Infectious bovine keratoconjunctivitis (IBK) is a multifactorial disease complex caused by opportunistic pathogens, classically those members of the genus Moraxella. However, IBK in some situations is associated with other potentially pathogenic agents, which include Mycoplasma bovoculi, Mycoplasma bovis, Ureaplasma diversum, bovine herpesviruses, and Chlamydia sp. Ocular infections that may resemble IBK are also caused by Listeria monocytogenes. These agents and their association with IBK are reviewed in this article.Infectious bovine keratoconjunctivitis (IBK) involves multiple factors and opportunistic pathogens, including members of the genus Moraxella, specifically M bovis. The causal role of M bovis is clear, where the presence of virulence factors that facilitate colonization (pili) and host cytotoxicity (RTX toxins) are well characterized, and IBK has been reproduced in many models. Experimental infection with M bovoculi has failed to reproduce IBK-typical lesions in cattle thus far. However, recent work using genomics and mass spectrometry have found genomic diversity and recombination within these species, making species differentiation complex and challenging the ability to assign IBK causality to these organisms.Establishing causation, otherwise known as causal assessment, is a difficult task, made more difficult by the variety of causal assessment frameworks available to consider. In this article, Bradford Hill viewpoints are used to discuss the evidence base for Moraxella bovis and Moraxella bovoculi being component causes of infectious bovine keratoconjunctivitis. Each of the nine Bradford Hill viewpoints are introduced and explained strength, consistency, specificity, temporality, biologic gradient, plausibility, coherence, experiment, and analogy. Examples of how the viewpoints have been applied for other causal relations are provided, and then the evidence base for M bovis and M bovoculi is discussed.Studies have sought to develop effective vaccines against infectious bovine keratoconjunctivitis (IBK). Most research has focused on parenterally administered vaccines against Moraxella bovis antigens; however, researchers have also included Moraxella bovoculi antigens in vaccines to prevent IBK. Critical knowledge gaps remain as to which Moraxella spp antigens might be completely protective, and whether systemic, mucosal, or both types of immune responses are required for protection against IBK associated with Moraxella spp. Immune responses to commensal Moraxella spp residing in the upper respiratory tract and eye have not been analyzed to determine if these responses control colonization or contribute to IBK.Pinkeye and infectious bovine keratoconjunctivitis (IBK) are imprecise terms that describe diverse ocular diseases. Moraxella bovis is the major causative agent of IBK; however, disease epidemiology is not fully known. Not all cases referred to as pinkeye are of infectious origin, and not all IBK involve M bovis. This article suggests the term pinkeye should no longer be used, offers a case definition for IBK (a herd disease), and suggests describing ocular signs of IBK using existing clinical descriptors rather than resorting to novel scores. CP-868596 A new term “ocular moraxellosis” is defined as IBK from which Moraxella spp are demonstrated.With the adoption of competency-based medical education, assessment has shifted from traditional classroom domains of knows and knows how to the workplace domain of doing. This workplace-based assessment has 2 purposes; assessment of learning (summative feedback) and the assessment for learning (formative feedback). What the trainee does becomes the basis for identifying growth edges and determining readiness for advancement and ultimately independent practice. High-quality workplace-based assessment programs require thoughtful choices about the framework of assessment, the tools themselves, the platforms used, and the contexts in which the assessments take place, with an emphasis on direct observation.In the early twentieth century, the medical profession focused on the development of specialties and specialty/subspecialty training. Parallel to this development was the establishment of certifying boards, which can evaluate and attest to a physician’s mastery of a set of knowledge and skills; the goal is to provide assurance to patients and the public of a certain guarantee of quality of care. In the early decades of “board certification,” the examination was a one-time, relatively high-stakes process that assessed knowledge, and often certain skills and clinical reasoning.Psychiatric education has struggled to move past dualistic notions separating mind from brain, and embrace the field’s identity as a clinical neuroscience discipline. To modernize our educational systems, we must integrate neuroscience perspectives into every facet of our clinical work. To do this effectively, neuroscience education should be clinically relevant, informed by adult learning theory, and tailored to the individualized needs of learners. Classic neuropsychiatry skills can help us better understand our patients’ brain function at the bedside. Integrating neuroscience perspectives alongside the other rich perspectives in psychiatry will help trainees appreciate the relevance of neuroscience to modern medical practice.Many careers are available to psychiatrist-educators, and residents should learn about these pathways in addition to developing a core set of teaching skills regardless of their intended career trajectory. Clinician-Educator Programs offer structured opportunities for residents to explore advanced concepts, practice teaching skills, pursue scholarship, and receive mentorship in medical education. Women and persons from minority groups, particularly people of color and gender-diverse individuals, have long been passed over in the promotions process, and correction of these inequities is essential to creating a robust workforce of clinician-educators.Narrative medicine is a patient-centered educational approach that promotes humanistic engagement of medical practitioners; it offers a unique framework for understanding medical encounters and promotes empathic connections through enhancement of observation, listening, and reflection. The andragogy of narrative medicine uniquely engages adult learners and may enhance academic learning. This article explores the evidence for narrative medicine and discusses its unique applications and potential within psychiatry. An adaptable narrative medicine curriculum is proposed for use in a 4-year psychiatric residency curriculum to allow for easy adoption of narrative medicine as an underutilized best educational practice.