Medical Lectures Research Articles

Enhancing anatomy comprehension through competency-specific formative assessments: A study on the effectiveness of pre and post lecture multiple-choice questions in CBME

Modern medical education was required to include clear, tailored and regular formative assessments, especially for Millennials. Competency-Based Medical Education (CBME) emphasized the objective assessment of anatomical competencies. Question-answer and viva-voce tests were considered subjective and resource-intensive. This research was conducted to examine how competency-specific formative assessments using multiple-choice questions and photos before and after competency-based medical lectures improved anatomy comprehension.: The research involved 150 first-year MBBS students who were enrolled in online anatomy courses. Competency-specific, picture-based, clinical scenario-based and multiple-choice pre-questionnaires were distributed. The questions were reviewed and attempted by students before attending the theory classes. Lecture classes were conducted according to the curriculum and competencies of the National Medical Council. After the lecture, the questions and answers were reviewed and a feedback questionnaire was administered. The feedback survey included Likert scale responses and open-ended questions to gauge students' opinions on the teaching and learning methodology.: It was observed that the method was effective, stimulating curiosity, motivation and engagement. Participants expressed that the approach facilitated memorization, imparted clinical knowledge and reinforced theory. Clinical scenario-based multiple-choice questions were found to enhance memory, spark interest and improve understanding of anatomy's clinical relevance. Students believed that this method would benefit them in university exams. Overall, 89.7% of participants found the methods highly satisfactory, 50% satisfactory and 10.3% unsatisfactory.: Competency-specific formative assessments using multiple-choice questions and photos before and after lectures were found to improve anatomy knowledge. The strategy was found to promote engagement, memory and clinical understanding, reinforcing anatomical concepts. The results of this study suggested that competency-specific formative assessments added value to the current CBME-based medical education by increasing learning and practical application.

Academic Workloads: Insights from Medical and Non-medical Lecturers’ Experience in Universiti Sains Malaysia

Academic workload is crucial for effective educational management, but measuring it is challenging due to varying field-specific demands. This study explored the components of academic workload among medical and non-medical lecturers at a Malaysian public university through a phenomenological approach. Focus group discussions (FGDs) with full-time, permanent lecturers were used to gather insights. The FGDs were moderated, audio-recorded, and transcribed verbatim. Thematic analysis was conducted using ATLAS.ti version 7, following six steps: reading transcripts, labelling meaningful texts into codes, identifying important codes, compiling related codes into categories, labelling categories, and presenting results. Each transcript was coded by two researchers, with final themes discussed for consensus. Twenty-three lecturers from diverse fields (arts, humanities, health sciences, medicine, engineering, pure sciences, and social sciences) participated. Ten categories of academic workload were identified: teaching, research, administration, supervision, quality assurance, external activities, service, assessment, income generation, and continuous education. These were grouped into four themes: educational load (teaching, supervision, and assessment), scholarly activity load (research and external activities), academic quality load (quality assurance and continuous education), and institutional load (administration, income generation, and service). The study highlighted that academic workloads are intricately linked to the multifaceted roles of academics as educators, scholars, leaders, managers, and professionals.

A Disputed Hegemony: Negotiating Neurosurgical Patient Care in the Netherlands, 1930-1952.

The emergence of the neurosurgical patient as a novel clinical entity in the Netherlands was marked by a lingering conflict between neurologists and neurosurgeons, in which both types of specialists sought to assume the clinical and institutional leadership of neurosurgical patient care. In the 1920s and 1930s, neurologists had facilitated the establishment of the first generation of neurosurgeons in the country, and in the process, had managed to clinically and institutionally subordinate neurosurgery to neurology. As the demand for neurosurgical patient care grew, the neurosurgeons began to challenge this hegemonic relationship. The neurologists, however, were unwilling to give up their control, fearing that they would be bypassed in the diagnosis of patients eligible to neurosurgery. These conflicting aims and interests resulted in an intricate demarcation battle, in which the boundary work between neurologists and neurosurgeons was directly played out at the local workplace and at the meetings of the Study Club for Neuro-Surgery, and indirectly at various other sites of contestation, such as medical journals and academic lecture halls, as both parties sought to rally external stakeholders to their cause. During these negotiations, local, national, and international forces increasingly intertwined to shape the particular organization of Dutch neurosurgery in the middle of the twentieth century. By analyzing this multilayered demarcation process, this article draws attention to the complexity of medical boundary work, and to the way in which, despite pervasive international influences, specialist practice was ultimately negotiated at the local and national levels.

