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Impact Of Successful Recanalization And Clinical Outcomes Of Patients With Acute Ischemic Stroke With 5 Or More Thrombectomy Passes, Kazutaka Uchida, Mohammad-Mahdi Sowlat, Hidetoshi Matsukawa, Sameh Samir Elawady, Ali Alawieh, Conor Cunningham, Sami Al Kasab, Ilko Maier, Pascal Jabbour, Joon-Tae Kim, Stacey Quintero Wolfe, Ansaar Rai, Robert M Starke, Marios-Nikos Psychogios, Amir Shaban, Adam Arthur, Hugo Cuellar, Jonathan A Grossberg, Daniele G Romano, Omar Tanweer, Justin Mascitelli, Isabel Fragata, Adam Polifka, Joshua Osbun, Roberto Crosa, Charles Matouk, Min S Park, Michael R Levitt, Waleed Brinjikji, Mark Moss, Richard Williamson, Pedro Navia, Peter Kan, Reade De Leacy, Shakeel Chowdhry, Mohamad Ezzeldin, Shinichi Yoshimura, Alejandro M Spiotta, Stroke Thrombectomy And Aneurysm Registry (Star) Collaborators

Faculty, Staff and Students Publications

Background: As the number of thrombectomy passes increases during endovascular therapy (EVT) for acute stroke, neurointerventionalists must weigh the risks of potential complications against the risk of failing to recanalize the affected vessel. Thus, we investigated the effectiveness and safety of EVT for patients with acute stroke in which ≥5 EVT passes were performed.

Methods: This retrospective cohort study from January 2013 to December 2022 included 31 thrombectomy-capable centers. Patients in whom ≥5 EVT passes were made were included in the analysis. The patients with successful recanalization defined as modified Thrombolysis in Cerebral Infarction ≥2b at 5, 6, 7, or …

Transforming Faculty Identities Within A Community Of Practice: An Academic Literacies Model, Gabriela Gui, Richard Vandermolen, Rui Niu-Cooper, Mary Bair

Peer Reviewed Articles

The COVID-19 pandemic of 2020-21 caused faculty to struggle with remote teaching and scholarship productivity. This article examines the experiences of faculty members who participated in a professional development project focused on writing for publication during the pandemic. Through an academic literacy lens, results indicate that participation in a community of practice was a transformative experience that helped faculty members build capacity for scholarly writing, develop writer’s identities, provide and receive increased emotional support, and develop closer relationships with colleagues. Vital to this transformation were faculty commitment and a structured and supportive community.

Taiwanese Elementary Teachers’ Perceptions About And Implementation Of Formative Assessments In Teaching, Wei Gu, Chih Sheng Chen

Open Access Publishing Support Funded Articles

The purpose of this study is to investigate Taiwanese elementary teachers’ perceptions about and their implementation of formative assessments. To address this purpose, three research questions were developed:
(1) How do Taiwanese elementary teachers view formative assessments?
(2) How often do Taiwanese elementary teachers implement different formative assessments?
(3) Is there any relationship between elementary teachers’ perceptions and implementation and their demographic and teaching conditions?

302 Taiwanese elementary teachers participated in a survey, from which the results show that: (1) Although most elementary teachers have positive perceptions about formative assessments, they do not use formative assessments frequently; (2) There is …