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Qualitative feedback underscored the relevance of this topic to trainees' clinical practice, as well as its underratedness. Discussion The seminar on CBT-I was well received and viewed as a valuable tool in practicing medicine. The slides and vignettes provided enable replication of this workshop in other settings with medical learners who have a cursory knowledge of sleep medicine. The workshop is applicable to other health professionals, including medical students, nurses, social workers, and psychology trainees. Copyright © 2019 Chernyak.Introduction Transgender patients frequently experience discrimination within health care settings due to provider lack of knowledge and bias resulting in poor service delivery. Team-based interprofessional collaboration is becoming a best practice for health professionals to improve patient-centered care and address these health disparities. Methods A team-based interprofessional education simulation activity was developed as a teaching activity at a university for graduate health care learners in medicine, nursing, occupational therapy, physical therapy, physician assistant, social work, and health care administration programs over 2 years (N = 494). The simulation focused on a transgender patient brought to the emergency department (ED) after a workplace assault. Students were placed in interprofessional teams and asked to critique the initial ED interaction with the patient and then complete a team huddle and discharge planning meeting with a standardized patient. Student preparedness to engage in the Interprofessional Education Collaborative (IPEC) competencies was assessed through a posttest measure. Results Student learners reacted overwhelmingly positively to the activities of the workshop. The averaging of 2 years of data yielded students responses of strongly agree and agree at 90% or higher for all IPEC core competencies, as well as for educational objectives of the workshop. Discussion Reducing the structural, interpersonal, and individual stigma experienced by transgender patients requires institutions to offer experiential learning opportunities for future health care providers. This interprofessional education simulation experience focusing on transgender patients calls attention to the negative impact of stigma while also promoting competency in interprofessional practice. Copyright © 2019 McCave et al.Introduction Although many medical schools are adding residency preparatory courses or boot camps to their curricula, there is little published guidance for faculty tasked with designing them. We developed a workshop and accompanying boot camp course design tool kit to assist faculty in creating a pediatric boot camp course following the initial steps of Kern's framework for curriculum development. Methods Learners participated in a 2-hour workshop incorporating short didactics, guided independent reflection, and group discussions. Workshop facilitators guided faculty through the tool kit materials including a literature overview, a needs assessment worksheet, session prioritization and schedule planning worksheets, a module design worksheet, and implementation strategies. Results Twenty-seven attendees at a national meeting of undergraduate pediatric educators participated in the workshop. Feedback was solicited via an anonymous electronic survey (41% completion rate), which indicated that attendees' self-assessed confidence significantly increased for each component of the tool kit. For the five tool kit components surveyed, average confidence increased 26% (range 17.5%-37.1%) after completing the workshop. All respondents also indicated that the tool kit would be moderately helpful to very helpful as a stand-alone resource for independent faculty use, corresponding to a 3.57 out of 5 weighted average for this Likert-scale question. Discussion We developed a pediatric boot camp course design workshop and tool kit to assist faculty in developing pediatric boot camps. Initial implementation was through a workshop, but the resource could be used individually and also adapted for use by other specialties. Copyright © 2019 Hartke et al.Introduction Obesity and diabetes are common diagnoses in the primary care population, especially in urban settings. Physicians providing preventive culinary and nutrition education to patients may be able to uniquely address these medical issues; however, culinary and nutrition education among medical residency programs is insufficient. Methods We describe a pilot of a novel interactive approach to culinary and nutrition education focused on preventive medicine residents who were trained to provide culinary and nutrition skills to community members in three separate workshops. We developed and implemented a series of three culinary education workshops with 11, eight, and nine preventive medicine residents in each respective workshop. A total of 16 residents were invited to participate. A physician-chef facilitated each workshop with the residents within a community church kitchen and meeting area. We evaluated self-reported data on confidence level with culinary education and resident attitudes toward effects of culinary education on patient behaviors, as well as frequency of home-cooked meals and personal cooking competency, as indicators of resident proficiency. Results A significant increase was noted in self-reported cooking competency after culinary workshops when evaluating change from the first workshop to the final workshop ( p = .038). Increases in home-cooking frequency and belief that lifestyle medicine impacts patient behavior were also observed but did not achieve statistical significance. Discussion Culinary workshops are a useful tool to enhance nutrition education in a residency curriculum and may be an effective way to improve resident perceptions regarding the impact of nutrition education in the community. Copyright © 2019 Lang et al.Background Keloids are defined as a benign dermal fibroproliferative disorder with no malignant potential. They tend to occur following trivial trauma or any form of trauma in genetically predisposed individuals. Keloids are known to grow beyond the margins of the wound and are common in certain body parts. The pathophysiology of keloid remains unclear, and fibroblasts have been presumed to be the main cells involved in keloid formation. Understanding the mechanism(s) of keloid formation could be critical in the identification of novel therapeutic regimen for the treatment of the keloids. Objective To review the pertinent literature and provide updated information on keloid pathophysiology. Metabolism inhibitor Data Source A Medline PubMed literature search was performed for relevant publications. Results A total of 66 publications were retrieved, with relevant publications on the etiology and pathogenesis as well as experimental studies on keloids. All articles were critically analyzed, and all the findings were edited and summarized.