It is unclear what role the experimental drug and convalescent plasma had in the recovery of these patients. Prospective clinical trials are needed to delineate the role of investigational therapies in the care of patients with EVD.

African Americans face numerous obstacles in achieving their fullest developmental and career potentials in the current political, social, and economic environment. These barriers have produced, for the most part, workers who have been wage earners as opposed to being self-employed, and blue-collar workers rather than managers or proprietors (Daniel, 2001). This paper proposes solutions that would ensure that African American students who exhibit exceptional talent receive the kind of education to which they are entitled, in preparation for the careers of their choice. In addition to exploring the conditions that led to this underrepresentation, methods to desegregate gifted education programs and redress educational inequalities are analyzed. Specifically, the implications for counselors and teachers, those best situated to bring about positive change, will be discussed. The phrase "life, liberty, and the pursuit of happiness" emphasizes the ideal known as the American Dream. To this end, Americans from all walks of life have fought for and died to pursue this plethora of social, political, and economic goals that would enhance their quality of life. Many Americans can claim a starting point to their success or to the beginning of their American Dream (e.g., Ellis Island), while others can make claim to being successful within a generation of being Journal for the Education of the Gifted 418 in America. However, for many African Americans, this American Dream is yet to be fulfilled. African Americans constitute the second largest visible racial/ ethnic minority group in the United States, numbering nearly 35 million and representing slightly more than 13% of the population (U.S. Census Bureau, 2005). They are also the most disadvantaged; according to the 2001 census, nearly 32% of African Americans live in poverty as compared to Hispanics, the largest visible racial/ethnic minority. African Americans are underrepresented at every level of higher education, and their unemployment rate has hovered at more than double that of their non-Hispanic, Caucasian counterparts for the last 20 years. Those who do manage to succeed educationally nevertheless earn less than non-Hispanic Caucasians with comparable education. These dramatic statistics, combined with the African American history as the victims of slavery and racial oppression, illustrate why Osipow and Fitzgerald (1996) argued that Blacks and Whites in America constitute two distinct nations. Many African American children are born into impoverished environments (Hodgkinson, 2002). Growing up in these unfortunate conditions has left them susceptible to higher rates of crime and malnourishment, poor vision, lack of medical care, and inadequate access to appropriate educational resources (Rothstein, 2004). Thus, it may be quite difficult to locate potentially gifted and talented students within low-achieving schools. The disadvantaged status of African Americans is further illustrated in the following comparative excerpt from a report by the Children's Defense Fund...

In 2015, the Pritzker School of Medicine experienced increasing student interest in the changing sociopolitical landscape of the United States and the interaction of these events with student and patient identity. To address this interest, an Identity and Inclusion Steering Committee was formed and formally charged with “providing ongoing direction for programs and/or curricula at Pritzker that support an inclusive learning environment and promote respectful and effective communication with diverse patients and colleagues around issues of identity.” The authors describe this committee’s structure and steps taken by the committee to create an inclusive community of students at Pritzker characterized by learning through civil discourse. Initiatives were guided by a strategy of continuous quality improvement consisting of regular iterative evaluation, ongoing school-wide engagement, and responsiveness to issues and concerns as they emerged. Data collected over the committee’s 4-year existence demonstrate significant improvement in students’ sense of inclusion and respect for different perspectives on issues related to identity, such as access to health care, racialized medicine, safe spaces, and nursing labor strikes. The authors discuss several principles that support the development of an inclusive community of students as well as challenges to the implementation of such programming. They conclude that a strategy of continuous quality improvement guided by values of social justice, tolerance, and civil discourse can build community inclusion and enhance medical training for the care of diverse patient populations.