Basic Medical Sciences Research Articles

The Importance of Basic Sciences in Dental Education

The rapid advancements in biomedical sciences, including genomics, microbiome research, and bioinformatics, underscore the need for dental education to evolve to meet future challenges in public oral health and healthcare delivery. The integration of basic sciences into dental curricula is crucial to ensure that dental professionals are thoroughly prepared in these fundamental areas. Despite the widespread agreement on the necessity of including basic medical sciences in dental education, challenges such as curricular congestion, faculty economics, and infrastructural limits persist, complicating the integration of new scientific knowledge. Furthermore, there remains a significant lack of research concerning the optimal extent, timing, and focus of these subjects, whether biochemical, medical, or dental. Additionally, there is a need to address prevailing conceptions about the irrelevance of basic sciences to the field of dentistry, which necessitates a focus on teaching methodologies and pedagogical strategies. Therefore, it is essential to advance educational research that prepares future educators to integrate basic sciences into dental education through evidence-based teaching methods. The dental curriculum, which encompasses fundamental sciences, laboratory exercises, and clinical practice, must overcome considerable pedagogical challenges to effectively incorporate and balance these basic sciences within its educational structure.

Detection of BRCA-1 gene mutations in epithelial ovarian tumors at tertiary care hospital Karachi

ABSTRACT Background: Ovarian cancer is the most common and lethal gynecological malignancy. Ovarian malignancy is the 3rd most common cancer in Pakistan. More than 90% ovarian cancers are of epithelial cell origin, about 24-40% such cancers have hereditary or sporadic mutation in the BRCA-1 or BRCA-2 genes. The present study was designed to detect BRCA-1 gene mutations in different histological sub-types of epithelial origin of benign, borderline and malignant ovarian tumors. Methods: This cross-sectional study was based on the analysis of BRCA-1 gene mutations in the epithelial origin of benign, borderline and malignant ovarian tumors received at the department of Pathology, Basic Medical Sciences Institute, Jinnah Post graduate Medical Centre, from 01-01-2011 to 31-12-2015. A total of 80 diagnosed cases were selected and analyzed for PCR. Results: BRCA-1 gene mutations were detected in 22 (27.5%) cases out of the 80 randomly selected epithelial ovarian tumors. Serous cyst adenocarcinoma was the commonest including 63% cases. BRCA-1 gene mutations were also positive in other epithelial ovarian tumors, including Mucinous cyst adenocarcinoma (13.6%), Endometroid adenocarcinoma and Mixed Mullerian tumor (4.5% each). In addition mutations were also detected in borderline tumors including Mucinous borderline tumor (9.09%) and Seromucinous borderline tumors (4.5%).The observations and results of the study were elaborated with the assistance of tables, figures and photomicrographs. Conclusion: BRCA-1 gene mutations manifestations were identified in a large number of serous malignant ovarian tumor cases. Small percentages of borderline and malignant mucinous tumors, endometroid adenocarcinoma and mixed mullerian tumor were also positive for BRCA-1 gene mutations.

Effect of different treatment strategies on modified Glasgow Prognostic Score (mGPS) in patients with breast cancer

BackgroundThere are various treatment options for breast cancer, but a delayed diagnosis at an advanced stage negatively affects overall survival. Our objective is to investigate the prognostic significance of the modified Glasgow Prognostic Score (mGPS) with different treatment modalities.Materials and methodsThe study was a longitudinal cohort conducted in the Biochemistry laboratory of the Institute of Basic Medical Sciences at Khyber Medical University. Enrolling 121 patients with invasive breast carcinoma from November 2018 to February 2021, blood samples were collected at various stages. Data analysis utilized SPSS® version 22, employing the Kaplan–Meier method for overall survival (OS) calculation. The log-rank test assessed P-values for OS, and the chi-square test analyzed the association of modified Glasgow Prognostic Score (mGPS) with different treatments. Statistical significance was considered for results with a P-value (p < 0.05).ResultsThe study results indicated that mGPS 2 was linked to lower overall survival, while mGPS 0 and 1 were associated with good overall survival. Chemo-endocrine therapy exhibited the highest median survival of 40.9 months compared to other treatment options. Conversely, chemoradiotherapy combined with targeted therapy demonstrated the lowest overall median survival of 22.5 months.ConclusionThe findings of the current research suggested that mGPS could be used as a prognostic screening tool in patients with breast cancers receiving different therapeutic modalities.