Effectiveness of spaced repetition for clinical problem solving amongst undergraduate medical students studying paediatrics in Pakistan

BackgroundStudies using spaced repetition for teaching and learning in undergraduate clinical rotations such as paediatrics are limited, even more so in the South Asian region. Therefore, this study aimed to identify the effectiveness of utilizing spaced repetition compared to traditional learning methods among undergraduate medical students during their paediatric rotation at a medical university in Pakistan.MethodsBahria University Medical and Dental College (BUMDC) conducted quasii-experimental research in Karachi. Four topics were identified from the Year 5 Pediatrics curriculum to be used in the study, using which the study content was developed along with 50 multiple choice questions (MCQs) for assessment. All BUMDC Year 5 medical students rotating in Pediatrics were included and randomly allocated to the control or intervention group. In the control group, they provided the students with traditional study methods consisting of books and lectures to learn topics. In the intervention group, we created an Anki flashcard deck of the same topics to enable learning via spaced repetition. The researchers conducted a pretest and post test assessment of the 50 MCQs in both groups at the beginning and after the four-week study interval. The data were analysed using SPSS 19.ResultsA total of 115 BUMDC medical students agreed to participate in the study; 70 (59.1%) were in the intervention group, and 45 (41.7%) were in the control group. The pretest mean score of the control group was 27.96 ± 3.70, and the posttest mean score was 27.22 ± 5.02, with no statistically significant difference at the 95% confidence level. The mean score of the pretest for the intervention group was 27.93 ± 4.53, and that of the posttest was 30.8 ± 4.56, with a statistically significant difference at the 95% confidence level. The intervention showed a significant effect size of 0.8.ConclusionThe use of spaced repetitions resulted in significantly greater scores for medical students studying paediatrics than for those using more traditional methods of learning, compromising medical books and lectures. Considering that medical students need to retain a vast amount of information, using spaced repetition through flashcards can be a more effective learning tool that is more cost-efficient and time-efficient than traditional learning methods.

AI Based Chatbot: A Case Study Afghanistan Healthcare Services Mental Health Disorder

Artificial intelligence increasingly integrates our daily lives with the creation and analysis of intelligent software and hardware, called intelligent agents. Intelligent agents can do a variety of tasks ranging from labor work to sophisticated operations. A Chatbot is a typical example of an artificial intelligence system. For developing artificial intelligence Chatbot, we have implemented encoder-decoder attention mechanism architecture memory cells, TFIDF (term frequency-inverse document frequency) algorithm and LLM (Large Language Module). To conduct this research, mixed methods research could involve combining both qualitative and quantitative methods to provide a more comprehensive understanding of the research topic. Survey utilized as the main methods for collecting the primary data and reviewed the existing literature for collecting the secondary data in this research. The data was collected from 18 participants, including medical doctors, patients, lecturers and university students in Afghanistan. Additionally, secondary data was obtained through a review of literature from other countries that have faced similar situations. Moreover, the analysis reveals a widespread belief among respondents that the implementation of AI based Chatbot for Afghanistan healthcare service in mental health disorder will contribute to reduce illness in Afghanistan.

Assessing First-Year (M1) Medical Students’ Understanding of Blood Glucose Control Using a “Backward Design” Asynchronous Physiology Lecture

