2025 Scientific Assembly Recap
Committee Feature: Government Affairs
Leadership and Development Fellowship 2026 Applications Now Open
Leadership and Advocacy Award Applications Now Open
Leadership and Advocacy 2025 Awardee Reflections
New York ACEP CME Opportunities
Opportunities for Women In Leadership 2024-2025 Reflections
Resident Research Conference – Resident Lightning Round Submissions Now Open

Jeffrey S. Rabrich, DO MBA FACEP FAEMS
Senior Vice President
Envision Physician Services
I hope this edition finds you enjoying what’s left of the summer with your family and friends. We have had a busy summer at New York ACEP beginning with another successful Scientific Assembly at The Sagamore on beautiful Lake George. We had over 300 registrants and their families attend. I want to thank our Education Committee for putting together another great lineup of speakers and a well-rounded educational program, as well as our Research Committee for the great research forum program. Of course, none of it would be possible without our amazing New York ACEP staff who ensure every detail is taken care of, so a special thank you from the entire Board of Directors to Katelynn and Tim for their continued outstanding work!
We continue to work hard to advocate for you, the emergency physicians in New York, as well as emergency departments across the state. We were excited to see the workplace violence prevention bill pass both the Senate and Assembly in June and we await the Governor signing the bill into law, which will hopefully occur this fall. We continue to work with our workplace violence alliance to help ensure implementation of these important protections for healthcare workers and will continue to advocate for even stronger protections in the future. Our board understands how hard it is to practice emergency medicine in New York State given all the challenges of additional regulations, unfunded mandates, the challenging malpractice environment and the workforce shortages especially in more rural parts of the state. We are taking several steps to increase our advocacy focus and intensity. We have started a three-pronged approach to strengthen our efforts around advocacy.
First, we reached out to the state health department and have been able to have several direct one on one meetings with them, including a meeting with Commissioner McDonald to open a dialogue around the challenges that both emergency departments and emergency physicians face. We covered topics such as hospital crowding and boarding, scope of practice, public health testing in the ED as well as recent changes to regulations from The Office of Mental Health (OMH) and the DOH 405 regulations. The staff as well as the commissioner were engaged and listened to our concerns and we agreed to ongoing dialogue to see where we could help ease regulatory burden and meet the common goals.
Secondly, we engaged a new lobbying firm for New York ACEP. We want to thank Reid, McNally and Savage for their many years of work with New York ACEP and help with several significant wins over the years. Starting in July, we signed on with Manatt as our new lobbying team. We have already hit the ground running with them and are hard at work setting up meetings and getting our priorities out to key members before the new session. We know there are a lot of challenges facing healthcare in New York, especially considering recent federal legislation affecting the Medicaid program. We are working on strategies to help educate our elected officials on the disproportionate effect this will have on emergency medicine given the EMTALA mandate and us seeing anyone, anytime regardless of their insurance status.
Finally, we have engaged a communication’s consultant who has been working with the executive committee and board for several months now to help us craft our message around issue such as scope of practice and the dangers of scope creep, workplace violence, hospital crowding / boarding and a number of other issues we can directly educate the public as well as our elected officials on.
Our inaugural year for our New York ACEP Fellowship is almost over and we will graduate our first two fellows in a few months. The application process and information for the next fellowship class is out now and posted on our website. Our current fellows are busy preparing, along with our board members and councilors, for the ACEP Council Meeting in Salt Lake City, September 5-6 where they will debate and vote on 80 proposed resolutions as well as the ACEP Board and President-Elect candidates. I hope to see many of you there in Salt Lake City.
We are here for you our members, please reach out to our office or me and any of our board members with feedback and suggestion. Stay well and thank you for the amazing patient care you are providing every day to the patients in our care.


Thomas M. Kennedy, MD
Assistant Professor of Pediatrics in Emergency Medicine
Columbia University Vagelos College of Physicians and Surgeons
Department of Emergency Medicine, Division of Emergency Ultrasound

Angela Cirilli, MD
Director, Emergency Ultrasound
Assistant Medical Director, Dept of Emergency Medicine
St. John’s Riverside Hospital
Associate Professor of Emergency Medicine
Lake Erie College of Osteopathic Medicine

Aderet Liss, DO
PGY-2 Emergency Medicine Resident
St. John’s Riverside Hospital
Case
An 88-year-old female with a history of hypertension, hyperlipidemia, congestive heart failure, coronary artery disease status post-stents, atrial fibrillation (on Eliquis) and an ascending aortic aneurysm, presented to the Emergency Department with sudden-onset epigastric pain associated with shortness of breath. The pain was described as sharp. She denied trauma, exertion, chest pain, nausea or vomiting. She was in no acute distress on arrival but appeared uncomfortable.
Initial vital signs were: temperature 98.8 F, heart rate 76 bpm, respiratory rate 18 breaths/min, blood pressure 182/79 mmHg (right arm), 185/77 mmHg (left arm) and oxygen saturation 94% on room air. Physical exam revealed an uncomfortable appearing female with rales in all lung fields and bilateral pitting edema. No murmurs were heard and no focal neurologic deficits were noted.
Given the patient’s history of an ascending aortic aneurysm and presentation with elevated blood pressure, a focused cardiac ultrasound (FOCUS) was performed due to suspicion for acute aortic syndrome. The parasternal long axis view demonstrated a dilated aortic root measuring 6.4 cm with an intimal flap visualized in the ascending aorta (Figure 1). Based on these findings, the Cardiothoracic Surgery service at a tertiary care center was emergently consulted and arrangements were made for transfer. A subsequent computed tomography angiography (CTA) of the chest confirmed a Stanford Type A aortic dissection extending from the aortic valve through the aortic arch, with no extension into the descending thoracic aorta (Figure 2). The patient was then emergently transferred for Cardiothoracic Surgery service evaluation. Recognition of the dissection on FOCUS allowed for earlier surgical involvement and expedited transfer to a tertiary center while confirmatory CTA imaging was obtained.