Improving struggling medical and nursing students’ subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol

BackgroundThe undergraduate medical training programme is demanding and rigorous. This underlines the importance of a peer mentorship strategy to improve the well-being, self-determination, school connectedness, and performance of struggling medical and nursing students. This study is aimed at identifying struggling medical and nursing students using two cumulative continuous assessment test (CAT) scores, assess their subjective vitality and school engagement and evaluate the impact of the peer mentorship intervention on them.MethodsThe study will adopt a mixed-methods approach and will be conducted in the medical colleges of Nnamdi Azikiwe University, Awka, Nigeria, and the University of Rwanda. Three instruments will be used: The subjective Vitality Scale (SVS), the University Student Engagement Inventory (USEI), and the academic records of the students before and after the commencement of the intervention programme. The consenting least-performing medical and nursing students identified by their low CAT scores (below 45%) in basic medical sciences will be selected for study in each institution. The outcome measures will include students’ CAT scores, subjective vitality, and school engagement scores. The data will be analysed both quantitatively and qualitatively. Thematic content analysis will be adopted in the analysis of the responses generated from the focus group discussion. The mean ± standard deviation or median and interquartile range statistic will be adopted for the quantitative data.DiscussionGiven the paucity of data on struggling medical and nursing students in Nigeria and Rwanda, this research was designed to help in exploring evidence-based interventions to improve and prevent poor subjective well-being of struggling students. The study is expected to fill these knowledge gaps. Trial registration: Pan African Clinical Trial registry, PACTR202405546896613, registration date: 27th May, 2024. This proposal has been supported by grant 1R25TW011217 from the US National Institutes of Health (NIH)/Fogarty International Center (FIC) which also includes co-funds from the U.S. Department of State’s Office of the U.S. Global AIDS Coordinator and Health Diplomacy (S/GAC) and the President’s Emergency Plan for AIDS Relief (PEPFAR) to the African Forum for Research and Education in Health (AFREhealth). The Grant Principal Investigators are Profs. Nelson K.Sewankambo (contact PI), Prisca Adejumo, Jean Bisimwa Nachega, Fatima Suleman.

Enhancing academic performance: a shadow curriculum approach for medical and dental student preparation in basic sciences and pre-internship comprehensive exams

BackgroundThe shadow curriculum is an emerging concept in curriculum studies that has not yet garnered significant attention in medical education. It includes programs and activities outside formal education to improve students’ academic performance in the formal educational system.ObjectiveIn this study, we designed and developed an online course based on the shadow curriculum and evaluated its effect on students’ learning and academic performance.MethodsThis study represents a form of developmental research, with the study population comprising medical and dental students from universities of medical sciences in Iran. The course was conducted at the Smart University of Medical Sciences, following the ADDIE instructional design approach in three phases. The initial two phases involved designing and implementing the program according to the students’ needs and requirements. In the third phase, we evaluated the program using the Kirkpatrick model. In the first level evaluation, the reaction of 70 students in the course was investigated. To assess the impact of the course, pre and post-tests were administered to 30 students. Finally, the effect of the course on students’ success in the comprehensive exams for basic medical sciences, dentistry, and pre-internship was analyzed by examining the passing and failing statuses of 83 and 57 students who participated in the September 2023 and February 2024 exams.ResultsThe results indicated that the students responded positively to the program. The analysis of pre-test and post-test scores showed a significant improvement in the students’ academic performance across all the subjects presented in the course, including basic medical sciences, dentistry, and pre-internship (p < 0.01, p < 0.05). Overall, the descriptive analysis of the program’s influence on the students’ success in comprehensive exams in basic medical sciences, dentistry, and pre-internship showed that 70 out of 83 participating students passed the September 2023 comprehensive exams. Additionally, 51 out of 57 participants completed the comprehensive exams in February 2024.ConclusionsIn an era where the shadow curriculum is reshaping learning and the educational landscape, the findings presented in this study indicate that this type of curriculum should be given special attention in the theoretical, research, and practical dimensions of the field of medical education.

