Uvular Necrosis: Day-to-Day Progression of a Rare Postoperative Complication.

Uvular necrosis is a rare post-procedural complication thought to be caused by mechanical compression of the uvula during endotracheal intubation. We described the day-to-day progression of uvular necrosis after right shoulder acromioclavicular (AC) joint reconstruction. We present a case of a 22-year-old male who visited the emergency department after sustaining a right shoulder trauma. Diagnosis of a type V AC dislocation with total coracoclavicular ligament tear was established. On day one, after endotracheal intubation for the right shoulder AC joint reconstruction, the patient complained of severe throat pain that progressed to odynophagia, dysphagia, and choking. Examination revealed an erythematous uvula with well-demarcated necrotic tissue. He was managed conservatively with acetaminophen and ice chips. Day-to-day symptom progression description may guide physicians in managing postoperative uvular necrosis.

"Big Ideas" of Introductory Chemistry and Biology Courses and the Connections between Them.

Introductory courses are often designed to cover a range of topics with the intent to offer students exposure to the given discipline as preparation to further their study in the same or related disciplines. Unfortunately, students in these courses are often presented with an overwhelming amount of information that may not support their formation of a usable coherent network of knowledge. In this study we conducted a mixed-method sequential exploratory study with students co-enrolled in General Chemistry II and Introductory Biology I to better understand what students perceived to be the "take-home" messages of these courses (i.e., core ideas) and the connections between these courses. We found that students identified a range of ideas from both courses; further analysis of students' explanations and reasoning revealed that, when students talked about their chemistry ideas, they were more likely to talk about them as having predictive and explanatory power in comparison with reasons provided for their biology big ideas. Furthermore, students identified a number of overlapping ideas between their chemistry and biology courses, such as interactions, reactions, and structures, which have the potential to be used as a starting place to support students building a more coherent network of knowledge.