Discussion
Thoracic aortic dissection is a life-threatening condition with an estimated incidence of 3 per 100,000 person-years and a mortality rate that increases by 1–2% per hour in untreated Stanford Type A dissections.¹ Early diagnosis is crucial, yet challenging, due to variable presentations that may mimic other emergencies, such as acute coronary syndromes.2 A high index of suspicion and rapid access to diagnostic imaging are essential to reduce mortality.
While CTA remains the diagnostic gold standard, FOCUS has emerged as an increasingly valuable bedside tool for early detection of aortic dissection. The use of FOCUS by emergency physicians allows for rapid assessment of the heart to identify a pericardial effusion and of the thoracic aorta for features such as aortic root dilation, aortic regurgitation and the pathognomonic finding of an intimal flap.3 The ability of FOCUS to aid in early identification and management of aortic dissection has been emphasized by both the American Society of Echocardiography and the American College of Emergency Physicians in joint consensus guidelines.4
Several studies have demonstrated that FOCUS performed by emergency physicians has high diagnostic accuracy and is feasible for detecting thoracic aortic dissection, particularly in the evaluation of the ascending aorta.5 The diagnostic performance of FOCUS in patients with suspected acute type A aortic dissection varies depending on the findings assessed. When limited to direct signs, such as an intimal flap or intramural hematoma, the sensitivity was 54% and specificity was 94%. However, when both direct and indirect signs (including ascending aorta dilation, aortic valve insufficiency or pericardial effusion) were evaluated together, sensitivity improved to 88% at the expense of specificity, which decreased to 56%, reflecting a trade-off between broader screening utility and diagnostic precision.6 A more recent study utilizing the direct sonographic sign of an intimal flap, alongside indirect findings such as pericardial effusion and a more conservative threshold for aortic outflow diameter >35 mm (measured inner wall to inner wall) reported an improved sensitivity of 100% for detection of type A aortic dissection.7 This protocol noted that the sonographic evidence of an intimal flap was 100% specific for aortic dissection and the absence of aortic outflow dilation of >35 mm demonstrated 100% sensitivity for ruling out type A dissection. Critics of the study, however, comment that none of the patients diagnosed with type A dissection in this study exhibited a dilated aortic root, which may not be a universal finding. Therefore, reliance on the indirect criterion of aortic outflow dilation >35 mm alone to exclude type A aortic dissection should be approached with caution.8
As in this case, FOCUS has been shown to improve early diagnostic rates of ascending aortic dissection and can expedite confirmatory imaging and surgical consultation. Pare et al. showed a decrease in the time to diagnosis of aortic dissection by an average of 146 minutes in patients receiving FOCUS compared to patients who did not.9 Additionally, case reports have documented instances in which FOCUS identified dissection in patients initially misdiagnosed with conditions such as ST-elevation myocardial infarction, emphasizing its role in avoiding diagnostic errors and mismanagement.10 The inclusion of suprasternal and subcostal windows in thoracic aorta evaluation has been recommended to improve visualization and diagnostic yield in the emergency department setting.11
In this case, FOCUS revealed a dilated aortic root and an intimal flap in the parasternal long axis view, prompting emergent surgical consultation for an expedited transfer and definitive care. This aligns with prior literature showing that early identification of dissection using FOCUS can significantly influence time to diagnosis and treatment.9 While not a replacement for CTA, ultrasound can guide clinical decision-making and shorten time to diagnosis, particularly in resource-limited or high-acuity settings.
Case Conclusion
The patient remained hemodynamically stable in the emergency department following diagnosis and was transferred expeditiously to a tertiary care center for cardiothoracic surgical evaluation and further management.
Indications
Technique
Pitfalls and Limitations
References

Robert M. Bramante, MD FACEP CHCQM
Chairman, Emergency Medicine
Mercy Hospital
Progressive Emergency Physicians
After a long or difficult shift or stretch of “black cloud” days, finding a way to decompress is critical for our wellbeing as Emergency Physicians. Perhaps it’s the new murder mystery novel, a weekend in the mountains, a day at the beach, family time, some quality gym hours, diving into a new streaming series or a combination of options, we each know what relaxes us. More often than not, our friends and family not in the emergency department (ED) (even if they are in healthcare) do not have a true understanding of the stresses, joys, trauma and challenges in what can be a whirlwind of a shift.
Enter Dr. Robby, Dr. Carter, Noah Wylie, the actor who has been playing an emergency physician longer than many of you reading this have been emergency physicians! The Pitt was fairly new and a few staff members in my ED had inquired if I had watched. I had not. At any given time, I keep a list of movies, shows, podcasts, etc., that I want to watch or others have recommended and this show had not even made the list yet. So, one admittedly lazy afternoon, my wife and I gave Dr. Carter’s successor Dr. Robby and ED team of Pittsburgh Trauma Medical Center (PTMC) a chance to be the relaxing activity of the afternoon.
“Um this is an Emergency Department not a Taco Bell.” Minutes into episode 1 with an administrator barking at the ED Chair, Dr. Robby, about patient experience scores. “That doesn’t really happen!” I hear coming from next to me. Except that I’m nearly certain I had that exact conversation and sentiments just hours before (although, perhaps not stated with as much wit). Then as the show continued the scenarios felt all too real. This was not decompression or relaxing. I’m sure many of us found ourselves calling out the diagnosis on patients or knowing what would happen next, from our own experiences, as patients rolled in, critical discussions occurred and stress and social issues boiled up. This is by far not the first show to address medicine and in particular, emergency medicine, but over the course of season 1 it does seem to be the best at capturing the reality and real struggles many of us face on a daily basis trying to navigate the complexities of medicine, finance, metrics and social factors in America’s “Safety net.”
Over the next few weeks came the questions from friends, family and most surprisingly hospital staff who do not work in the ED. “Is that what the ER is really like?” Yes and no. Does a typical day in the ED include that many critical cases for one attending physician, usually not, but abdominal pain with a negative CT and non-displaced ankle or hip fracture don’t make for great lay audience engagement or drama. That being said, overall, the medicine for the most part made sense. I think many in healthcare avoid or get frustrated trying to watch medical shows due to the inaccuracies, as if no one consulted someone who has even stepped foot in a hospital. Getting past the medicine is where the reality hits like a gut punch. It’s here where the reality of life in our field is put on public display. Administrators functioning in their sphere trying to make business and financial decisions running a hospital business. It has been reported approximately 50% of hospitals in New York State operate in the “red” financially. This is only expected to worsen with the newest federal actions related to healthcare finance. The Fiscal Policy Institute reports nearly half of our state’s hospitals will face “significant financial shocks” with increasing risks of closure increased at hospitals across the state. The challenges with floor staffing leading to ED boarding, effectively blocking the goal of having the right patient in the right space in the right time, will only worsen. The show does a great job at addressing what we have known for years, long wait times and ED crowding are not due to low acuity cases or patients seeking care at the only place available to them due to social or financial challenges, but rather due to system inefficiencies, siloing of care and staffing issues leading to unutilized (and often available) inpatient space. The social issues addressed are painfully real and, like on the show, often unsolvable in the ED. The stress, escalation and violence are perhaps even more pervasive than the show alludes to. As a department chair even that early scene of administrative issues trying to invade clinical time is a reality.
We should be happy the show highlights issues we have been advocating for improvement and attention to for years. The public seems to be watching which is good as many patients get frustrated by waits and have a negative experience due to not understanding the ED environment and challenges. This shows the ED staff is often not the source of many patient frustrations but rather just as affected by the social, emotional and financial challenges that exist. Hopefully, administration, and perhaps more importantly, politicians, are taking notice. The “safety net” needs help. That comes in the way of policy, funding and understanding. Even Noah Wylie is using his platform lobbying congress focusing a spotlight on the issues that plague emergency care.
So yes, in many ways- Yes- this is what the ER (ED) is really like. Unfortunately, that is also exactly why this show was far from relaxing and hit way too close to reality. While I will likely continue to watch and look forward to “Dr. Robby” addressing ACEP in Salt Lake City, it will be more out of interest than as a way to decompress. It does seem nice to have something highlight the stresses, joys, trauma and challenges we embrace each and every day for and with our patients and communities.

