Medicine Education Research Articles

Assessing the role of medical entomology in general medicine education in Iran: expert perspectives and curriculum implications

IntroductionThe Ministry of Health, Treatment and Medical Education in Iran has tried integrating the primary science curriculum with the clinical program. This means educational reform has been implemented in most medical schools in Iran. In the study of the medical entomology Discipline, prioritization of educational needs, and determination of appropriate solutions to improve the status of the entomology Discipline in the Faculty of Medicine and Health, the basis of experts’ opinions were examined and analyzed. Objetivo: Insert the subject of medical entomology into the Medicine Discipline at the Faculty of Medicine and Health.MethodologyThe Nominal Group Technique (NGT), which was the papers for recording the opinions of the professors, was done after the focus group. In the focus group, the professors discussed the results obtained from the NGT. This method used the Delphi technique to exchange opinions (disagreement and consensus of experts).ResultsAccording to the findings of this study, after two technical sessions of the Nominal group, the weak and strong points and required subjects for revision of the chapters of the medical entomology curriculum were determined. Medical entomology in Iranian universities of medical sciences is one of the important topics of medical parasitology Disciplines for general medical students because it provides information about Disease-vector insects and ways to control them (Results two rounds of Delphi).ConclusionThe educational program of the entomology Discipline needs to be revised and evaluated after the implementation of the revised program.

An Algorithmic Overview of Advanced Pain Therapies: A Narrative Review.

Quickly referenceable, streamlined, algorithmic approaches for advanced pain management are lacking for patients, trainees, non-pain specialists, and interventional specialists. This manuscript aims to address this gap by proposing a comprehensive, evidence-based algorithm for managing neuropathic, nociceptive, and cancer-associated pain. Such an algorithm is crucial for pain medicine education, offering a structured approach for patient care refractory to conservative management. A comprehensive literary review with PubMed and regulatory documents from the United States Food and Drug Administration were searched for a variety of interventions. Pain syndromes were categorized into nociceptive and neuropathic pain, and an algorithm was constructed. Serving as an educational tool for patients, trainees, and non-pain specialists, and as an accessible reference for pain specialists, this algorithm bridges knowledge gaps, promotes interdisciplinary collaboration, and streamlines the learning curve for new practitioners. The strength of this algorithm lies in integrating extensive clinical data, emphasizing the latest clinical evidence, and providing a structured decision-making pathway.

Artificial intelligence and transfusion education, research and practice: The view from the ISBT Clinical Transfusion Working Party.

Artificial intelligence (AI) has been gaining increasing interest in healthcare. During the 2024 International Society of Blood Transfusion (ISBT) Congress, the Clinical Transfusion Working Party (CTWP) conducted a session to explore the exciting intersection of AI in transfusion medicine (TM) practice, education and research. We report here the potential applications and the session outcome. A pre-workshop survey explored the participants' demographics and areas of use of AI and whether they have had any AI-specific training or education. The workshop included presentations on the regulatory aspects of AI use and its application in TM practice, education and research. These were followed by round-table discussions to explore participants' experience and concerns. The workshop had 72 attendees, with 38% falling in the 36-45-year age group. A total of 70% indicated the use of AI, but only 12% reported having specific training or education. Participants expressed interest in different potential applications but also shared concerns on over-reliance, potential loss of skills, the accuracy of provided information and content plagiarism. The findings of theworkshop highlight the need for training, educational resources, standards and regulatory frameworks to guide the use of AI tools in the field of TM.

Simulated Patient as a Learner: Medical Volunteers Gain Knowledge by Participating in a Wilderness Medicine Training Session.