Enhancing medical training in conflict zones and remote areas through innovation: introducing the Canadian Virtual Medical University Initiative

The WHO projects a global shortage of 4.3 million physicians by 2030, with the largest deficits in developing and conflict-affected regions. Our aim is to train competent physicians rapidly and affordably through remote education programs. We developed an online medical training curriculum with four levels, focusing on different aspects of human body systems using a competency-based, student-centered approach. This study evaluates the first three levels; level four (internship) is outside this scope. The 105 medical students from eight Afghan universities were randomly assigned to nine groups. The curriculum includes Entrustable Professional Activities (EPA) for the cardiovascular system: level 1 covers basic medical sciences, level 2 pathology and basic clinical skills, and level 3 full clinical competencies. EPAs were delivered asynchronously online via Lecturio, CyberPatient, and Zoom. The 30-day intervention included 4h of weekly online classes for formative assessment, collaborative learning, and evaluation, supervised by medical faculty members. Virtual pre- and post-intervention evaluations used multiple-choice questions and objective structured clinical examination (OSCE). We also conducted a satisfaction survey and open interview forum. Data triangulation from observations, surveys, and interviews validated curriculum effectiveness. The benchmarking method assessed cost-effectiveness. Pre- and post-intervention analysis showed a significant increase in clinical competencies and knowledge acquisition (P<0.0001). The CyberPatient intervention improved clinical competency quality (P<0.0001) and shortened decision-making time (P<0.001). Cost analysis revealed that a virtual medical university would be 95% more cost-effective than traditional medical education. Integrating virtual technology with modern curriculum concepts in pre-internship years can effectively address healthcare training gaps and enhance education quality for healthcare workers at a low cost. Provided by CanHealth International. A UBC spin-off not-for-profit organization.

Authentic Assessment in Medical Microbiology: A Scientific Poster Based Approach

Introduction: Carrying out an authentic evaluation in the field of basic medical sciences is a challenge when it comes to choosing the appropriate instrument, even more so in the subject of medical microbiology, which belongs to the basic clinical sciences. Objective: Propose the scientific poster as a suitable instrument for the authentic evaluation of this subject, raising it to the level of the Objectively Structured Clinical Examination, or evaluation using simulators. Methods: A study was proposed with a qualitative approach based on a research question, which led to a bibliographic review in databases, referring to authentic evaluation, the inherent characteristics of the scientific poster and their interrelation. Results: From this it was possible to establish the main advantages and limitations of the scientific poster as an authentic evaluation instrument, and based on its characteristics and the type of studies that can be represented in it, a scientific poster design suitable for the subject of medical microbiology.Conclusions: Also determining that, although authentic evaluation is still a utopia in medical training, the integration of research in the basic sciences of medicine will allow the student to: deepen the levels of assimilation of the knowledge of the base subject, scale in the pyramid of competencies by integrating other knowledge, being prepared for a significant performance in medicine after graduation and responding appropriately to their curriculum, demonstrating the relevance of their knowledge and skills.

Recent advancements in transcriptomics and its application in basic medical and clinical sciences

Recent advancements in transcriptomics and its application in basic medical and clinical sciences

Reproductive Analysis of Bryophyllum pinnatum Leaf extract against Cadmium Induced Testicular Damage

The purpose of this study is to explore if treatment with aqueous leaf extract of Bryophyllum pinnatum was effective in minimising cadmium induced testicular damage on the testes of male wistar rats. Twenty (20) mature male wistar rats was collected from Animal House of the Faculty of Basic medical Sciences, Nnamdi Azikiwe University, Awka. Four subgroups, each consisting of four rats, were created from them. Group I was the control group and was given unlimited access to food and water for a period of two weeks. Group II was given a two-week treatmet of B. pinnatum together with CdcT + lovv. Group III had B. pinnatum at a medium dosage together with Cdcl for a fortnight. For two weeks, group IV received a high dosage of B. pinnatum along with Cdcl. Upon completion of the final dosage, the rats were sedated, and a blood sample was taken from each one via ocular puncture using a micro capillary tube for biochemical analysis and an epididymis dissection for semen analysis. All particulate parameters were analysed according to standard protocols. The results indicated a significant (p&lt;0.05) decrease in the rats’ final body weights in groups B and D in comparison to the control group. When the test groups’ testicular weight was compared to the control group, it dropped considerably (p&lt;0.05). Comparing all test groups to control, there was a significant (p&lt;0.05) decrease in both FSH and testosterone. When comparing the test groups to the control, there was a substantial (p&lt;0.05) decrease in the motility of active sperm, but there was a significant (p&lt;0.05) increase in the motility of sluggish and non-motile sperm. This study shown that Bryophyllum pinnatum leaf extract cannot reverse the reproductive harm caused by cadmium in rats. Keywords: Testes, Cadmium, Bryophyllum pinnatum, Reproductive Analysis, Cadmium and Testicular Damage

Basic medical sciences are pre-clinical subjects, not non-clinical subjects: Say 'No' to the prefix 'Non-'.

