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In this article, we present a case study of a course called Women in Mathematics. Students in the course studied the lives and the mathematical contributions of women mathematicians throughout history, as well as current gender equity issues in the study of mathematics and in mathematical careers. They also mentored 20 middle school girls throughout the semester. This nested strategy (with the professor providing an environment where the college students could appreciate math, and they, in turn, creating the same for middle school girls) resulted in improvements in both the college students' and middle school girls' attitudes towards mathematics.

This study examined how 16 Black, Latina, and American Indian women science students reacted to their undergraduate science classes. I focused on the meanings they made of the common features of university science documented by Seymour and Hewitt (1997), including large, competitive, fast-paced classes, poor teaching, and an unsupportive culture. I also explored their responses to the values manifested in their science classes and laboratories. The research took place at a large, predominantly White research university; participants were recruited from a science enrichment program for high-achieving students. I interviewed the participants and attended science classes and laboratories with them. I analyzed the data using J. Spradley's semantic structural analysis method (1979, 1980) and validated it through triangulation and member-checking. The women in the study found three features of science classes particularly discouraging: the size of the lecture classes, asking and answering questions in class, and (in some cases) engaging in undergraduate research. They were negatively impacted by two cultural values: a narrow focus on decontextualized science and the construction of science as a gender-, ethnicity- and race-neutral meritocracy. (Contains 2 footnotes.)

Two first-grade teachers and a university researcher study children's inquiry-oriented responses to literature to better understand how children's experiences during read-alouds (and in related, later conversations) help them enlist others in their efforts to make sense of race. The authors argue teachers should be making spaces for children's curiosities about race, and teachers should be inquirers alongside children as they make meaning of complex issues of diversity. (Contains 1 figure and a list of children's books and media cited.)

Clinical care delivered via telemedicine has become an accepted mode of health care delivery for many patients. There is an urgent need to understand quality of care in the telemedicine environment. This position paper presents 6 recommendations to ensure appropriate use of performance measures to evaluate the quality of clinical care that incorporates telemedicine. There has been an exponential growth in the use of telemedicine services to provide clinical care, accelerated by the COVID-19 pandemic. Clinical care delivered via telemedicine has become a major and accepted method of health care delivery for many patients. There is an urgent need to understand quality of care in the telemedicine environment. This American College of Physicians position paper presents 6 recommendations to ensure the appropriate use of performance measures to evaluate quality of clinical care provided in the telemedicine environment. [ABSTRACT FROM AUTHOR]

Act1 is a negative regulator of B-cell activation factor of the TNF family ( BAFF) and CD40 L-induced signaling. BALB/C mice lacking Act1 develop systemic autoimmunity resembling systemic lupus erythematosus ( SLE) and Sjögren's syndrome ( Sj S). SLE and Sj S are characterized by anti-nuclear Ig G autoantibody ( ANA- Ig G) production and inflammation of peripheral tissues. As autoantibody production can occur in a T-cell dependent or T-cell independent manner, we investigated the role of T-cell help during Act1-mediated autoimmunity. Act1-deficiency was bred onto C57 Bl/6 ( B6. Act1−/−) mice and B6. TCRβ−/− TCRδ−/− Act1−/− ( TKO) mice were generated. While TCRβ/δ-sufficient B6. Act1−/− mice developed splenomegaly and lymphadenopathy, hypergammaglobulinemia, elevated levels of ANA- Ig G, and kidney pathology, TKO mice failed to develop any such signs of disease. Neither B6. Act1−/− nor TKO mice developed Sj S-like disease, suggesting that epigenetic interactions on the BALB/C background are responsible for this phenotype in BALB/C. Act1−/− mice. Interestingly, BAFF-driven transitional B-cell abnormalities, previously reported in BALB/C. Act1−/− mice, were intact in B6. Act1−/− mice and largely independent of T cells. In conclusion, T cells are necessary for the development of SLE-like disease in B6. Act1−/− mice, but not BAFF-driven transitional B-cell differentiation. [ABSTRACT FROM AUTHOR]

The article presents a case study of a 48-year-old woman who was brought to the emergency department with altered mental status for two days and has tachycardia. She had a history of allergies to two psychotropic medications namely amitriptyline and ziprasidone and treated with serotonin and lithium below detectable limits. She become more responsive and returns to her baseline status.

A response by Jonathan W. Thompson and Angela C. Johnson to a letter to the editor about their article "Acute Lithium Intoxication: Properly Directing an Index of Suspicion," is presented.

Background: The 2013 closure of a public hospital in Baton Rouge, LA transformed graduate medical education (GME) at Our Lady of the Lake Regional Medical Center (OLOL). Administrators were tasked with incorporating residents into patient safety and quality improvement initiatives to fulfill regulatory obligations. This report outlines our experiences as we built these patient safety and quality improvement initiatives in a rapidly expanding independent academic medical center., Methods: We joined the Alliance of Independent Academic Medical Centers (AIAMC) to meet and learn from national peers. To fulfill the scholarly activity requirement of the AIAMC's National Initiative IV, we formed a multidisciplinary team to develop a patient safety education project. Prioritized monthly team meetings allowed for project successes to be celebrated and circulated within the organization., Results: The public-private partnership that more than quadrupled the historic size of GME at OLOL has, in the past 2 years, led to the development of an interdisciplinary team. This team has expanded to accommodate residency program leadership from across the campus. Our National Initiative IV project won a national award and inspired several follow-up initiatives. In addition, this work led to the formation of a Patient Safety and Clinical Quality Improvement fellowship that matched its first fellow in 2015., Conclusion: Through the commitment and support of hospital and medical education leaders, as well as a focus on promoting cultural change through scholarly activity, we were able to greatly expand patient safety and quality improvement efforts in our institution.