to as the 'flipped classroom.' Strategies for the ELC include Team-Based Learning (TBL), Peer Instruction (PI), Case-Based Learning (CBL). Our focus will be on the design and implementation of the out-of-class phase for any ELC activity since this is as important as the in-class phase, but often neglected. Experience has shown that the quality of learning from the ELC is highly dependent on the preparation before, and follow-up to the class session. The instructor's designation of material (written, audio-visual, other potential learning resources and activities) and guidance on how to approach these materials generates engagement and enhances learning. We provide important contextual information on the learners of today (Generation Z), highlights of current learning theory applicable to self-directed learning, and the unique ingredients for the linkage between out-of-class and in-class learning that makes for the fullest student engagement. Each Tip addresses frequent questions by both instructors and learners who are embarking on the ELC and/or lessons that we have learned from the literature and designing, facilitating, and evaluating sessions., (Copyright: © 2019 Alizadeh M et al.)