Few medical institutions in India, such as the All India Institute of Medical Sciences (AIIMS), use the term pre-clinical in their websites and brochures, but many institutions still use the word 'non-clinical'. In my opinion, the non-clinical departments should be renamed pre-clinical departments. In western countries, the curriculum is divided into pre-clinical and clinical. For example, in Oxford University, the initial instruction in courses such as Anatomy and Physiology is regarded as pre-clinical instruction. Non-clinical departments in western countries are the departments of human resource, accounts and information technology (IT).

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students' performance and perception.

Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, especially in the Middle East and North Africa region, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students' perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. There was no statistically significant difference in students' knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students' satisfaction, to both confirmation and expansion of the systemic viewpoint around students' preferences, and lastly to refinement in relation to the perspective around retained knowledge. High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students' retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective.

Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis.

This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading. The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation. The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance. Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Modulation of BDNF Expression by Bryophyllum pinnatum Extract: Implications for Oxidative Stress and Cognitive Function in Pain-induced Wistar Rats

This research work investigated modulatory effects of Bryophylum pinnatum extract on BDNF expression, and cognitive functions in repetitive pain-induced oxidative stress in Wistar rats. Animals weighing between 80–100g were acquired from the animal house of the Department of Human Physiology, Faculty of Basic Medical Sciences, University of Port Harcourt, and all animals received standard laboratory rat feeds and water ad libitum. The study was designed to assess the time dependent effects with a total of 30 rats divided into 6 groups. Group 1(Control), Group 2 (Pain Only), Group 3 (Pain + 5mg/kg Morphine), Group 4 (Pain + 10mg/kg Morphine), Group (Pain + 25mg/kg Bryophylumm Pinnatum), Group 6 (Pain + 50mg/kg Bryophylumm Pinnatum), Hydromethanolic extracts was prepared accordingly, and Gas Chromatography Mass Spectrometry (GC/MS) analysis were carried out. Neurobehavioral studies were conducted weekly to assess the effects of the interventions on cognitive and neurological parameters, using radial maze and navigational maze test. Assay of BDNF was done using the Elisa method. The Results showed that Morphine and Bryophyllum pinnatum both significantly improved BDNF expression, showed antioxidant effects, improved cognitive functions, and provided possible mechanisms of pain relief. Pharmacokinetic studies on the binding affinities and drug-likeness properties of the active compounds from these extracts revealed some favorable properties with regard to management of oxidative stress and promotion of cognitive function in states of pain. The study therefore provide indication of the therapeutic potential of Bryophyllum pinnatum in the effective management of Pain, oxidative stress and cognitive functions.

A Comparative Analysis of ChatGPT and Medical Faculty Graduates in Medical Specialization Exams: Uncovering the Potential of Artificial Intelligence in Medical Education.

Background This study aims to evaluate the performance of ChatGPT in the medical specialization exam (MSE) that medical graduates take when choosing their postgraduate specialization and to reveal how artificial intelligence-supported education can increase the quality and academic success of medical education. The research aims to explore the potential applications and advantages of artificial intelligence in medical education and examine ways in which this technology can contribute to student learning and exam preparation. Methodology A total of 240 MSE questions were posed to ChatGPT, 120 of which were basic medical sciences questions and 120 were clinical medical sciences questions. A total of 18,481 people participated in the exam. The performance of medical school graduates was compared with ChatGPT-3.5 in terms of answering these questions correctly. The average score for ChatGPT-3.5 was calculated by averaging the minimum and maximum scores. Calculations were done using the R.4.0.2 environment. Results The general average score of graduates was a minimum of 7.51 in basic sciences and a maximum of 81.46, while in clinical sciences, the average was a minimum of 12.51 and a maximum of 80.78. ChatGPT, on the other hand, had an average of at least 60.00 in basic sciences and a maximum of 72.00, with an average of at least 66.25 and a maximum of 77.00 in clinical sciences. The rate of correct answers in basic medical sciences for graduates was 43.03%, while for ChatGPT was 60.00%. In clinical medical sciences, the rate of correct answers for graduates was 53.29%, while for ChatGPT was 64.16%. ChatGPT performed best with a 91.66% correct answer rate in Obstetrics and Gynecology and an 86.36% correct answer rate in Medical Microbiology. The least successful area for ChatGPT was Anatomy, with a 28.00% correct answer rate, a subfield of basic medical sciences. Graduates outperformed ChatGPT in the Anatomy and Physiology subfields. Significant differences were found in all comparisons between ChatGPT and graduates. Conclusions This study shows that artificial intelligence models such as ChatGPT can provide significant advantages to graduates, as they score higher than medical school graduates. In terms of these benefits, recommended applications include interactive support, private lessons, learning material production, personalized learning plans, self-assessment, motivation boosting, and 24/7 access, among a variety of benefits. As a result, artificial intelligence-supported education can play an important role in improving the quality of medical education and increasing student success.