Joseph Basile, MD MBA FACEP
Chair, Department of Emergency Medicine
Medical Director, Clinical Operations
Staten Island University Hospital
Chair, New York ACEP Practice Management Committee

Mitchell Melikhov-Sosin, MD
Assistant Medical Director
Department of Emergency Medicine
NYP Hudson Valley
Clinical Instructor of Emergency Medicine
Weill Cornell Medical College

Mentor: Manish Sharma, DO MBA FACEP
Editor: Suzanne C. Pugh, MSN RN NEA-BC CEN
Gratitude to Jean Scofi, MD MBA
We’ve moved from the industrial age to the tech age—now we’re firmly in the Artificial Intelligence (AI) era. Every day, algorithms on social media, retail sites and in our electronic medical records (EMR) shape our lives. Not to reveal too many trade secrets, but hospitals already quietly run AI behind the scenes. AI promises to boost diagnostic accuracy, enhance patient outcomes and optimize care delivery—all while easing clinician burnout.
Imagine a model that spots early signs of patient deterioration before even the most caffeinated doctor does. An AI-driven alert system could balance evidence, informatics, holistic thinking and personalized care. Dotphrases helped ease documentation; AI takes it further—“listening in” to build flawless charts that satisfy every metric and documentation requirement. And though its robotic precision might seem cold, AI removes bias, enabling care that truly respects social determinants of health. Maybe AI could even solve the readmission problem or better yet, solve boarding. AI could liberate us to do less of what drives burnout and more of what we signed up for: caring for the patient.
How cool are those computed tomography (CT) perfusion scans? Just wait for all CTs to be read instantly. Will radiologists still be needed? Maybe yes—humans do matter. AI can amplify our strengths, but oversight is essential. If it’s fed just a smidge of bad inputs, it can widen disparities, as the “deepfake” scandal with a former president’s image showed. And tools like ChatGPT are known to hallucinate or present nonsense confidently. Without oversight, AI could erode trust in our systems faster than we realize.
Shoshana Zuboff’s The Age of Surveillance Capitalism tells of a phone that tipped off a woman’s dad about her pregnancy even before she knew—because algorithms recognized micromovements and Amazon started advertising baby products. Some call this “life-enhancing”; others call it eerie.
French/Belgian saboteurs of the Industrial Revolution used their wooden clogs (sabot in French) to damage the machines of the industrial age. Surely that can’t be us. We embrace innovation—using point of care ultrasonography (POCUS) over stethoscopes—but we still perform physical exams. We might happily offload charting to AI and welcome differential diagnosis suggestions, but some areas will continue to need human judgment. Empathetic, in-person evaluation remains irreplaceable, both for accuracy and patient trust.
So, like POCUS, we will surely adopt AI and, like POCUS, AI will demand resources to build infrastructure that governs it. Will that investment be worth it? As Emergency Medicine (EM) physician and Medical Informatics leader, Dr. Jean Scofi shared in her New York ACEP presentation, it may be worth it if more value is created than risks taken in closing a gap. It may be worth it if we don’t care whether a human performs the task. Large data-based problems like boarding and throughput seem perfect for AI to solve. Yet, the unquantifiable human touches may be overlooked. Physicians may start feeling that core parts of what brings them meaning are surrendered to software. In the name of efficiency, AI may even present us with data we did not want to see but cannot unsee.
Let AI do the repetitive, boring tasks. Reserve human energy for the meaningful, human-facing work. It’s not about choosing AI or not—it’s about finding the right balance. Overall, maybe the question is not whether to AI or not to AI, but rather how much to AI and how much not to?
The 2025 Scientific Assembly at the Sagamore Resort featured expert faculty members who wowed nearly 300 emergency medicine physicians from around the state:




Laura Melville, MD MS
Associate Research Director
SAFE Medical Director
NewYork-Presbyterian Brooklyn Methodist Hospital
Chair, New York Research Committee

Muhammed Waseem, MD MBBS MS FAAP FACEP FAHA FACRP FSSH
Reseearch Director, Emergency Medicine
Lincoln Medical Center
Professor, Emergency Medicine and Pediatrics
Weill Cornell Medicine
Scientific and medical research are essential to advancing scientific knowledge and improving healthcare. However, such progress must not come at the expense of human dignity, autonomy or justice, particularly when it involves vulnerable populations. Due to various social, economic, cognitive or health-related factors, these groups may have a reduced capacity to protect their own interests. Researcher’s ethical and legal responsibility requires safeguarding the rights and welfare of their subjects throughout the research process. This review highlights how vulnerable populations are becoming more vulnerable and how to protect them.
Who Are Considered Vulnerable Populations?
Vulnerability in research contexts refers to individuals or groups at an increased risk of coercion or undue influence. It includes any individual with limited or diminished autonomy. It is a condition, which may be intrinsic or situational, that puts some individuals at greater risk.
Commonly recognized vulnerable populations include:
Why the Vulnerable Population Requires Additional Protection
Researchers must take additional considerations to protect vulnerable participants because of their inherent vulnerability and potential for exploitation. Vulnerable individuals can be enrolled in research but require extra protection.
Are vulnerable populations becoming more vulnerable?
Vulnerable populations are becoming more vulnerable, particularly in the context of research and healthcare. Vulnerability is not static; it is shaped by context and, in many cases, is growing. Social, economic, technological and policy factors drive this increased vulnerability.
Widening social and economic inequalities, including poverty, housing and food insecurity, make individuals more likely to participate in research for financial compensation rather than genuine interest or understanding. This can compromise the ability to give truly informed and voluntary consent, especially when participation is seen to access healthcare or resources.
Health Disparities and Systemic Racism: Marginalized racial and ethnic groups continue to face systemic barriers in healthcare and research, including lower trust due to historical exploitation (e.g., Tuskegee, Havasupai). These communities may be underrepresented in beneficial research while overexposed to riskier studies due to recruitment patterns.
In recent years, assuring equitable representation in medical research across gender, race and ethnicity has become very challenging. Many potential subjects might fear consenting to participate and researchers may be afraid that the grants supporting their projects could come under scrutiny and that they could lose support just because of the wording of their commitment to assuring their research supports these required ethical principles. The diversity, equity and inclusion (DEI) landscape in research and institutional settings is transforming significantly. Academic environments are facing growing challenges to DEI initiatives, with researchers studying the links between racism and health encountering heightened scrutiny and threats to their funding. These developments reflect a broader, ongoing debate about the effectiveness and role of DEI efforts in addressing systemic inequities. However, the requirements of Ethical Research Practice have not changed.
How to protect vulnerable populations
The vulnerability of at-risk populations demands stronger ethical oversight. Institutions must reassess protections as new technologies emerge. They should prioritize equity and inclusion without exploiting easy recruits and advocate for clearer policies and community-informed practices.
Ethical principles help respect and protect research participants. Research involving vulnerable populations must adhere to the core ethical principles outlined in documents such as the Belmont Report and the Declaration of Helsinki. These principles involve respect for people, beneficence, and justice. They also acknowledge autonomy and protect those with diminished autonomy. Autonomy is the belief that individuals should be allowed to make choices and act independently without coercion. The researcher’s ethical responsibility is to maximize potential benefits while minimizing possible harms and ensure equitable selection of subjects and fair distribution of research benefits and burdens.
Protecting the Vulnerable
Decisional capacity is the capacity to decide. It is the ability to express a preference and understand relevant information about a clinical situation and the choice to be made. Strengthening informed consent is a cornerstone of ethical research, but this process requires special attention for vulnerable populations. It is an ongoing two-way communication that should be revisited throughout the study to ensure continued understanding and agreement. It is more than a signature. It requires using clear, jargon-free language tailored to the participant’s comprehension level.
Enhancing Oversight: Institutional Review Boards (IRBs) must adapt to emerging risks and technologies. Continuous monitoring and participant feedback should be built into the study design.
Ensuring Equity in Recruitment: Avoid over-recruiting from vulnerable groups due to convenience or access. Strive for fair inclusion that shares both risks and benefits of research.
Supporting Participant Autonomy: Provide opportunities to withdraw from studies without consequences. Engage trusted community representatives to build understanding and trust.
In recent years, growing fears surrounding deportation have contributed to a more hostile environment for immigrants in the United States, resulting in decreased participation in research within these communities. Effectively engaging immigrant populations—particularly those experiencing legal uncertainty and fear of removal—requires thoughtful, ethical and culturally sensitive strategies. These individuals are considered vulnerable due to potential trauma, unstable legal status and a deep mistrust of institutions.
To foster participation, researchers must take deliberate steps to address fear and protect confidentiality:
Best Practices for Researchers
Conclusion
Protecting vulnerable populations is a regulatory requirement and a professional and ethical duty in healthcare. It represents a moral obligation grounded in respect, compassion and social justice. As research continues to evolve, particularly in complex fields like genomics, artificial intelligence and global health, researchers must remain vigilant and responsive to emerging ethical challenges. Only by prioritizing the rights and well-being of all participants, especially those most at risk, can research genuinely serve the common good.
OWL is a one-year mentorship program for women in emergency medicine who seek mentorship for career advancement. The program pairs mentors based on career interests and involves networking opportunities and career development webinars.
The 2024-2025 Cohort concluded in the Spring and participants shared the following reflections of their program experiences.


