Eminent science support from Jews to the young Turkish republic; a particular focus on dentistry.

During World War II, millions of people were mistreated and imprisoned in Nazi concentration camps. Due to the antisemitic pressure applied by the Nazi regime, many scientists had to leave Germany, and they immigrated to the United States, Switzerland, Turkey or South America. Alfred Kantorowicz was among those highly educated people who were forced out of their professional career. For a certain period, he had to stay away from the world of research and academia, which were his favorite occupations. However, these unexpected difficulties did not prevent him to pursue his success story with many awards, books, and scientific studies. Professor Kantorowicz was saved from a concentration camp upon the efforts of Mustafa Kemal Atatürk to modernize the university education system in Turkey. Prof. Kantorowicz worked from 1933 until his retirement in 1948 and acted as the "father of dentistry" in Turkey. His vision of preventive dentistry and his entrepreneurial approach should set an example for today's young dentists.

[Necrolytic migratory erythema in a patient with a glucagonoma]. / Een man met erythema migrans necroticans.

This case concerns an 81-year-old man with weight loss and erythematosquamous plaques, with central clearing and atrophy. Due to a CT scan and blood test the diagnosis necrolytic migratory erythema as a paraneoplastic manifestation of glucagonoma was made. The pathogenesis is not completely elucidated. Early recognition of symptoms is important.

Geriatric Education Programs for Emergency Department Professionals: A Systematic Review.

OBJECTIVES: To evaluate geriatric education programs for emergency department (ED) professionals based on: content and teaching methods and learning outcome effects and factors promoting or hindering program implementation. DESIGN: Systematic review. SETTING: ED. PARTICIPANTS: Physicians, nurses, and medical residents working in the ED. METHODS AND MEASUREMENT: Five major biomedical databases were searched for (quasi) experimental studies, published between 1990 and April 2018, evaluating geriatric education programs for ED professionals. Data were synthesized around study quality, learning participants, teaching content and methods, and Kirkpatrick learning outcomes. RESULTS: Nine before-after studies were included. Learners were mostly ED residents and, to a smaller extent, ED nurses and physicians. Study quality was moderate, with the lowest scores on sampling and instrument validity. Programs varied from a 1-day workshop to a 2-year curriculum, mostly combining didactic lectures with active and experiential learning formats. Topics commonly addressed included managing: geriatric syndromes, trauma and falls, medication, atypical presentations, and care transitions. Statistically significant improvements were mostly found in learners' knowledge acquisition (six studies). Significant improvements were also found in single studies on: self-reported geriatric screening, documentation of geriatric care, and appropriate urinary catheter placement. Factors promoting program implementation included: solving competing educational demands and busy work schedules, embedding the program in preexisting curricula, and close collaboration between emergency and geriatric medicine faculties. CONCLUSIONS: Various geriatric education programs improve the geriatric knowledge of ED professionals and seem to positively impact their clinical practice. However, more program evaluations with larger study samples, and use of valid and reliable outcome measures, are needed to provide robust evidence on the effectiveness of such programs. J Am Geriatr Soc, 1-8, 2019. J Am Geriatr Soc 67:2402-2409, 2019.