Johns Hopkins Bayview Medical Center (abbreviated JHBMC or Bayview; formerly Francis Scott Key Medical Center and Baltimore City Hospitals) is teaching hospital trauma center, neonatal intensive care unit, geriatrics center, and is home to the Johns Hopkins Burn Center, the only adult burn trauma in Maryland, containing about 420 beds. Located in southeast Baltimore City, Maryland, along Eastern Avenue near Bayview Boulevard, it is part of the Johns Hopkins Health System and named after its close proximity to the Chesapeake Bay. Founded in 1773 as an almshouse, it was relocated several times until its now present location in 1866. In 1925, it transitioned into several municipal hospitals, which transferred ownership to Johns Hopkins Hospital in 1984.
Background:Individuals with chronic obstructive pulmonary disease (COPD) often face direct and indirect medical costs from unplanned emergency department visits and hospitalizations for acute exacerbations, out-of-pocket expenses for inhaled bronchodilators, and income loss from disability. Yet financial toxicity, which describes the objective burden and subjective distress resulting from medical costs, has not been studied in COPD. Individual experiences of financial toxicity in COPD offer insight into challenges that may be unique to this population. Methods:We conducted semistructured interviews with 30 purposively sampled individuals with physician-diagnosed COPD. Transcripts were analyzed using inductive coding by 2 independent coders, and codes and were categorized through thematic analysis. Results:Thirty participants completed semistructured interviews, of whom 56% were women, 43% non-Hispanic White, and 43% non-Hispanic Black. The mean age was 69.5 years, and 24 (70%) had public health insurance only. Several themes emerged including: (1) the sources of material burden in COPD; (2) adjustments to disease management, such as medication nonadherence or foregoing treatments; (3) adjustments to financial planning, including both changes to day-to-day spending and disruptions in major financial plans; (4) emotional impact; and (5) communication with health care providers. Conclusion:Our findings are the first, to our knowledge, to describe the impact of financial toxicity in individuals with COPD. Financial toxicity in COPD is common and may adversely impact disease self-management, financial self-management, and psychological well-being. Additional research is needed to examine its impact on patient-reported outcomes and to develop interventions to reduce its burden.
Abstract Introduction Burn care providers utilize keen observation skills, aseptic techniques, and carefully selected dressings to manage wounds and minimize infection risk. However, staying current with best practices can be challenging, as burn care continues to evolve. This quality improvement project aims to provide an educational resource that enhances providers’ understanding of current topical medications and dressing options for burn injuries. Methods In June 2025, burn unit staff completed a brief anonymous survey assessing their perceptions and attitudes toward the existing wound care resources used in both clinical practice and education. All staff then received education on the Burn and Wound Medication and Dressing Quick Reference Guide, an educational tool developed to support wound care instruction and delivery. The guide features photos of each topical medication and dressing available at the burn center, along with detailed information on product descriptions, mechanisms of action, recommended uses, and manufacturer guidelines for application and frequency. A follow-up survey was conducted in July and August 2025 to evaluate staff perspectives on the guide’s usefulness in daily workflow and wound care teaching. Laminated copies of the guide are readily accessible to all staff and are updated as product availability or recommendations change. Results Prior to the intervention, 94% of staff relied on the wound care nurse or charge nurse as their main resource for wound care, with 51% describing their current resource as only somewhat helpful. When teaching others, 81% of staff depended on their work experience, and 56% rated their existing teaching resource as somewhat helpful. After introducing the quick reference guide, 72% of staff found it extremely helpful for wound care, and 67% felt it was extremely helpful when teaching others. Conclusions Forty-five staff members completed pre- and post-surveys, highlighting a strong reliance on personal experience and peer guidance for wound care performance and teaching support. While this approach may be convenient for some, it can place excessive pressure on charge and wound care nurses. Additionally, depending solely on existing knowledge risks the continued use of outdated practices that may not align with current standards or advancements. Implementing a current, easily accessible wound care resource can help streamline workflow, support clinical decision-making, and enhance both the delivery and teaching of wound management. Applicability of Research to Practice Up-to-date knowledge and evidence-based practices are essential for the comprehensive care of burn injuries. Utilizing reliable, current resources empowers staff to provide consistent, high-quality care and can lead to improved patient outcomes. Funding for the study N/A.
Temporary epicardial pacing wires (TEPWs) are used widely for rhythm management in cardiac surgery. However, their routine placement is being debated increasingly because of low utilization and potential procedural risks. We compared routine versus selective TEPW placement practices and assessed the utilization, complications, and predictors of pacing need. A scoping review was conducted in accordance with the PRISMA-ScR guidelines. We searched PubMed, Embase, Scopus, and Cochrane Library until June 2025. Studies were included if they examined TEPW strategies in adult or pediatric cardiac surgery and reported outcomes related to wire use, complications, or predictors of pacing need. Eleven studies involving 16,874 patients (14,957 adults, 1,917 children) were included. Routine placement rates ranged from 73.5
The rapid emergence of artificial intelligence (AI) in health professions education offers opportunities for innovation, but also raises challenges in pedagogy, ethics, and faculty readiness. Faculty development is essential to equip educators with the competencies needed for responsible AI integration. We present eleven practical, evidence-informed tips drawn from our collective experience designing and facilitating five AI-integrated courses within Johns Hopkins University’s Master of Education in the Health Profession Program and two Smart MedEd Solutions courses. These tips support the creation of structured, context-sensitive, and ethically grounded faculty development programs that build AI literacy, preserve pedagogical integrity, and prepare educators to lead in an AI-enhanced educational environment.