Mentee: Alexandra Bourlas, DO
Mentor: Payal Sud, MD FACEP
The OWL program presented itself to me at a formative time in my professional career. As a new attending physician in an academic hospital setting, I was struggling to find my niche in Emergency Medicine while attempting to learn the policies and procedures of a new hospital system and acclimating to my new home life as a family of four. Having this group of strong leaders in the field of Emergency Medicine who understood my concerns, apprehensions and questions was vital to my growth over the last year. Mentors and mentees alike were supportive and encouraging, helping me understand that the journey is just as important as the destination. Through OWL, I am now connected to an amazing like-minded and incredibly bright group of physicians. They are by my side; ready to guide and help motivate me to think more, do more and be more in the field of Emergency Medicine. Now, I have a better understanding of what inspires and excites me, allowing me to participate in more resident mentorship and education activities, including ITE prep and on-shift critical thinking and efficiency. My hope is to continue being motivated to explore these career aspirations in an open and honest way to determine where I belong in this little corner of the world. I would relish the opportunity to continue to be a member of this OWL community and participate in New York ACEP at a higher level. I am grateful for the opportunity to join this tribe.
Mentee: Kristen Kelly, MD
Mentor: Nicole Berwald, MD FACEP
I am so grateful for the OWL program for guiding me through many transitions both personally and professionally this past year. When I joined, I was nine months pregnant with my second child and on bedrest, unable to attend the opening session in person. The OWL leadership was so supportive, setting me up to remote in and feel a part of the group session. Throughout the year, the group of mentors and mentees provided me the space and recognition of the difficulties of maternity leave while trying to grow a career and on my return to work, of being a working parent and the inevitable competing demands of motherhood and a career.
I am particularly grateful for all of the mastermind sessions where I was able to ask very targeted questions and pick the minds of so many experienced women who had navigated similar scenarios. Going into the sessions I always felt I had a unique problem, yet the group of mentors and mentees turned it into something universal and I always left with a plan to move forward. It was refreshing and encouraging to spend the hours lifting one another up and celebrate one another’s accomplishments. As I was given a new leadership opportunity soon after returning from leave, I was inspired and encouraged by the other mentors and mentees to take on the new challenge.
As my daughter turned one this past week, I am incredibly grateful for the support of the OWL program and all that I have learned. I am so grateful to my mentor for always being available for what was top of mind that day and to all the women in the program who inspired and supported me. I look forward to continuing to support the OWL program and New York ACEP in the future.

Mentee: Lisa Lincoln, MD
Mentor: Elaine Rabin, MD FACEP
As I complete my time with the OWL program, I am grateful for the strong mentorship and community it provided during a key transition in my career—from community medicine to an academic role. The program offered practical, targeted advice that addressed the specific challenges I faced, helping me make strategic progress toward my goals. I appreciated the thoughtful presentations that were given as part of the program and I looked forward to both celebrating the successes of the women in the group and trouble-shooting challenges.
I especially valued the opportunity to connect with a group of women whose insights directly contributed to my efforts to secure grant funding for our department’s simulation program and expand my involvement in professional organizations. Being part of this motivated and accomplished community shifted my perspective on what was possible and gave me the tools and support to move forward with confidence.
Mentee: Reema Panjwani, MD
Mentor: Sydney E. DeAngelis, MD FACEP
When I applied to the OWL mentorship program as a second-year resident, I hoped it would help me explore the kind of emergency medicine leader I aspired to become. What I didn’t expect was how much it would teach me about simply becoming the best version of myself.
Each group session was filled with lessons — sometimes from mentors, sometimes from fellow mentees and often from the thoughtful conversations shared between all of us. Sessions ranged from big-picture topics like imposter syndrome and leadership identity through DiSC profiles, to practical skills like time management and negotiation — whether that meant negotiating a car deal or advocating for your voice at the conference table. Most importantly, I learned that I wasn’t alone. The women leading these sessions generously shared their hard-earned wisdom, making our path just a little bit easier.
The most impactful part of the program was my one-on-one mentorship with Dr. Sydney DeAngelis. Our monthly meetings became a space where I could reflect on real-time challenges — how to lead as a senior resident, how to advocate for myself, how to handle difficult conversations — and build the foundation for a future in administration. When we began, my goals around an administrative fellowship were vague. With her support, I clarified those ambitions, pursued chief residency and began to pursue leadership with purpose and direction.
More than anything, OWL reminded me that I’m not walking this journey alone. I’ve gained not only a mentor but a champion and a community of women who model the kind of leader — and person — I hope to be. Though the formal program has ended, our mentorship continues. As I begin my final fourth year, I carry with me the lessons, support and strength this program has given me.