-A multifaceted approach to wilderness medicine education and training is necessary to provide a high-quality learning experience, often requiring innovative instructional techniques. Using volunteers to act as patients in medical education is a well-established practice that helps teach crucial skills. However, more is needed to know if there is potential knowledge acquisition through participation. This study examined the educational benefits for medical students serving as a simulated patient (SP), hypothesizing that these individuals will improve self-assessed knowledge and confidence and demonstrate improved performance of injury-management skills while participating in a medical education course. -A descriptive feasibility pilot study was conducted with 10 SPs to assess knowledge and skill acquisition. Study participants were evaluated before and after participating as an SP in 2 scenarios involving hemorrhage control and wrist injury assessment and management, with a subjective confidence survey and an objective skill and knowledge demonstration, as measured by a critical action checklist. -The subjects all reported self-assessed knowledge improvement from the pre- to postintervention survey, with an average increase of 17 points. They also demonstrated improved objective skill and knowledge demonstration, with an average increase of 4.6 points for the wrist injury scenario and 2.5 points for the hemorrhage control scenario. -This study demonstrated that volunteer medical students acting as SPs in a medical training course passively acquire knowledge and improve their medical skills and self-perceived confidence. The findings contribute to a broader understanding of medical education, suggesting that participating as SPs offers educational benefits. The results encourage consideration of simulated patient roles as a valuable adjunct to medical education, warranting further scholarly exploration to substantiate and expand on these preliminary findings.

Instruments for Evaluating Undergraduate Medical Education in Complementary and Integrative Medicine: A Systematic Review.

Objectives: The provision of courses in complementary and integrative medicine (CIM) varies widely between medical schools. To effectively improve CIM education, it is essential to use robust evaluation instruments that measure the impact of different educational interventions. This review aimed to identify and critically appraise qualitative and quantitative instruments used to evaluate CIM courses in undergraduate medical education. Methods: A systematic review was conducted in PubMed/MEDLINE, LIVIVO, CINAHL/EBSCO, Scopus, Web of Science, and Ovid/Embase in January 2023. Eligible studies included complete evaluation instruments for medical students and reported learning outcomes. Data extraction included information on the study design, the educational intervention, the evaluation instrument, and the outcome measure (e.g., Kirkpatrick levels: 1 reaction, 2a attitudes, 2b knowledge/skills, 3 behavioral change, 4 results). Instruments were categorized as validated, nonvalidated, or qualitative and analyzed using descriptive statistics. Validated instruments were assessed for quality using standardized criteria. Results: Of the 1909 records identified, 263 were subjected to a full-text review and 100 studies met the inclusion criteria. Twenty-seven studies reported on 14 validated instruments, 7 studies reported on qualitative, and 66 reported on nonvalidated instruments. Most were conducted in the United States (31) and Europe (28), 51 were cross-sectional studies, and 42 were intervention studies. Most of the instruments were self-administered (50), addressed general aspects of CIM (53), and assessed student attitudes (74). None of the validated instruments covered Kirkpatrick level 1, one covered level 3. Measurement of levels 2b and 3 was usually based on subjective self-assessment. Qualitative instruments covered the widest range of outcomes overall. Validated instruments often had good content validity and internal consistency, but lacked reliability and responsiveness. Revalidation of translated or modified instruments was mostly inadequate. Discussion: This structured and comprehensive set of existing instruments provides a starting point for the further development of CIM course evaluation in undergraduate medical education. Future studies should prioritize the measurement of higher-level learning outcomes, such as behavioral change and impact on patient care. Comparative intervention studies between medical schools or with pre-post designs and follow-up evaluations are needed to assess the effectiveness of different teaching approaches. Regular revalidation of both existing and newly developed instruments is essential to ensure their applicability to different audiences and settings. Their structured and standardized use would promote evidence-based CIM training and understanding of its impact on student competencies and patient outcomes.

Framing and Management of Migraines in Women: An Expert Opinion on Challenges, Current Approaches, and Future Multidisciplinary Perspectives.