Introduction: Backward design, an instructional model outlined by Wiggins and McTighe, emphasizes identifying key learning outcomes (LOs) that students must be able to perform after learning about a topic. It requires educators to first develop authentic assessments aligned with the key LOs, which form the basis of course content and activities. The majority of medical students across the United States encounter lecture-based learning in their first two years of basic sciences curriculum with little opportunity for hands-on training to build on necessary learning skills for future application in the clinic. Compared to traditional lecturing, a backward-designed session with planned activities may better develop medical students’ critical thinking and problem-solving skills. Our goal was to redesign a traditional first-year medical school lecture using the backward design model, and compare student perceptions and understanding of key concepts. Methods: We redesigned a traditional lecture on the topic, “Blood Glucose Control” from Fall 2022, using a backward design framework, and delivered it in Fall 2023. For redesign, we re-evaluated our LOs, and ensured that they aligned with the four assessment questions that we developed, which were used to build session content. We then compared student perceptions of learning and their performance on assessments between the two years. In both years, this topic was delivered asynchronously along with four assessment questions in the foundational course offered to 125 first-year medical students (M1s). Results: LOs were edited to include specific concepts that were tested on the four assessment questions. Upon mapping, we found that certain learning objectives were not adequately covered in the lecture, so we followed an iterative process to edit lecture content and created two activities, such as a clinical case branching scenario and a drag-and-drop activity. Of the 125 M1s, the four assessment questions in the years 2022 and 2023 were completed by a total of 50 and 60 students respectively. The average score for M1 students in Fall 2022 was 68.3562 (SEM=4.241577536) while those for students in Fall 2023 was 72.76966667 (SEM=3.655350463) ( p=0.617). Conclusion: Our results demonstrate an upward movement of the average score among students from Fall 2023 when a backward-design framework was used, compared to that of Fall 2022 students who received the traditional lecture. Although not statistically significant, the backward-design framework benefitted medical student performance when compared to traditional lecturing. Additionally, our research introduces innovative ways of incorporating interactive student activities in an asynchronous lecture that medical educators can implement into their own courses. Our future directions include comparing student perceptions between the two lecturing styles and correlating it with their performance. No funding sources to disclose. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Gender diversity in radiology: Shedding light on the 256 shades of grey.

Despite medical school cohorts being composed of approximately 50% men and women, trainee positions in Clinical Radiology remain predominantly occupied by men. This study aims to identify reasons behind the gender gap, explore why more women are not pursuing a career in Clinical Radiology and to assess if there are gender differences in these reasons. Prospective multi-centre study using a voluntary, anonymous questionnaire aimed at senior Medical Students and Junior Doctors. A total of 318 participants responded to the questionnaire - 197 women (61.9%), 114 men (35.8%), 4 non-binary (1.3%), 2 preferred not to answer gender (0.6%), 1 I/they (0.3%). The most common reasons for not considering Clinical Radiology as a specialty include 'perceived limited patient contact' (62%), 'never/rarely exposed to it' (59%) and 'too lonely' (49%). Reasons with the largest gender discrepancies were 'too technology heavy' and 'limited patient contact', both cited more frequently by women. Most respondents indicated that their opinions of Clinical Radiology may change with more exposure during medical school, more patient contact and more mentorship. This study has revealed multiple reasons why women may not pursue specialty training in Clinical Radiology. Notable differences were found in the reasonings provided by men and women. Limited Clinical Radiology exposure and mentorship in medical school result in a lack of interest in this specialty as a career option. A proposed solution is to offer more medical school lectures and more junior doctor rotations to debunk stereotypes that may be negatively impacting opinions on Clinical Radiology. More mentorship of Medical Students and Junior Doctors, particularly from women, may also help decrease the gender gap.

From Chatbots to Mind-bots: Navigating Assessments in the Advent of ChatGPT

Recently, the authors had a situation in a mobile chat group (WhatsApp) when a medical lecturer was asking what value a human papillomavirus (HPV) test adds to the pap smear for cervical cancer screening. The field experts in the group replied with detailed, erudite explanations. Soon after, another lecturer posted an answer from GPT-3 based chatbot. Despite needing more depth of an expert’s reply, the chatbot gave concise answers, reframing complex medical jargon in plain English without losing crucial medical information, and more. They were easier to understand. All these with the leisure of a human-like engagement. This narration is one of countless news related to ChatGPT, which have been making headlines, academic journals included, to illustrate how the large language model technology may have disrupted conventional educational practice. One discriminatory element distinguishes this technology from all its predecessors; it is not trying to mimic a human response but responding like a human. In this writing, we navigate discussion based on the most fundamental aspect of assessment, its purpose. We revisit the concept of fidelity from the field of simulation to explain how the technology may have rejuvenated the purpose of assessment for learning (formative assessment). Then, we articulate several associated challenges in the conduct of the high-stake assessment of learning (summative assessment). We conclude with an emphasis on the purposes as the guiding principles that remain the same despite the changes in the landscape on the conduct of the assessment.