Effect of Infra Low Frequency (ILF) neurofeedback training on EEG in children with autism spectrum disorders.

To investigate whether Infra-low frequency Neurofeedback (ILF-NFB) training can improve brain electrical activity in children with autism spectrum disorders ASD. This single arm pre and post intervention study was carried out at IBMS (Institute of Basic Medical Sciences), Khyber Medical University, Peshawar and Shaheed Zulfiqar Ali Bhutto Medical University (SZABMU), Islamabad from January 2021 to December 2022. A purposive sampling technique was used. Thirty-five ASD children (male=24; female=11; 7-17 years) were provided with 30 sessions of infra low frequency (ILF) neurofeedback training for 15-20 minutes, during 10 weeks. Childhood Autism Rating Scale (CARS) scoring was done and electroencephalogram (EEG) activity was compared before and after ILF-NF training sessions. Around 62.9% participants had mild-moderate autism and 37.1% had severe autism. Wilcoxon Signed rank test revealed a significant decline in delta (Pre-test=47.31±19.22, Post-test=22.07±6.83; p=<0.001), theta (Pre-test=24.75±16.62, Post-test=12.37±3.59; p=<0.001) and alpha (Pre-test=12.01±9.81, Post-test=4.03±1.61; p=< 0.001) waves. Mann Whitney U test exhibited no significant gender differences in EEG pattern before and after neurofeedback except in theta waves (p=0.03) before the intervention. Decline in delta, theta, beta and alpha waves propose that ILF-NF training can be effective in improving the EEG activity. ILF-NFB can be perceived as a valuable non-invasive, non-pharmacological intervention for improving EEG pattern via reintegration of brain activity resulting in increased the attention and focus, enhanced mental stability and cognitive engagement.

Predictive Role of Total and Lipid Bound Sialic Acid in Oral Precancerous Condition

Objective: To determine the role of total sialic acid (TSA) and lipid bound sialic acid (LBSA) as the early predictors / indicators of oral cancer and precancerous in study subjects. Methodology: A cross-sectional study was conducted at the Department of Biochemistry, Basic Medical Sciences Institute, in collaboration with the clinical oncology ward of Jinnah Postgraduate Medical Centre, Karachi from June 2019 to December 2019. Participants were categorized into three groups: oral cancer (Group A), oral precancer (Group B), and healthy controls (Group C). Blood samples (8 ml) were collected for biochemical analysis of TSA and LBSA levels. Serum proteins were measured using the Biuret reaction method, while TSA and LBSA were quantified via a colorimetric method involving sialic acid's reaction with resorcinol, producing a pink chromosphere measured at 580 nm using a spectrophotometer. Statistical analysis was performed using SPSS. Results: In the Pre-cancer group, TSA levels were significantly higher (78.7 ± 16.62 mg/dl) compared to the Control group (60.2 ± 4.27 mg/dl), (p-0.001). Similarly, LBSA levels were also elevated in the Pre-cancer group (22.7 ± 2.06 mg/dl) compared to Controls (19.8 ± 3.18 mg/dl), (p-0.001). The TP levels were markedly higher in the Pre-cancer group (11.3 ± 2.37 g/dl) compared to the Control group (6.2 ± 0.61 g/dl), (p-0.001). Conversely, the TSA/TP ratio was lower in the Pre-cancer group (7.4 ± 2.72) compared to Controls (9.6 ± 1.26), (p- 0.001). Conclusion: The TSA and LBSA levels were observed significantly elevated in the pre-cancer group, while the TSA/TP ratio was notably lower and the findings indicating that the TSA and LBSA may serve as potential biomarkers for the early detection of oral pre-cancerous conditions, highlighting their predictive role in the progression towards oral cancer.