Background/Objectives: Migraines are a common neurological disorder that significantly impact women, especially during their reproductive years. Hormonal, neurological, and lifestyle factors shape migraine patterns, with fluctuations during menstruation, pregnancy, perimenopause, and menopause influencing migraine prevalence and severity. This expert opinion explores current challenges, therapeutic strategies, and future directions for personalized care, addressing the limited inclusion of women in clinical research across different life stages. Methods: In order to focus on hormonal influences, pharmacological and non-pharmacological therapies, including CGRP monoclonal antibodies, neuromodulation, and lifestyle interventions, a comprehensive analysis of literature, in particular on clinical trials, real-world studies, and guidelines on migraine management was performed. Emerging digital tools and AI-based approaches were also evaluated to improve personalized care for women with migraine. Results: Hormonal therapies, including contraceptives and HRTs, present both risks and benefits, particularly for women with migraines with aura, highlighting the need for individualized approaches. Advances in CGRP-targeted therapies have shown effectiveness in preventing refractory migraines. Non-pharmacological treatments, such as neuromodulation, acupuncture, and lifestyle adjustments, further expand the treatment landscape. However, research gaps remain, particularly regarding hormonal influences on migraines during pregnancy and menopause. Conclusions: Future research should prioritize female-specific clinical trials to better understand the impact of hormonal changes on migraines. Tailored therapies combining pharmacological, non-pharmacological, and digital solutions are essential for improving care. A multidisciplinary approach integrating personalized medicine, technological advancements, and patient education is crucial to optimizing outcomes and enhancing quality of life for women with migraine.

Charcot as a collector and critic of the arts: Relationship of the ‘founder of neurology’ with various aspects of art

ABSTRACT In his teaching, Charcot often used artistic representations from previous centuries to illustrate the historical developments of various conditions, particularly hysteria, mainly with the help of his pupil Paul Richer. Charcot liked to draw portraits and sketches of colleagues during boring faculty meetings and students’ examinations, including caricatures of himself and others, church sculptures, landscapes, soldiers, and so on. He also used this skill in his clinical and scientific work. He drew histological or anatomic specimens, as well as patients’ features and demeanor. His most daring artistic experiments were drawing under the influence of hashish. Charcot’s tastes in art were conservative; he displayed little interest for the avant-gardes of his time, including impressionism, or for contemporary musicians, such as César Franck or Hector Berlioz. The pamphleteer Léon Daudet described Charcot’s home as a pseudo-gothic kitsch accumulation of heteroclite pieces of furniture and materials. However, he taught medicine not only as a science but also as an art, a style that has now been almost universally forgotten.

SOCIOCULTURAL DETERMINANTS OF HYPERTENSION MANAGEMENT IN PAKISTAN

Background: Hypertension, defined as sustained elevated blood pressure (systolic ≥130 mm Hg and/or diastolic ≥90 mm Hg), is a leading global health concern, significantly contributing to cardiovascular diseases, kidney failure, and mortality. In low- and middle-income countries like Pakistan, where healthcare systems are under-resourced, sociocultural factors pose significant barriers to effective hypertension management. This study investigates the sociocultural determinants influencing hypertension management in Thatta, a rural district of Pakistan, to inform culturally appropriate healthcare interventions. Objective: To explore the sociocultural determinants affecting adherence to hypertension management among patients in rural Thatta, Pakistan. Methods: A descriptive cross-sectional study was conducted among 260 hypertensive patients attending the outpatient department of Civil Hospital Thatta. Participants were selected using simple random sampling. Data were collected through pre-tested questionnaires and analyzed using SPSS version 29. Inclusion criteria consisted of adults aged ≥18 years with a confirmed diagnosis of hypertension, while individuals with severe comorbidities were excluded. Ethical approval was obtained, and informed consent was secured from all participants before data collection. Results: The majority of participants were aged 36-45 years (31.2%) and male (63.1%). Traditional high-salt foods were identified as a major barrier by 47.3% of participants, while 11% relied on traditional remedies over prescribed medications. Social gatherings contributed to non-compliance in 30% of cases, and 6% of women cited cultural norms limiting physical activity as barriers. Lower educational attainment and lack of social support further impeded adherence to treatment guidelines, with 43.8% having completed matriculation and only 2.3% holding postgraduate qualifications. Conclusion: Sociocultural factors, including dietary habits, reliance on traditional medicine, gender-specific barriers, and limited education, significantly influence hypertension management in Thatta. Addressing these barriers through culturally sensitive and context-specific interventions is essential to improve patient outcomes and reduce the burden of hypertension in similar rural settings.