A national survey to assess the state of anatomy teaching in France across various disciplines and professions.

To investigate the current practices in anatomy teaching at French universities in 2023. On January 10, 2023, a questionnaire was sent to all members of the official list of the French Medical College of Professors of Anatomy. Each Anatomy centre was asked to complete this online form only once. The questionnaire covered several key themes, including broad questions, dissections practices, "virtual" dissections, teaching methods and teaching staff. The questionnaire was completed by 26/28 anatomy centres. Access to body donor dissection is reported to be mandatory in 15 of the 26 centers (58%), optional in 10 centers (38%), and "tolerated" in one center (4%). Fifteen of 26 centers (58%) reported having a virtual dissection table for teaching anatomy. Concerning the teaching of anatomy via live ultrasound, 10 out of 26 centers (38%) reported providing it. Regarding the teaching methods used for medical students, chalk and board lectures are the most common method, although the intensity of use varies. Most lectures are given with chalk and board in 42% (11/26) of the centers. In about 73% (19/26) of the centers, tablet lectures are used. Regarding anatomy teachers, it was reported that in 24/26 anatomy centres (92%), more than 50% of the courses for medical students are taught by professors holding the chair of anatomy (21/26 professors (81%), 3/26 associate professors (12%)). The present study endeavors to contribute to the existing body of knowledge on anatomy education by offering insights into the current practices in French universities.

Implementation of Formal Curriculum on Health Care Disparities in Military Family Medicine Residency.

The Accreditation Council for Graduate Medical Education (ACGME) requires education on health care disparities (HCD), but research assessing formal curricula is limited. To improve knowledge and confidence in HCD, the family medicine residency program at Darnall Army Medical Center implemented a formal HCD curriculum. During the 2021-2022 academic year, starting July 2021, a formal HCD curriculum was implemented for family medicine residents and faculty. Ten lectures on HCDs and implicit bias were given over the course of the year. Residents and faculty were asked to incorporate HCD into their regular continuing medical education lectures. ACGME survey data as well as a pre- and postcurriculum survey were used to assess HCD knowledge and confidence. Descriptive statistics and a paired-sample t tests were calculated to compare pre- to postcurriculum changes. The percentage of residents who reported that they had received HCD education increased from 72% on the 2021 ACGME survey to 100% in 2022 (N=18). We found a significant (P<.05) improvement in knowledge and confidence across 11 of 12 questions on the pre- and postcurriculum survey. A formal curriculum in a military family medicine residency setting was effective for improving self-reported HCD knowledge and confidence.

The development of student societies in Eastern Galicia from the second half of the XIX century to the first half of the ХХ century in the historical and legal context

The article raises the question of the historical and legal analysis of the development of Ukrainian societies and unions, which are outlined by the concept of «unification» of Eastern Galicia in the second half of the 19th - the first half of the 20th centuries. This study is highlighted through the prism of founding documents, through which you can see the structure of these associations, based on the legal basis and specifics of their activities. The main tasks of the student societies of that time are highlighted: to maintain the reading room and library on their own; to hold literary and scientific events; to organize literary, scientific and theatrical gatherings; to help its members financially. Every valid member of the Society was obliged to pay membership fees. Although Ukrainian student associations were founded outside Galicia, for example in Vienna, they spread their activities to Eastern Galicia, trying to create a number of branches in the western Ukrainian lands and being guided in their activities by official documents issued by the Austrian authorities. And indeed, «conceived as a purely student society, the Viennese Sich actually became the first statutory organization of Galician narodivites. Student youth also played an important role in the creation of the «Prosvita» society. However, this organization did not become the main focus of the student movement. Already in 1860-1870, students focused their main efforts on the formation of a new center for their scientific and social life. As a result, two Ukrainian student societies appeared in 1871: «Academic Circle» and «Friendly Moneylender». The life of the Ukrainian student societies of the Lviv Polytechnic was much calmer, because there was a much more liberal atmosphere. For political conflicts on ethnic grounds, there was a lack of a fertile environment, which was provided by the social sciences at the university. In addition, Lviv doctors participated in the education of the rural population. The special commission of the Medical Society together with Prosvita organized popular medical lectures in the villages. Together with the director of Narodna Lichnitsa, Dr. Yevhen Ozarkevich, and the Lviv branch of Prosvita, Ukrainian medical students organized medical educational activities.