Mentee: Sneha Shah, MD
Mentor: Anna Van Tuyl, MD FACEP
Being a part of the OWL program has been such a wonderful and career enriching experience for me over the last year. Being a part of a group of successful and thoughtful women who openly shared their experiences and advice was so valuable. I learned about how to further advance my current projects, how to focus on high output work and when to say yes vs when to delegate. The layout of the program and lectures were so thoughtfully put together and I really came away with a feeling of being lucky to be a part of such a unique program.
Anna and I met several times and each time she helped me think of specific ways to further my current projects as well as my overall career. She helped me think of my big picture goals and what I really want my career to look like in the next several years. She also gave me insight on how to discover my blind spots and ways to address them while giving me practical tips on how to navigate some of the challenges that came along the way. Thank you to every woman who was a part of the OWL program this year, your knowledge and advice has given me so much more confidence and the tools I need to be my own version of success.

Mentee: Maria Tama, MD RDMS
Mentor: Penelope C. Lema, MD FACEP
When I first joined the OWL (Opportunities for Women in Leadership) program, I expected mentorship. What I didn’t expect was transformation.
I was deeply engaged in my local group committed to patient care, education and teamwork. Like many women in our field, I found myself unsure of how to take the next step. I saw leaders at the regional and state level but wasn’t sure how they got there or whether I belonged among them.
OWL changed that.
Through this mentorship program, I was introduced to women across New York who had already traveled the road I was just beginning to walk. These mentors didn’t just offer advice, they opened doors. They shared their stories honestly, reflected on my strengths when I couldn’t see them myself and showed me how to navigate the world of regional leadership.
With their encouragement, I stepped outside the bounds of my local group and joined the New York ACEP Education committee and became the editor of the pediatrics column for the Empire State EPIC. I learned how my voice—our voices—matter in shaping the future of emergency medicine, not just in our hospitals, but across the state. It is because of this cohort of women that gives me the strength to continue to grow professionally.
Just as importantly, OWL introduced me to a network of like-minded women driven, supportive, collaborative. Together, we’ve formed a community that lifted each other up, shared opportunities and celebrated each other’s wins. Our meetings were filled with engaging discussions, anecdotes from mentors that seemed all too familiar and success stories of how each person, mentees and mentors, made it through another challenging time.
To those who are wondering how to take that next step, I say this: find a mentor. Join the OWL program. Say yes to growth, even when it feels unfamiliar. You don’t have to chart the path alone; others have walked it before you, and they are more than willing to light the way.

Mentee: Sabena P. Vaswani, MD MPH
Mentor: Laura Melville, MD MS
Dr. Vaswani: My participation as a mentee in the NYACEP OWL mentorship program was a pivotal experience during my first year post-fellowship training. Under Dr. Laura Melville’s guidance, I received valuable mentorship and advising. Our shared interest in sexual and reproductive health led to a productive partnership on developing institutional projects within the emergency department. Dr. Melville also championed my professional growth by sponsoring speaking opportunities, including grand rounds at her hospital and at ALLNYC. Furthermore, she offered holistic guidance that helped me build a vision for myself, both professionally and personally.
Beyond individual mentorship, the program’s guest speaker format was exceptional. I gained practical advice on skills like negotiation strategies and building effective presentations. A key benefit was soliciting advice from a panel of accomplished emergency medicine professionals at various career stages – some mirroring my own, and others more advanced. Overall, the OWL program fostered strong camaraderie and provided an excellent networking opportunity, truly exemplifying women supporting women within the field.
Dr. Melville: When New York ACEP asked me to be part of the OWL program as a mentor, I felt a little “imposter-y”, especially when I saw the list of other mentors—what an impressive group of BAFERDs!
The year has been really rewarding for me. Working with Sabena, who is already a very impressive EM physician, has been a pleasure and I have learned as much from her as I hope she got from me. We especially connected on women’s health care in EM. It was wonderful to be a part of her journey and to hear from all the other mentors and mentees in the program. The quarterly meetings were very interesting and I found everyone’s question relevant to many other situations and the suggestions given were insightful and practical. The best part was getting to know and work with Dr. Vaswani and the whole experience was very inspiring!
The Leadership and Advocacy Award was created to promote leadership and to advance political action and advocacy among emergency physicians through attendance at the ACEP Legislative Advocacy Conference and Leadership Summit in Washington, D.C.
The 2025 Awardees reflect on their time in Washington DC.
Neha Sikka, MD
PGY4/Chief Resident
Mount Sinai Hospital | Elmhurst Hospital in New York City
I was honored to receive one of the New York Young Physician and Resident Leadership and Advocacy Awards which allowed me to attend the national ACEP Leadership and Advocacy (LAC) conference for the first time this year. Since beginning residency, I have been interested in getting involved in the advocacy space and gaining a deeper understanding of the policy that shapes our broken healthcare system. I have participated in New York state advocacy days, health policy education at my residency and even spent a month in Washington DC with the national ACEP Advocacy office but found LAC was a great bootcamp of all things policy and advocacy.
The conference started out with a healthcare primer for residents and young physicians newer to the advocacy space. There were a series of great short talks by different trainees and a session on how to write a policy resolution. I especially enjoyed Dr. Sophia Spadafore’s lectures on reimbursement. Like many emergency medicine physicians, I find discussing reimbursement and pay unsavory. Dr. Spadafore did a great job highlighting the inherent faults in the current process to create and reimburse relative value units in a budget neutral matter and the bias toward surgical procedures. The lack of any inflationary increase in physician reimbursement – which also covers ancillary staff – is likewise shocking and threatens the sustainability of our medical professions.
The second day of the conference included more great education. The National ACEP advocacy team, including Ryan McBride, Jeanne Slade, Fred Essis, and Erin Grossman gave great primers on how our government creates legislation and regulates that legislation. Content experts spoke about how the No Surprises Act is regulated in a way that negatively impacts physicians rather than insurers, how minute-to-minute tracking can help find boarding solutions, advanced practitioner scope, Medicaid and EMTALA. The day was a good reminder of the intricacies involved in moving legislation in the federal government and the complications on carrying out passed legislation.
The third day was the most rewarding conference day. We heard from representatives Dr. John Joyce from Pennsylvania, Dr. Kim Schrier from Washington, Tom Suozzi from New York and Brian Fitzpatrick from Pennsylvania on legislative priorities and best practices for advocating in Congress, such as highlighting stories from practice and inviting representatives into our emergency departments. We discussed the RAND report “Strategies for Sustaining Emergency Care in the United States” which stated that there was $42.6 billion dollars of uncompensated care in 2020 and emergency departments lose $2.7 billion annually in uncompensated care for uninsured patients.
After these talks, we spent time on the Hill speaking to the offices of our representatives and senators about three different policies: (1) The Lorna Breen Act for Healthcare Worker wellbeing which was previously passed in 2020 after the suicide for EM physician Lorna Breen but is now up for reauthorization, (2) the ABC-ED act which uses existing CDC grant funding to track boarding statistics, and (3) sustaining emergency medicine care with a request to increase Medicare reimbursements and not cut Medicaid. It was a poignant time to advocate around Medicaid as the federal government is currently debating appropriations and how to cut the federal deficit and it has been rumored that Medicaid was proposed as a potential cut.
Overall, LAC was educational, fun and inspiring. I left with a better understanding of our healthcare system, the legislation and regulations that shape it and how emergency medicine is especially threatened by proposed changes. I feel empowered to continue to advocate on the national, state and city level and look forward to staying involved with ACEP Advocacy.
Jessica Ashley, MD MPH
PGY-5
Pediatric Emergency Medicine
NYP-Morgan Stanley Children’s Hospital at Columbia University Medical Center
I was thrilled to be a recipient of the 2025 Young Physician & Resident Leadership and Advocacy Award. This award allowed me to attend my first ACEP Leadership and Advocacy Conference (LAC) in Washington, DC. I consider it a real gift to be able to be a physician taking care of children and families in crisis. At each step along my journey to this point, I have revisited my personal mission of creating agency for those affected by systemic oppression, violence and inopportunity — individuals who do not always have the agency to determine their own paths. I have explored what this mission means as a physician, researcher, educator and advocate. I have been a participant and leader in minority physician recruitment and retention efforts, pipeline programming, administrative leadership, medical education and community partnership and education. My public health training, focused on environmental and occupational health, deepened my understanding of the systems that shape health circumstances, heavily informing my approach to the aforementioned roles. This award from New York ACEP opened a door to a vast and incredibly important approach to my mission: national legislative advocacy. I left with three resonant sentiments:
I left LAC feeling empowered and inspired by this community of emergency medicine physicians and the power we have to influence change together. I am so grateful to New York ACEP for awarding me the opportunity to participate in LAC. I am a far better physician advocate for this experience.