Bridging the gap: understanding the perspective of healthcare professional students towards precision medicine in a Nigerian tertiary institution (a cross-sectional study)

BackgroundIndividuals often respond differently to medications, giving rise to the field of precision medicine (PM), which focuses on tailoring treatments to individual genetic, environmental, and lifestyle factors. This study examined the level of comfort healthcare professional students have with their knowledge of precision medicine, alongside their attitudes and perceptions toward precision medicine, at a tertiary institution in Nigeria.MethodsA cross-sectional questionnaire-based study was conducted among healthcare professional students (400–600 level) at the University of Nigeria Nsukka between January and March 2024. The data were analyzed via IBM Statistical Product and Service Solutions (SPSS) for Windows version 27. Descriptive analyses (frequency, percentage, mean, and standard deviation) and chi-square tests were used to summarize and compare the variables. Statistical significance was set at p < 0.05.ResultsA total of 431 healthcare professional students participated in this study. Fewer than half (n = 200, 46.4%) were pharmacy students, and the majority were within the age range of 21–25 years (n = 288, 66.8%). Nearly half (n = 206, 47.8%) reported having information about precision medicine from the internet, and the majority (n = 341, 79.1%) expressed having an interest in a career involving research in precision medicine. More than half of the students (n = 240, 55.7%) were comfortable with their knowledge of precision medicine and had favourable attitudes (n = 236, 54.8%). Additionally, more than half had positive perceptions of ethical concerns (n = 216, 50.1%) and education in precision medicine (n = 239, 55.5%). Gender, age, department, level of study, awareness of PM, and interest in a career involving research were significantly associated with students’ knowledge, attitudes, and perceptions of precision medicine (p < 0.001).ConclusionHealthcare professional students were comfortable with their knowledge of PM and, in addition, had favourable attitudes and positive perceptions toward the use of precision medicine.

Exploring the role of moxibustion robots in teaching: a cross-sectional study

BackgroundArtificial intelligence has gradually been used into various fields of medical education at present. Under the background of moxibustion robot teaching assistance, the study aims to explore the relationship and the internal mechanism between learning engagement and evaluation in three stages, preparation before class, participation in class, and consolidation after class.MethodsBased on the data investigated in 250 youths in university via multistage cluster sampling following the self-administered questionnaire, structural equation model was built to discussing factors of study process about moxibustion robots.ResultsIt was found after moxibustion robot teaching assistance that preparation before class, participation in class and consolidation after class positively predicted learning engagement. Learning engagement, preparation before class, participation in class, consolidation after class positively predicted effect evaluation. Learning engagement played a mediating role in the effect of preparation before class and consolidation after class on evaluation.ConclusionEmploying artificial intelligence in three stages of class can improve the quality and efficiency of medicine education and promote its innovation and development. Serviceable and valuable reference and inspiration for future teaching improvement and industrial development can be provided via the systematic research and analysis of the practical application of moxibustion robot in teaching.

Student interest and perception of ethical reasoning learning: Insights from medical education.

Medical ethics teaching is one of the pillars of medical education. Ethical reasoning learning (ERL) is one of the means of teaching medical ethics. The aim of our study was to evaluate the pedagogical interest and the students' perceptions of ERL in directed teaching in internal medicine among fifth-year students. This was a cross-sectional study conducted in the Internal Medicine Department of Habib Thameur Hospital during one academic year. The pedagogical interest and the student's perception were evaluated by comparing a pre-test and a post-test filled in by the students, respectively, before and after an ERL session. Our study included 44 students. Before the ERL session, almost two-thirds of the students (63.6%) found the ERL to be "extremely interesting" in medical training and practice. This extremely high level of educational interest in the ERL was statistically associated with previous participation in ERL sessions among our students. Prior to the ERL session, just over four-fifths of the students (84.1%) had a "favourable" perception of the ERL. After the ERL session, our study noted an improvement in students' pedagogical interest in ERL. Our study also showed an improvement in students' perceptions of the ERL. The improvement in students' pedagogical interest and perception of ERL exceeded 80% after the session. Our study concluded that there was a significant pedagogical interest and a favourable perception of the students' point of view regarding the ERL in internal medicine- directed teaching among fifth-year medical students.