The Use of Tele-Education in Medicine, During and Beyond the COVID-19 Pandemic: A Commentary.

Coronavirus disease 2019 (COVID-19), a disease caused by a novel severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), emerged initially as an isolated illness in December 2019 and later progressed to a global pandemic. Hard-hit areas were lockdown, massively disrupting medical education activities. Tele-education, previously used as a means of long-distance education emerged as a solution in the field of medical education. Tele-rotations for medical students, journal clubs and lectures via Microsoft teams, medical conferences via zoom, residency, and fellowship interviews online, all emerged during this pandemic. Some medical students and trainees found it enjoyable, cost-effective, time saving, feasible, unbiased, and preferred mode of education. Challenges related to supervision, availability, affordability, diminished communication, disturbance of streaming, or distractions due to environment. Tele-education has had a boom in the era of COVID-19. Research is needed further on effective mentoring and supervision of trainees via tele educational teaching models.

Perception and Attitude of Undergraduate Medical Students and Lecturers towards the Problem-Based Learning of Universiti Kebangsaan Malaysia Medical Curriculum: An Inter-University Study

Problem-based learning (PBL) is a student-centred approach by using clinical scenario to achieve the learning objectives. This study aimed to determine the perception and attitude of Universiti Kebangsaan Malaysia (UKM) and Maldives National University (MNU) undergraduate medical students and lecturers towards PBL in UKM curriculum. A cross-sectional study was conducted by using online self-administered questionnaires based on a five-point Likert scale. The questionnaires were validated with Cronbach’s alpha of 0.907 and 0.703 for students and lecturers respectively. A total of 179 UKM and 61 MNU students, and 67 UKM lecturers and 8 MNU lecturers were recruited in the study. 86.69% and 69.87% of students had positive scores in perception and attitude assessment respectively. However, no significant differences were observed in median and mean scores for perception and attitude between gender, university, year of study, and cumulative grade point average (CGPA) of the respondents. For lecturers, 63.62% and 85.83% had positive scores for perception and attitude respectively. The attitude score among MNU lecturers was significantly higher than UKM lecturers. In conclusion, both students and lecturers showed positive perceptions and attitudes towards PBL of the UKM curriculum which gave benefits and contribution in enhancing knowledge, learning and soft skills.

Perkembangan Khidmat Ilmiah Terhadap Hadis-Hadis Al-Tib Al-Nabawi: Analisis Sistematik

Al-Tib al-Nabawi is a chapter in the discussion of fiqh al-hadith that has always been the focus of scholars throughout time. The revelation aspect in al-Tib al-Nabawi, which addresses human health issues, is closely related to every individual Muslim, thus requiring deeper and more detailed discussions. Therefore, scholars throughout various eras have produced works that compile the hadiths of al-Tib al-Nabawi with specific trends and focuses in their works. The objective of this article is to analyze the development trend of academic service in the production of al-Tib al-Nabawi works, starting from early times to modern times. The analysis is conducted based on a deductive approach to several major al-Tib al-Nabawi works produced by scholars. The study found that there are five main trends in academic service to the hadiths of al-Tib al-Nabawi, namely concise compilations, comprehensive compilations, summaries, classical medical lectures, and modern medical lectures, which are concluded comprehensively through research on the major works of al-Tib al-Nabawi. Furthermore, the study can demonstrate the trend of writing al-Tib al-Nabawi works based on the development of time from the past to the present. Hopefully, it can serve as a guide for future researchers to further develop the knowledge of al-Tib al-Nabawi in line with advancements in medical technology today.