Sophia Lin, MD FPD-AEMUS FACEP
Assistant Professor of Clinical Emergency Medicine and Clinical Pediatrics
Director of Emergency Ultrasound
Department of Emergency Medicine
Weill Cornell Medicine

David Andonian, MD MPH FACEP
Despite the countless hours of clinical time we as attending physicians spend with residents, the amount of time we have with them for dedicated didactic time is limited, making the delivery of quality fundamental education protracted. This leaves academic physicians challenged to find ways to make this limited time as productive as possible. Strategies directed at educating adult learners can be utilized to optimize the effectiveness and efficiency of didactic teaching.
Respect Where They Are Right Now
Emergency medicine (EM) residents are in an EM training program because they want to be, not because they have to be. This is different from the traditional paradigm during secondary education and even higher education. Prior to residency, learners are in a classroom because it is mandated and they may not be interested in the material being taught. During residency, however, because our learners have chosen EM, they want to learn. Their interest in the curriculum and motivation are genuine. With this in mind, we should capitalize on their curiosity to engage them during didactic sessions, focus on material that is relevant and highlight the clinical context of the material being taught. Emphasizing practical applications of every teaching point and pairing each teaching point with its clinical relevance is key.
Relative to adult learners, younger learners are less experienced with still developing funds of knowledge. As a result, they may accept material they are taught as absolutely true and without nuance. Residents are adult learners who bring unique and broader life experiences and a more robust knowledge base, giving them a perspective that is very different from that of younger learners. Adult learners may struggle with incorporating presented material into their previously acquired experiences and knowledge, possibly leading them to question the value, certainty and applicability of what they are being taught. As faculty, we should respect and harness this process when teaching residents.
The Delivery
Most people are neither auditory nor visual learners, but most attending physicians still use slide-based lectures to deliver didactics. Most learners, even those who self-identify as visual or auditory learners, are kinesthetic learners who learn best through active engagement and hands-on experiences. Kinesthetic learners learn best when educators are dynamic and interactive in their approach to teaching. Consistent, well-timed eye contact can be key in engaging learners and drawing them into the teaching activity. Slides are helpful in serving as a roadmap to a teaching session, but for many learners, information delivered via the spoken word is more impactful. Additionally, when learners sense an instructor is engaged and inviting them to participate in the didactic session, they will subconsciously reciprocate. A teaching pearl that an instructor can use to reengage a learner whose attention has strayed is to ask a question or emphasize a point to a colleague sitting next to the distracted learner. This will alert the distracted learner to having almost missed an important teaching point and redirect the distracted learner’s attention to the educational session without embarrassing them.
Technology can significantly increase the level of collective engagement. Asking questions through web-based polling apps is effective and efficient in simultaneously engaging multiple learners. Questions that foreshadow upcoming content prepare learners to focus on important content. Questions highlighting critical information after it has been discussed is also particularly efficacious. Reviewing this critical information in the form of take-home points at the end of a learning session and repeating these points in the appropriate context during the session also enhances learning and retention.
Finally, much of our educational content in EM is serious and many issues and topics that we teach our residents are sobering. Didactic sessions can, as a result, become intense. Well-placed, tasteful and good-natured humor can provide some relief in any resulting tension and provide learners with a mental break during which they can briefly reset and ready themselves to continue their learning.
Focus on Clinical Relevance
As attending physicians, our expertise is patient care and the clinical application of science and medical knowledge. Because our residents want to learn how to use what they learned in medical school to care for patients, this should be the primary focus of all our teaching efforts. A solid understanding of the basic sciences is prerequisite, but because our time with residents is limited, we cannot allot much time to reviewing fundamental material taught in medical school. For this reason, asynchronous learning and flipped classroom strategies play an important role in maximizing the efficacy of our in-person didactic time with residents. As instructors, we should provide our learners with content to review before they meet with us and make clear the basic concepts they must have mastered prior to teaching sessions. We must also carefully curate the resources we ask our learners to review to make sure it is accurate, high-quality and not excessive. With appropriate use of asynchronous learning and the flipped classroom model, we can then focus on teaching and reinforcing higher level content that applies fundamental knowledge to clinical care and emphasizes the practical skills and application of knowledge needed for patient care.
Measuring Success
In our efforts to develop our resident learners into independent attending physicians, we need to ensure we are always making forward progress. Adult learners need longitudinal and regular feedback throughout their training to help them see their progress and development. This feedback highlights areas for improvement and provides them with a path for growth. It is equally important for us to solicit feedback from our learners about our teaching and the program to identify our strengths and weaknesses. This feedback is essential for our growth as educators and to improve the effectiveness of our educational program.
The Holy Grail
Acknowledge and appreciate that educating adult learners is very different from educating traditional younger learners. Be mindful of how these differences should be navigated as an educator to ensure successful teaching of the knowledge and skills residents need. While residents are motivated to learn, they are adults, with competing and often overwhelming demands on their time outside of residency training. Teach them in a way that sets them up for success. Create clear expectations, give them a road map of what’s ahead and focus on the relevance of content to their career in EM. This will help them prepare for educational sessions and balance their residency demands with their non-professional lives. Emphasize the clinical applicability of everything they learn. For more foundational learning objectives and review of pre-clinical concepts, solicit the help of asynchronous learning and the flipped classroom model. Use in-person time for teaching higher level and more complex material. Follow their growth and applaud their successes. Be honest and constructive with both their progress and ways they can improve and further develop. At the same time, remain open and humble and solicit their feedback on their educators and the educational program.
Resources

Moshe Weizberg, MD FACEP
Medical Director, Emergency Department
Maimonides Midwood Community Hospital
Chair, New York ACEP Membership Engagement and Development Committee

Interviewer
Anna Van Tuyl, MD FACEP
Interim Chair of Emergency Medicine
Department of Emergency Medicine
Northwell Health at Staten Island University Hospital