ChatGPT is an Unreliable Source of Peer-Reviewed Information for Common Total Knee and Hip Arthroplasty Patient Questions.

Background: Advances in artificial intelligence (AI), machine learning, and publicly accessible language model tools such as ChatGPT-3.5 continue to shape the landscape of modern medicine and patient education. ChatGPT's open access (OA), instant, human-sounding interface capable of carrying discussion on myriad topics makes it a potentially useful resource for patients seeking medical advice. As it pertains to orthopedic surgery, ChatGPT may become a source to answer common preoperative questions regarding total knee arthroplasty (TKA) and total hip arthroplasty (THA). Since ChatGPT can utilize the peer-reviewed literature to source its responses, this study seeks to characterize the validity of its responses to common TKA and THA questions and characterize the peer-reviewed literature that it uses to formulate its responses. Methods: Preoperative TKA and THA questions were formulated by fellowship-trained adult reconstruction surgeons based on common questions posed by patients in the clinical setting. Questions were inputted into ChatGPT with the initial request of using solely the peer-reviewed literature to generate its responses. The validity of each response was rated on a Likert scale by the fellowship-trained surgeons, and the sources utilized were characterized in terms of accuracy of comparison to existing publications, publication date, study design, level of evidence, journal of publication, journal impact factor based on the clarivate analytics factor tool, journal OA status, and whether the journal is based in the United States. Results: A total of 109 sources were cited by ChatGPT in its answers to 17 questions regarding TKA procedures and 16 THA procedures. Thirty-nine sources (36%) were deemed accurate or able to be directly traced to an existing publication. Of these, seven (18%) were identified as duplicates, yielding a total of 32 unique sources that were identified as accurate and further characterized. The most common characteristics of these sources included dates of publication between 2011 and 2015 (10), publication in The Journal of Bone and Joint Surgery (13), journal impact factors between 5.1 and 10.0 (17), internationally based journals (17), and journals that are not OA (28). The most common study designs were retrospective cohort studies and case series (seven each). The level of evidence was broadly distributed between Levels I, III, and IV (seven each). The averages for the Likert scales for medical accuracy and completeness were 4.4/6 and 1.92/3, respectively. Conclusions: Investigation into ChatGPT's response quality and use of peer-reviewed sources when prompted with archetypal pre-TKA and pre-THA questions found ChatGPT to provide mostly reliable responses based on fellowship-trained orthopedic surgeon review of 4.4/6 for accuracy and 1.92/3 for completeness despite a 64.22% rate of citing inaccurate references. This study suggests that until ChatGPT is proven to be a reliable source of valid information and references, patients must exercise extreme caution in directing their pre-TKA and THA questions to this medium.

Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students.

To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines. Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China. A cross-sectional, methodological study. The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity. A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach's α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL. The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education.

Blended professional teaching of Internal Medicine in third-year medical students

