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Spring 2019 Volume 4, Issue 1 Spring 2019 Volume 4, Issue 1 Letter From The Editors 2. Lauren Edgar, Revathy Sampath-Kumar, 56. Feasibility and Acceptability of Group Exercise for Emily Gall Homeless Men who Use Cocaine E. Arnold and others Perspectives 65. Increasing Patient Technology Utilization in North 3. Minding the Mirror: The Real Value of Simulation Carolina Otolaryngology Clinic to Medical Education R.K. Kao and others J. Jackson 72. Micronized Oral Progesterone Compared 6. Transitioning to Adult Care for Children and to Placebo and Time to Resolution from Youth with Special Healthcare Needs: Patient and Concussion in College Athletes: A Feasibility Study Caregiver Perspectives Transition to Adult Care C.M. Miles and others C. Haberman and others 77. Thirty Day Readmission Rates and Seven Day 12. An Evaluation of Empathy within a Psychiatry Follow Up among High Risk Patients: Interrupted Residency Training Program Time Series Design J. Kimball, L. Giambarberi, S. Kaplan K.Treska and others Clinical Review Case Reports 15. The Medical Management of Intracranial 85. Congenital Sternal Cleft and Mediastinal Lung Hemorrhage: A Review Article Hernia in a 76-year-old Woman H. Breit, G. Thompson, S. Q. Wolfe, M. Wong, A. B. Perry and J. M. Holbert Guzik, A. Sarwal, M.S. Cartwright 88. Perioperative Management of a Patient with An Challenge Cases Anomalous, Retroaortic Left Circumflex Coronary 27. Intra-Arterial Calcium Stimulation for Artery During Mitral Valve Replacement Pancreatogenous Hypoglycemia After Bypass R. J. Fernando and B. Farmer Surgery 92. Tapia Syndrome: A Rare Cause of Dysphonia and B. Bones and others Dysphagia 31. Transient Arm Pain Followed by Orthopnea in a A. E. McKinnond and others 62-year-old Male 95. Lung Cancer Metastasis to the Cricoid Cartilage: A.Giugliano and others A Case Report T.S. McQueen and J.M. Holbert Original Science 98. Radiation Induced Brachial Plexopathy 37. Eversion Endarterectomy of the Deceased Donor Neuroimaging Findings Renal Artery to Prevent Kidney Discard N. Domeisen and others M.A. Kahn and others 101. A Rare Cause of Pediatric Deep Vein Thrombosis 46. Multi-specialty Direct Observation Testing for D. A. Masneri and Z. Burroughs Extended Focused Assessment with Sonography for Trauma 104. Right-Sided Frontal Alien Limb Phenomenon J. Zavitz and others (“Dr. Strangelove Syndrome”) in the Context of Left MCA Territory Infarct of Cardioembolic 51. A Personalized Sequential Intervention Reduces Etiology the No-Show Rate in an Academic Internal A. Arena and others Medicine Clinic P. D. Kuhlman and others (ISSN 2380-3991) Journal of Science & Medicine Thank You The all-volunteer student and faculty staff of the Wake Forest Journal of Science and Medicine would like to extend our deepest appreciation to the following individuals for their guidance and assistance: Julie Freischlag, M.D. Cynthia Burns, M.D. Timothy Peters, M.D. Sheila Lambert Justin Lamont Farrar Cinnamon Pritchard Mark McKone Leslie Messick We would also like to express our gratitude to the following for their generous financial support: Department of Anesthesiology Department of Biomedical Engineering Department of Emergency Medicine Department of Family Medicine Department of General Surgery Department of Internal Medicine Department of Internal Medicine, Section on Gastroenterology Department of Internal Medicine, Section on Nephrology Department of Neurobiology & Anatomy Department of Obstetrics and Gynecology Department of Pathology Department of Plastic Surgery Department of Radiology Department of Urology Department of Vascular Surgery If your department would like to assist in supporting the Journal, please email [email protected]. Editorial Board Editors-in-Chief Section Editors Lauren Edgar Original Science Revathy Sampath-Kumar Section Editor: Elahhe Afkhamnejad Assistant Editors: Emilie Lothet, Emily Gall Melanie Tam Founders Challenge Cases Aaron Winkler Section Editor: Suzahn Ebert Assistant Editor: Trent Vanhorn Devin Haddad Faculty Advisors Perspectives Section Editor: Danish Zaidi Cynthia A. Burns, M.D. Assistant Editor: Benjamin Corona Associate Professor of Internal Medicine Case Reports Section on Endocrinology and Section Editor: Benjamin Corona Metabolism Assistant Editors: Veronica Emmerich Wake Forest School of Medicine Timothy R. Peters, M.D. Medical Images Associate Professor of Pediatrics Editor: Lauren Blaha Section on Infectious Disease Wake Forest School of Medicine Outreach Team Coordinator: Yushan Wang Assistants: Donika Hasanaj, Tracey Pu, Kevin Yu Website Manager Philip Cheng Wake Forest School of Medicine 1 Journal of Science & Medicine Dear Readers, We present to you Volume 4 of the Wake Forest Journal of Science and Medicine. We