Background: VICE Chairs for Education are experienced educators who oversee a wide array of departmental activities. Through the lens of servant leadership, we investigate how VICE Chairs for Education approach the role, support others, and navigate complexities while impacting the clinical learning environment. Methods: A convergent mixed-methods study was conducted at our academic multiinstitutional medical center. Semi-structured interviews were conducted and analyzed thematically from July to October 2019. CVs were collected,metrics were abstracted and analyzed descriptively. Qualitative and quantitative data were aligned, integrated, and verified. Results: In all, 14 of 16 (87. 5%) VICE Chairs for Education responded. These VICE Chairs are MD faculty members from three affiliated hospitals representing 11 specialties. Five themes were identified. These VICE Chairs are trusted departmental leaders who attained the role through experience and engagement. Intentionally inclusive and collaborative, they build and sustain relationships while navigating challenges. They take pride in supporting others and prioritize mentorship. Relying on institutional knowledge, they unite educational efforts by building rapport and encouraging community. In addition to envisioning the development of their departments, VICE Chairs are eager to value them attentively and thoughtfully. Conclusion: VICE Chairs for Education embody servant leadership principles by supporting others, building community, embracing open communication, maintaining authenticity, modeling fairness, focusing on improvement, and navigating challenges. They know that prioritizing education is not a matter of chance and must be cultivated and even defended at times. VICE Chairs for Education embrace, unify, empower, and protect their trainees, colleagues, departments, and institution. Ultimately, as servant leaders, they demonstrate humility and professionalism.

Background: VICE Chairs for Education play an increasingly important role in academic medicine. They often serve in supportive roles overseeing educational initiatives and faculty development, ensuring that education remains prioritized. Literature in this area is limited, especially in obstetrics and gynecology. Prior literature has not been sufficiently directive in identifying best practices in role, mission, and scope for VICE Chairs for Education. Methods: We developed and facilitated a workshop at the Association of Professors of Gynecology and Obstetrics-Council on Resident Education in Obstetrics and Gynecology (APGO-CREOG) annual meeting in February 2020. We brought together a national group of medical education faculty to elucidate the role of VICE Chairs and offer recommendations. After utilizing a previously described technique for gathering and reporting group recommendations, notes from small-and large-group discussions were collated, coded, and collapsed. Results: Four broad recommendations resulted. First, role clarity must be ensured, ideally with co-developed guidelines for responsibility. Second, the VICE Chair for Education should be charged with identifying departmental educational initiatives, including faculty development, utilizing best educational practices. Third, VICE Chairs for Education should implement and evaluate educational initiatives to enhance faculty well-being and promote a robust clinical learning environment. Finally, they should integrate with other VICE Chairs for Education within their institution and as part of national organizations to collaborate and develop best practices. Conclusion: These serve as guidelines to establish success and increase impact and suggest the potential for a national body of VICE Chairs for Education leaders to improve local and national educational outcomes.

Brucellosis and Crimean Congo Hemorrhagic Fever (CCHF) are both common zoonoses that may co-occur in similar epidemiological conditions, e. g., among young livestock breeders, veterinarians, and farmers in rural areas. Transmission of Brucella bacteria is through ingestion of contaminated dairy products, while CCHF virus infection occurs via infective tick bite or exposure of damaged skin and mucosa to the tissues and blood of viremic animals. Brucellosis occurs almost in all seasons, while CCHF is of lower incidence in the cold seasons due to decreased activity of tick vectors. CCHF mimics brucellosis and VICE versa, mainly when the latter manifests severe thrombocytopenia and hemorrhage. Occasionally, the two illnesses present similar clinical features and laboratory results, e. g., fever, muscle aches, increased liver enzymes, and thrombocytopenia. This article discusses the similar clinical, epidemiological and laboratory aspects of the two diseases and warns physicians to avoid the inappropriate use of drugs such as ribavirin, which is dangerous in patients with kidney failure and pregnancy.