Introduction. Conceiving the teaching of Internal Medicine in the post-pandemic era in the third-year medical student presupposes taking into consideration the latest scientific and technological advances that operate in therapeutic diagnostic protocols for the solution of health problems, as well as the use of combined professional teaching methods (b-Professional Teaching) under the principle of affordability of content.Objective. To propose a methodology for combined professional teaching of Internal Medicine in third-year Medicine students. Methods: A cross-sectional quasi-experimental study was carried out. The population was made up of third-year medical students who rotate through the Hospital.Methods. A cross-sectional quasi-experimental study was carried out. The population was made up of third-year medical students who rotate through the “Vladimir Ilich Lenin” University General Hospital of Holguín. Groups 1 and 3 were selected as a sample because they presented similar results in their clinical training through intentional sampling, for a total of 54. Observation and the Wilcoxon Signed Rank Test were used to confirm the research hypothesis. Results. The combined professional teaching methodology of Internal Medicine was provided, as well as the main achievements and deficiencies that the Medical students demonstrated during the application of the same in a training period. Conclusions. The combined professional teaching of Internal Medicine is conceived through the affordability of the content according to the characteristics of the third-year student and is materialized through the link between thez academic, work and research component based on the integration of face-to-face and virtual teaching (virtual classrooms and mobile devices).

Designing a summative assessment blueprint in community medicine: an expert consensus approach at All India Institute of Medical Sciences

BackgroundDespite the increasing integration of competency-based education in medicine, there remains a significant gap in effectively assessing educational outcomes, underscoring the urgent need for designed assessment blueprints that accurately reflect both curriculum content and competency standards in Community Medicine for undergraduate students. This study, conducted across the All-India Institute of Medical Sciences (AIIMS) network, develops a summative assessment blueprint aimed at standardizing evaluations in medical education across diverse geographic locations in India.MethodsTwenty-five experts from 10 All India Institutes of Medical Science were invited via email and contributed for summative assessment for a theory paper. Each week, the study lead team sent an online form containing 25 topics. A total of 269 topics were selected to be included in the blueprint development. An Impact and Frequency score was obtained for each topic, with a score between 1 and 3 for both its “Impact (I)” and “Frequency” (F).ResultsThe overall response rate was 71%. “Principle of epidemiology” (14.7%) had the most weight, followed by “Epidemiology of communicable disease” (13.4%) and “National Health Program” (10%). These three chapters constituted more than one-third of the total weight of the summative assessment (theory). 20 out of 24 (83%) chapters have moderate-to-good interrater reliability.ConclusionsThe blueprint developed in this study is intended to serve as a guideline for setting question papers and aims to enhance objectivity, uniformity, and validity in assessment construction. While it provides a structured approach within the AIIMS network, its broader applicability may be limited, suggesting that its effectiveness in other educational contexts remains to be validated. Continued research is encouraged to explore its utility across diverse educational settings.

Review of Current Status of Forensic Medicine and Related Courses at Saudi Universities Offering Medical Programs

This study reviewed the status of undergraduate education in Forensic Medicine within the Kingdom of Saudi Arabia. The Forensic Medicine curricula of 65 universities were reviewed through accessing the respective university websites. There were visible inconsistencies in Forensic Medicine. The inconsistencies were in the credit hours, the year Forensic Medicine was taught and the curricula themselves. This means that the Saudi medical graduates are being imparted the education in Forensic medicine in a non-standardized manner. The study concludes that Forensic medicine curricula currently need to be standardized with respect to the subjects taught within Forensic Medicine courses and credit hours/year the subject was being taught. The study also proposes a model curriculum for teaching Forensic medicine at undergraduate level. The Saudi health Commission has already published standards for postgraduate training in Forensic medicine, this can serve as a guide for undergraduate education as well. The observations and changes recommended are envisaged to standardized undergraduate education of Forensic Medicine within the Kingdom.

Pedagogies of discomfort and disruption: A meta-narrative review of emotions and equity-related pedagogy.