A Mobile Augmented Reality Application for Undergraduate Medical Students Using A Flipped Classroom Approach

The flipped classroom model enables students to acquire fundamental knowledge outside of class time; thus, include reading materials or video lectures. This will be able to free up class time for knowledge application, student engagement in active learning, and higher-order thinking. The flipped classroom model is increasingly being adopted in competency-based medical education. However, the potential of flipped classrooms for enhancing medical education has not yet been proven and it poses a major challenge to students who have not mastered self-regulated learning strategies. Thus, they may not be able to understand the information presented in the course materials or to strategically use learning resources outside of class. In this project, we have created a mobile augmented reality (AR) application for students studying anatomy to help them grasp the idea of the AR flipped classroom. Students were instructed to use the same three mobile augmented reality (MAR) applications with different design and approach. The three types of MAR applications are — those with markers and notes on printed notebooks (BARA1), those with markers and notes are on a website (BARA2), and those with all notes in the MAR application and the marker are a tangible 3D object (BARA3). From the series of experiment, we found out that most students favour the BARA3, meanwhile the medical lecturers essentially prefer the BARA1. In this research three things have been considered: interface design, the usefulness of Augmented Reality (AR), technical problems with the use of AR applications, and educators training on the use of AR applications. Without a well-designed interface and guidance for the students, AR technology can be too complicated to use, especially for those who are not familiar with the technology.

How to Teach History of Medicine at Medical School: Period, Structure, and Teaching Methods.

Currently, the education of the history of medicine in South Korea has established a solid foundation. Since Kim Du-jong (1896-1988) began giving medical history lectures at Severance Medical College in 1946, a total of 22 universities-over half of the 40 total universities-have implemented medical history education in the curriculum as of 2023. Furthermore, several textbooks and translations summarizing Western and Korean medical history have been published. However, despite this expansion, there has been little discussion on how to implement medical history education for students. To address this gap, this study examines the period and structure of medical history education, as well as various teaching methods, while considering their respective advantages and disadvantages. Firstly, there are two main approaches to implementing medical history education. One approach integrates medical history throughout the entire educational process, while the other concentrates on specific stages of education. Both approaches extend beyond undergraduate education and encompass medical education after graduation. The former emphasizes integration with basic medical and clinical education, while the latter focuses on ensuring educational coherence. Secondly, the structure of medical history courses can be broadly categorized as chronological or thematic. Within the chronological approach, there are two subcategories: general and periodic. The general method is traditionally used in history education but may be rigid in structure and fail to engage students' interest. On the other hand, the period method conveys multidimensional and comprehensive understanding of different periods but may make it challenging to grasp the overall flow of history, resulting in fragmentation of the course. Thematic structure can be further divided into topic-centered and field-specific methods. Both approaches allow for adjusting the content and arrangement of courses based on student interests and teaching conditions, but they present challenges in maintaining the coherence of the entire course. Lastly, the teaching methods in medical history education can be categorized into traditional lectures, small-group discussions, and individual research guidance. Most medical history courses adopt a lecture-based teaching method, which effectively provides diverse knowledge to medical students who may be unfamiliar with historical research and methodology. However, due to the one-directional nature of the instruction and the passive role of the learners, it can be challenging to stimulate learners' motivation or assess their understanding. Consequently, recent changes try to incorporate active learning through small-group discussions and individual research guidance.

150 Years of Medical History Education in Japan: History and Challenges.

This paper is the first attempt to get a broad view of the history of modern medical history education in Japan, from the origin of medical history education in the Meiji era to its current state in medical schools. By correcting errors related to the first university lectures on medical history in Japan and historically contextualizing the challenges of medical history education and the academic community's responses, this paper aims to examine both the historical significance and practical implications. The history of medical history education in Japan is relatively long. Medical history lectures in a medical school were first planned in 1876, and contrary to popular belief, the actual lecture started in December 1882 under Imamura Ryō's charge and continues to this day. However, despite its relatively long history, the substance of medical history education in Japan is lacking in both quality and quantity. The absence of full-time professors of medical history education and related departments has led to a vicious cycle of failure in producing experts and a decline in medical education. Medical history education in Japan failed to take advantage of the fact that it began early despite the absence of tradition. The status of medical history education greatly increased in the 1930s, but the opportunity to expand its base was not utilized during the postwar reorganization of medical education and the student movement in the late 1960s. Falling into amateurism, evasion of real issues, and a lack of collective academic responses have hindered the understanding of these phenomena and problem-solving. The history of medical history education in Japan provides significant implications for the current reality of medical history education in Korea. The Korean medical history community must also confront and adapt proactively and organizationally within the evolving landscape of medical education. If the community settles for the present, Japan's past will become Korea's future.