Interviewer
William Caputo, MD MS FACEP
Residency Director, Associate Chair of Training and Education
Department of Emergency Medicine
Northwell Health at Staten Island University Hospital

Interviewee
Tucker Woods, DO
Associate Chair of Emergency Medicine
Department of Emergency Medicine
Northwell Health at Staten Island University Hospital
Introduction
Alcohol use disorder (AUD) remains one of the leading causes of preventable morbidity and mortality worldwide, posing a significant burden on patients, families and healthcare systems. Despite the high prevalence and well-documented consequences of AUD, effective pharmacologic treatments remain underutilized—especially in acute care settings such as the emergency department (ED).
Among the FDA-approved options, Naltrexone, an opioid receptor antagonist, has demonstrated robust efficacy in reducing alcohol cravings and relapse rates. However, its integration into frontline clinical practice is inconsistent. Exploring the implementation of Naltrexone in the ED presents an opportunity to narrow the gap between evidence-based care and real-world practice.
To deepen our understanding of this critical topic, we sat down with Dr. Tucker Woods, an expert in Emergency and Addiction Medicine.
Dr. Van Tuyl: Why is this topic important to you, and how did you build your niche in Addiction Medicine?
Dr. Woods: Alcohol use disorder is a public health crisis. Excessive alcohol use is responsible for approximately 178,000 deaths annually in the U.S.—about 20 people every hour—and shortens life expectancy by an average of 24 years. Despite this, few patients and physicians are aware that there are three FDA-approved medications for AUD.
In Emergency Medicine, we see addiction firsthand. This close proximity motivated me to make a difference. I was particularly inspired by Dr. Alexis LaPietra, the first ED physician to develop an opioid-sparing protocol (ALTO). I followed her lead, created a similar protocol and launched a medication-assisted treatment (MAT) program across multiple EDs. That momentum led me to pursue board certification in addiction medicine and eventually become the CMO of an outpatient addiction program—before returning to my emergency medicine roots.
Dr. Caputo: How do you incorporate Naltrexone into your treatment algorithm for AUD?
Dr. Woods: The ED offers a unique opportunity to address the underlying cause of AUD with medications that directly reduce cravings, like Naltrexone.
I take a comprehensive social history on all ED patients—even for minor issues like a sprained ankle. Our nurses also screen patients for substance use. If AUD is identified, I engage the patient with a simple question: “Would you like to drink less or cut down on your alcohol use?” If they express interest, I explain that we have an “anti-craving” medication—Naltrexone—that can help. While it’s not a miracle cure, it’s often more effective than many other medications we prescribe.
Dr. Van Tuyl: What makes someone a good candidate for Naltrexone?
Dr. Woods: Honestly, almost any ED patient who wants to reduce their alcohol use is a candidate. It’s that simple. You don’t need liver function tests to start Naltrexone unless there’s a history of liver disease. The most important step is asking about alcohol use and gauging the patient’s motivation.
Dr. Caputo: How does Naltrexone compare to other pharmacologic options?
Dr. Woods: The three FDA-approved medications for AUD are:
Both Naltrexone and Acamprosate are APA Category 1B recommendations, while Disulfiram is 2C.
Naltrexone is more convenient due to its once-daily dosing. For patients who find it effective but prefer less frequent administration, the monthly injectable formulation is a great option. Disulfiram is used more rarely and typically only when patients want a strong deterrent. I once had a patient say, “I want to be scared straight,” so we used Disulfiram in that context.
Dr. Van Tuyl: What are the biggest barriers to prescribing Naltrexone?
Dr. Woods: The oral formulation is inexpensive and generally well-covered by insurance. The injectable version, however, is more costly and often requires prior authorization.
Patient adherence can be a challenge, especially without support. But motivated patients with strong social networks tend to stick with it. Stigma around taking a medication for addiction still exists, though Naltrexone’s growing off-label uses have helped reduce that barrier.
Dr. Caputo: How do clinical outcomes differ between oral and injectable Naltrexone?
Dr. Woods: Some studies suggest similar efficacy between the two, while others indicate that the long-acting injectable improves retention and extends time to relapse. More robust studies are needed, but the early data is promising.
Dr. Van Tuyl: What role should the ED play in initiating Naltrexone therapy?
Dr. Woods: The ED is often the only point of contact with the healthcare system for many individuals with AUD. This makes us uniquely positioned to offer early intervention. Whether patients present for intoxication or withdrawal, if they’re medically stable and interested, we should offer Naltrexone.
Dr. Caputo: What education or counseling strategies help improve adherence?
Dr. Woods: Counseling access, if available, is a great enhancer. Simple strategies like medication reminders, pill organizers and tracking apps can also make a big difference. Some hospitals use peer recovery specialists or health coaches for assertive outreach—checking in to ensure patients fill and take their medications and troubleshoot any barriers.
Dr. Van Tuyl: Any notable side effects or complications? How do you manage them?
Dr. Woods: Side effects are rare. Some patients experience mild nausea or dizziness, usually resolving in a few days. To ease the transition, I recommend starting with half a tablet for the first two days. Taking the dose at night can also minimize side effects.
Dr. Caputo: What future research directions do you find most promising?
Dr. Woods: While there’s significant research on ED-initiated MAT for opioid use disorder, there’s less data on ED-initiated treatment for AUD with Naltrexone. This gap presents a major opportunity to demonstrate the emergency department’s potential to address one of the most prevalent and treatable chronic conditions we see.
References


Maria Tama, MD
Assistant Professor of Pediatrics in Emergency Medicine
Zucker School of Medicine at Hofstra/Northwell
Director, Division of Emergency Ultrasound
Staten Island University Hospital- Northwell Health

Divya Ganugapati, MD
Pediatrics Resident
Department of Pediatrics
Weill Cornell Medicine