Discussions about equity in professional education can evoke a range of complex emotions. Approaches to emotionally challenging pedagogies may vary across professions. Comparative explorations of these approaches may yield fresh insights that could enhance our teaching and learning strategies within health professions education. Therefore, the authors sought to explore how the professional contexts of medicine, nursing and teacher education approach the role of emotions in equity-related pedagogy. A meta-narrative approach was utilised to synthesise existing research on the relationship between emotions and equity-related pedagogy in three different professions. Six databases were searched using key terms yielding 3102 titles. After screening, 58 articles were selected for extraction. Through coding and analysis, the authors sought to gain a deeper understanding of why emotions are relevant to equity-related pedagogy in each profession, and how each profession grapples with emotional dissonance. There were both contrasting and complimentary meta-narratives about emotions and equity-related learning in medicine, nursing and teacher education. All three professions viewed emotions as relevant and essential for equity-related learning. Medicine and nursing sought to make emotions accessible and explicit, while foregrounding the need for learners to build skills to understand and address emotions such as critical reflection and dialogue. Meta-narratives in teacher education were similar to medicine and nursing; however, teacher education further emphasised the role of emotions in fostering community, trust and empathy. Existing meta-narratives regarding emotions and equity-related pedagogy in health professions suggest that medicine and nursing have acknowledged the intrinsic role that emotions play in equity-related learning yet lag behind teacher education in considering the role of emotions as a socio-cultural connector and mediator.

A Global Bibliometric Study of Spinal Arachnoiditis: Research Trends and Future Directions.

Spinal arachnoiditis (SA) involves chronic inflammation of the spinal arachnoid membrane, often due to surgery, trauma, infections, or autoimmune issues. It leads to ongoing pain and sensory disturbances in the back and lower limbs, along with possible bladder and bowel issues. Treatments focus on symptom relief and improving life quality. Despite growing research interest, a comprehensive analysis of SA's research trends is missing. This study uses bibliometric analysis to explore SA research trends, offering guidance for future research directions. The study analyzed SA-related literature from the Web of Science Core Collection database between 2011 and 2024. It utilized bibliometric tools like VOSviewer and CiteSpace to assess publication trends, key contributors, influential journals, and keyword relationships, as well as citation patterns. The study found an increasing trend in SA-related publications. The United States leads in contributions, and the University of Toronto in Canada and King George's Medical University in India are among the top contributing institutions.. The research involves 1152 authors, notably Stoodley, Marcus A. It covers fields like neurosurgery, neurology, psychiatry, and anesthesiology. Keywords highlight focal points in SA's etiology, pathogenesis, diagnosis, and treatment. Citations identify influential papers and cutting-edge research. This study provides the first extensive bibliometric overview of spinal arachnoiditis (SA) research, examining trends, hotspots, and future paths. It covers seven key areas: from fundamental and pathogenesis research to personalized medicine and public education, reflecting a shift towards clinical applications and social strategies. The goal is to enhance understanding and treatment of SA.

Opinions of NKU Faculty of Medicine Intern and Resident Doctors on Distance Medicine Education During the COVID-19 Pandemic Period

Opinions of NKU Faculty of Medicine Intern and Resident Doctors on Distance Medicine Education During the COVID-19 Pandemic Period

The Influence of Education on The Level of Knowledge and Behavior about the Antibiotic for Lectureres at Sahid University Surakarta

The problem of drug misapplication is a case that still often encountered in society. Many people buy potent drugs without a doctor's prescription. Lack of knowledge in knowing the side effects of drugs, storing drugs and disposing of unused drug waste to be destroyed first causes many cases of medication errors to occur, thus increasing ineffectiveness in drug administration therapy. The aim of the research was to determine the profile of drug storage and disposal, family members of Sahid University Surakarta lecturers in drug management at home, the quality profile of drug management, and analyze the factors that influence drug management at home and their effects after being given the correct used antibiotics education. This research uses a pre-experimental design method with a pretest/posttest intervention design without control group, sampling for this research uses a purposive sampling technique. The sample for this research were lecturers at Sahid University of Surakarta in accordance with the inclusion and exclusion criteria that had been determined with a total of 20 respondents. The results of the research show that the results of the Wilcoxon Test have a p value = 0.000 (p&lt;0.05). This shows that providing antibiotics medicine education influences the level of knowledge and behavior of the lecturers at Sahid University of Surakarta regarding drug use. The conclusion of this research showing that there is a need to disseminate knowledge about used antiobiotics medicine especially regarding antibiotic drugs, so that the public understands better how to use drugs properly and correctly.