Assessing an integrated team-teaching lecture in medicine and surgery program- Galala University

IntroductionAchieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students’ involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students’ motivation in learning the topic “insulin-glucose regulation” during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt.MethodsThe authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials.ResultsThe students’ scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students’ performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner.ConclusionIntegrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students’ learning experience in the field of medical sciences.

National Medical Commission as the mentor of nonclinical postgraduates of basic medical sciences

National Medical Commission as the mentor of nonclinical postgraduates of basic medical sciences

Pig organs in humans: a forum on xenotransplantation

ABSTRACT What if one of your organs, say, the kidney, the heart or the liver, deteriorates completely, and you are not lucky enough to have a human organ for transplantation? Do you want to receive an organ from a pig? That is not a joke, but a subject some physicians and researchers are working on—a field of research known as ‘xenotransplantation’.In 2022, David Bennett, a 57-year-old patient with terminal heart disease, received a pig heart and survived for 2 months after the surgery. Another recipient, Lawrence Faucette, survived for 40 days after similar surgery in 2023. Then, in 2024, Rick Slayman, the world's first recipient of a pig kidney, passed away 2 months after the surgery. Rick was able to get out of the hospital during these 2 months and the transplant team said there is no indication that his sudden passing was the result of failure of the pig kidney graft. Rather, it was related to his heart disease. In China, a liver xenotransplantation from pig to a brain-dead patient was reported in 2024 and the transplanted liver survived in the human body for as long as 10 days.On April 2024, National Science Review organized a panel discussion on xenotransplantation, which was chaired by Prof. Liangxue Lai and involved six other experts in the field. The panelists had in-depth discussions on xenotransplantation, covering its history and the (i) gene editing of the donor pigs, (ii) immunosuppressive regimens required by the recipients, (iii) challenges in preclinical and clinical research, (iv) relevant ethical issues and (v) prospects for the future of xenotransplantation. Gang Chen Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China David K.C. Cooper Massachusetts General Hospital, Harvard Medical School, Boston, USA Yifan Dai School of Basic Medical Sciences, Nanjing Medical University, Nanjing, China Dengke Pan ClonOrgan Biotechnology Company, Neijiang, China Lin Wang Xijing Hospital, Air Force Medical University, Xi'an, China Xuan Zhang Xijing Hospital, Air Force Medical University, Xi'an, China Liangxue Lai (Chair) Guangzhou Institute of Biomedicine and Health, Chinese Academy of Sciences, Guangzhou, China

Factors affecting professional identity formation of basic medical sciences teachers in Pakistan: a phenomenological analysis of interviews

IntroductionTeachers can perceive themselves as a true teacher and act as one only if they have a strong professional identity. This study aimed to identify factors that shape the unique professional identity of basic medical sciences teachers in Pakistan.MethodsA qualitative study was performed using the concepts of phenomenology and purposive sampling. A 20-item text-based interview was conducted by sharing a Google Form link with basic medical sciences teachers from select institutions. Iterative data collection and analysis were performed until data saturation was attained.ResultsA total of 40 participants took part in the study. Nine categories were identified and grouped into two major themes: four personal and five environmental factors. Personal factors included characteristics, preferences, religious values, and professional development. Environmental factors included community of practice, students' feedback, administrative support, work environment, and societal apathy. Among these factors, aptitude, family preference or work-life balance, hard work, dedication, and effect on parenting were more evident in women. By contrast, passion, experience, complacency, and unique identity were the prominent factors.DiscussionCommunity of practice [31 (77%)], passion for teaching [21 (52%)], students' feedback [18 (45%)], work-life balance [16 (40%)], and religious values [13 (32%)] were the primary positive contributors to the identity of basic medical sciences teachers. By contrast, poor administrative support [8 (20%)], negative work environment [11 (27%)], job dissatisfaction [7 (17%)], societal apathy [4 (10%)], and lack of opportunities for professional growth [6 (15%)] negatively impact the professional identity of basic medical sciences teachers.