thank each author, reviewer, faculty mentor, and administrator who has assisted us in this tremendous effort. Most of all, we thank our student staff, who have shown unwavering commitment and curiosity throughout the process. All of us involved in the Journal stand on the shoulders of those students who established the Journal, nurtured it in its infancy, and established its reputation within our institution. We hope that our legacy will comprise continuing publication of high-quality research and expanding readership across institutions. For the three of us, senior medical students, this is a bittersweet accomplishment as we reflect on the past several years of the Journal. We have helped it grow from a fledgling project in its first issue to an endeavor involving medical students of all levels. The journal has impacted us each individually. We will take these experiences with us as we embark upon residency training programs across the country. We have encouraged the younger editors to dedicate themselves to the task of filling the Journal with quality research. Indeed, the variety of disciplines represented herein speak volumes of the skill of younger students to learn quickly and take ownership of their work. We thank you for your support of the Journal. We leave it in the capable hands of the medical students who have worked assiduously alongside us in our effort. We mark the end of our medical school careers in a way that will continue, we hope, long after we leave. We hope that you find in this issue the inquisitive spirit that drew us to medicine and continues to inspire us. Sincerely, Lauren Edgar, Revathy Sampath-Kumar, and Emily Gall Editors-in-Chief 2 Wake Forest School of Medicine Journal of Science & Medicine Perspectives Minding the Mirror: The Real Value of Simulation to Medical Education Jennifer Jackson, M.D.1 “One and two and three and four; five and six, seven and eight. Again….” 1Department of Pediatrics, Wake Forest School of Medicine, Miss Christine counts out the rhythm as we attempt the new dance steps she Winston-Salem, NC demonstrated to our class. She paces around us, patiently watching and redirecting Address Correspondence To: us when we deviate from the intended sequence. All the while, we face forward, Jennifer Jackson, M.D. focusing intently on the image of ourselves in the wall-sized mirror lining the studio. Department of Pediatrics It gave us the visual feedback we needed to get it right. Wake Forest Baptist Health Medical Center Blvd. Reflection, iterative rehearsal, and feedback on one’s skills are crucial to the Winston-Salem, NC 27157 development of professional expertise.1 These elements are central to deliberate [email protected] practice (DP), an expert performance principle involving highly motivated learners focused on well-defined learning objectives at an appropriate level of difficulty; with ample opportunities for focused, repetitive practice; yielding informative, immediate feedback to promote a learner’s monitoring, error correction, and more practice toward a mastery standard.2 This expert performance perspective originated from domains other than medicine—sports, chess, performing arts, and the military—in which experts have long appreciated the importance of DP to expertise development. It has only been in more recent decades that medical educators have begun applying DP to their own curricula.1,3 One such instructional method is simulation-based medical education (SBME), a category of instruction that offers learners opportunities to rehearse skills and achieve competence in a learning laboratory before performing those skills in the workplace. Multiple studies have demonstrated meaningful improvements in patient outcomes as a result of SBME, making it a uniquely powerful educational tool.4 Misconceptions regarding SBME exist, which have limited its adoption by some educators. A common perception is that SBME equates to learners interacting with a high-tech mannequin operated by an elaborate software system. While technology- enhanced instruction is certainly one form of SBME, it simply represents one subset. Simulation, broadly speaking, is an experience during which learners interact with people and/or other learning tools in order “to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions.”5 SBME need not involve high-tech tools but may instead take the form of standardized patient encounters, role-plays with peers or instructors, or basic skills practice with simple props. Indeed, successful performance gains have been demonstrated even with these low-fidelity forms of SBME. Wake Forest School of Medicine 3 Journal of Science & Medicine Perspectives Another common misconception is that SBME is an learners with
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