The impact of lecture playback speeds on concentration and memory

BackgroundThe information required to be learned and retained by medical students has continued to increase over the years. The stress that medical students face has already been highlighted in several studies, however, this in combination with a post-pandemic educational system subsequently generated a shift in medical education towards asynchronous streaming of daily lectures as part of the curriculum with variable playback speed options.MethodsThis paper aims to study the effectiveness of playback speeds, principally that of 1.5x and 2x playback speeds. One objective of this study is to analyze the existing literature regarding how playback speeds may impact learning, and to highlight the need for additional research. It has become apparent that there is not enough literature to support the role that playback speeds have in concentration and/or long-term memory retention in medical students. Due to this lack of information on the topic, this paper additionally highlights a study conducted on second year medical students at one university to assess the associations that may exist between lecture playback speeds of 1.5x and 2x and concentration and long-term retention of memory.ResultsBased on the data collected, it was found that there was no significant difference in student concentration or long-term memory retention with regards to lecture playback speeds.ConclusionsAlthough more studies are needed to better understand the topic, it is the current recommendation of the authorial team that students are free to watch medical school lectures at their preferred speed without worry of changes in learning ability.

Augmented Reality Visualization and Interaction for COVID-19 CT-Scan NN Automated Segmentation: A Validation Study

Although medical imaging technology has persisted in evolving over the last decades, the techniques and technologies used for analytical and visualisation purposes have remained constant. Manual or semi-automatic segmentation is, in many cases, complicated. It requires the intervention of a specialist and is time-consuming, especially during the Coronavirus disease (COVID-19) pandemic, which has had devastating medical and economic consequences. Processing and visualising medical images with advanced techniques represent medical professionals’ breakthroughs. This paper studies how augmented reality (AR) and artificial intelligence (AI) can transform medical practice during COVID-19 and post-COVID-19 pandemic. Here we report an augmented reality visualisation and interaction platform; it covers the whole process from uploading chest Ct-scan images to automatic segmentation-based deep learning, 3D reconstruction, 3D visualisation, and manipulation. AR provides a more realistic 3D visualisation system, allowing doctors to effectively interact with the generated 3D model of segmented lungs and COVID-19 lesions. We use the U-Net Neural Network (NN) for automated segmentation. The statistical measures obtained using the Dice score, pixel accuracy, sensitivity, G-mean, and specificity are 0.749, 0.949, 0.956, 0.955, and 0.954, respectively. The user-friendliness and usability are objectified by a formal user study that compared our augmented reality-assisted design to the standard diagnosis setup. One hundred and six doctors and medical students, including eight senior medical lecturers, volunteered to assess our platform. The platform could be used as an aid diagnosis tool to identify and analyse the COVID-19 infectious or as a training tool for residents and medical students. The prototype can be extended to other pulmonary pathologies.

Obstructive sleep apnea-related knowledge, attitude, experience, and behaviors among orthodontic professionals: a survey.

To assess obstructive sleep apnea (OSA)-related experience, knowledge, attitude, and behaviors among orthodontic professionals in China and identify factors associated with their knowledge levels, attitude toward referring, and self-confidence in the management of patients with OSA. An online cross-sectional survey was conducted using a 31-item questionnaire developed with a professional online survey tool ( www.wjx.cn ) and distributed via WeChat (Tencent, Shenzhen, China). Data were collected between January 16 and 23, 2022 and analyzed using the chi-square test, Fisher's exact test, and multivariate generalized estimation equations. A total of 1760 professionals responded to the survey, and responses to 1611 questionnaires were valid. The average score of correct answers to the 15 OSA knowledge questions was 12.1 ± 2.0. Most of the professionals agreed that it was necessary to identify patients who might have OSA in practice. The top three sources for gaining knowledge of OSA according to the survey were classrooms and textbooks (76.3%), medical lectures (75.7%), and academic conferences (73.2%). The level of knowledge was significantly correlated with self-confidence in treatment (P < 0.001) and willingness to refer patients to otolaryngologists or clinicians of related disciplines (P < 0.001). Most orthodontic professionals agreed that there was a need to identify patients withOSA and learn further about related problems. Treatment confidence and willingness of professionals to refer patients were related to the level of OSA knowledge. These findings suggest that promotion ofOSA-related education may help improve the care of patients with OSA.