Sophia Lin, MD FACEP FPD-AEMUS
Assistant Professor of Clinical Emergency Medicine and Clinical Pediatrics
Director of Emergency Ultrasound
Weill Cornell Medicine
Introduction
For parents and caregivers, there are few things more unsettling than a well-appearing infant who suddenly stops breathing, becomes cyanotic or becomes limp. These presentations, though often resolved by the time the infant reaches the Emergency Department (ED), can have both benign and more serious etiologies. For emergency medicine physicians, these presentations can trigger extensive workups and hospital admissions.1,2
In 2016, the American Academy of Pediatrics (AAP) sought to bring clarity and structure to this clinical dilemma by introducing the term Brief Resolved Unexplained Event (BRUE) and developing a BRUE clinical practice guideline. A BRUE is defined as a sudden, brief (typically less than one minute) and resolved episode in an infant under 12 months of age, characterized by one or more of the following:
A BRUE has no discernible etiology based on history and physical examination and the infant must be back to baseline at the time of evaluation.1
The term BRUE replaced the broader and often inconsistently applied term “Apparent Life-Threatening Event” (ALTE). The term ALTE received criticism for its vagueness, heavy reliance on caregiver interpretation, need for excess diagnostic investigation and poor correlation with outcomes. This change represented a shift towards risk stratification, evidence-informed management and greater diagnostic precision. The goal of replacing ALTE with BRUE and developing a BRUE clinical practice guideline was to identify infants at higher risk for adverse outcomes and avoid unnecessary workup of infants who are at lower risk.
Approach to History and Physical Exam
Evaluating a potential BRUE begins with an in-depth history. Obtaining a detailed description of the episode (color change, tone alteration, respiratory pattern, duration and responsiveness) is essential. The infant’s sleeping and feeding patterns, behavior and activity level and any recent infectious symptoms are also useful in understanding the context of the patient’s presentation. A thorough birth history including prematurity and NICU or nursery events should be obtained to understand prenatal and perinatal risk factors. Family history of cardiac, metabolic, genetic or neurologic conditions and any history of sudden infant death syndrome (SIDS) or other sudden death may be relevant. A social history should also be obtained to assess for changes in caregivers, exposure to toxins or medications and recent injuries.
A thorough physical examination including vital signs is necessary for diagnosis and risk stratification. An infant should be diagnosed with a BRUE only if well-appearing on exam and a BRUE is considered lower risk only if the exam is normal. Abnormal exam findings warrant further appropriate workup and patients with an abnormal exam should not be diagnosed with a BRUE. In addition to conducting a complete exam including the cardiac, respiratory and neurological systems, special attention should be given to signs of trauma and developmental delay.
Cases
Case 1
A 3-month-old male is brought to the ED after an episode of cyanosis at home. His mother noted that his face was purple while he was in his crib for a nap and it appeared he was not breathing. After his mother picked him up and patted his back, he began to cry and his color normalized within one minute. The patient has no history of similar symptoms in the past. He has had no fever, nasal congestion, cough, difficulty breathing, feeding changes, vomiting, diarrhea or rash. His last feed was about two hours prior to the event and he drank his normal four ounces of formula. He was born at 39 weeks gestational age via spontaneous vaginal delivery and had an unremarkable newborn nursey course. He has been growing appropriately, meeting his developmental milestones and immunizations are up to date. There is no family history of SIDS or other sudden death. On exam in the ED, the patient is awake and alert, drinking from a bottle. His vital signs are as follows: 37.1C, HR 128, RR 34, BP 82/56, SpO2 100% on room air. The remainder of his physical exam is normal for age. The patient is observed in the ED for two hours and discharged home with pediatrician follow up.
Case 2
A 5-week-old female is brought to the ED following a 30-second episode of facial cyanosis and stiffening/arching of her back. The episode occurred following a feed and a large episode of non-bloody, nonbilious emesis. The patient’s parents were alarmed because the patient appeared to have difficulty breathing and her father performed the Heimlich maneuver. The patient returned to baseline afterwards. A similar episode occurred the day before, but her symptoms self-resolved more quickly and without intervention. The patient has been feeding normally – she breastfeeds or drinks three ounces of formula every three hours. Her parents are unsure if she is vomiting because her spit ups have become more voluminous recently. She has had no recent fever, cough, congestion, fatigue or other cyanosis with feeds or abnormal jerking movements. She was born at 33 weeks via an uncomplicated vaginal delivery and required an 11-day NICU stay for supplemental oxygen (weaned after four days) and feeding support. She has no pertinent family history.
On exam in the ED, the patient is sleeping but easily arousable. Her vital signs are as follows: 37.7C, HR 139, RR 39, BP 70/42, SpO2 99% on room air. The remainder of her physical exam is normal for age. Her blood glucose level is 85 mg/dL. Her ECG shows normal sinus rhythm, normal intervals and normal axis. An abdominal ultrasound shows no pyloric stenosis. While in the ED, shortly after feeding, the patient has an oxygen desaturation to 88%. This resolves when the patient is picked up and held upright. After a sepsis workup is completed and empiric antibiotics are given, the patient is admitted for further evaluation. As the patient was born preterm, a head ultrasound is obtained and shows no intracranial hemorrhage or other abnormalities. The patient’s echocardiogram is normal. Antibiotics are discontinued after cultures are negative for 48 hours. Reflux precautions are initiated and the patient has no other events. She is discharged with pediatric and pediatric gastroenterology follow up.
Differential Diagnosis
As BRUE is a diagnosis of exclusion, physicians must consider other diagnoses for infants presenting with symptoms concerning for BRUE. The differential diagnosis can include the following:
History and physical exam findings should guide further consideration of the above diagnoses and targeted workup.
Disposition and Management
Infants meeting criteria for a lower-risk BRUE are unlikely to have a recurrent event or an undiagnosed serious condition and thus are at lower risk for an adverse outcome. Following are features required for categorizing a BRUE as lower risk: age > 60 days, gestational age ≥ 32 weeks and a post-conceptional age ≥ 45 weeks, event duration of less than one minute, no need for CPR by a trained provider, first occurrence and a normal history and physical exam.1 Infants meeting these criteria are unlikely to benefit from additional diagnostic testing or hospital admission.1,3 Observation in the ED may be appropriate for caregiver reassurance, but most infants can be safely discharged with education and anticipatory guidance. Discharge instructions should include counseling on safe sleep, feeding and CPR training and clear return precautions. Implementation of the BRUE clinical practice guideline has led to fewer unnecessary tests and hospital admissions, without an increase in missed diagnoses or adverse outcomes.3,4
Infants who do not meet lower-risk criteria may require further evaluation depending on features present. Appropriate workup may include ECG, blood glucose level, CBC, blood and urine cultures, CSF studies, respiratory pathogen testing and imaging. Admission for monitoring and further evaluation may also be indicated. Though recurrence of BRUE and presence of an underlying serious condition are uncommon, further appropriate workup should be considered in patients who do not meet all lower-risk criteria to avoid missing rare but significant pathologic conditions.5-7
Case Discussion
Case 1
This patient’s event was brief and is now resolved. His exam in the ED is normal and there is no alternative explanation based on history and physical and his presentation meets the BRUE definition. The patient is older than 60 days, was born at term, had a single event, did not require CPR and has no other concerning symptoms or findings on evaluation. Because he meets all criteria for a lower-risk BRUE, an adverse outcome is unlikely. Appropriately, he is not worked up in the ED and is discharged home after a brief observation period.
Case 2
This patient has several risk factors for a higher risk BRUE: age < 60 days, post-conceptional age < 45 weeks and a similar event the day before. Additionally, her exam is not normal as she develops hypoxia during observation in the ED. Because of the patient’s presentation, the differential diagnosis includes infectious, cardiac, neurologic and gastrointestinal etiologies. Further workup is indicated to rule out these etiologies as BRUE is a diagnosis of exclusion. Because of the patient’s hypoxia event, hospitalization is indicated for monitoring and workup. Once infectious, cardiac and neurologic etiologies are ruled out, the patient is diagnosed with and treated for reflux.
Conclusion
The BRUE clinical practice guideline allows physicians to avoid unnecessary workup and admission of infants presenting with typical features and lower-risk criteria based on a complete and careful history and physical exam. Patients who fall into the lower risk stratification are unlikely to have an adverse event. Thus, both clinicians and caregivers can be reassured that these patients can be discharged from the ED without further evaluation. However, patients who do not meet all lower-risk criteria may require an appropriate workup and admission.
References