Medicine Course Research Articles

Blended teaching of medical ethics during COVID-19: practice and reflection

BackgroundWith the advancement of information technology, teachers have become able to overcome the limitations of time and room capacity by carrying out teaching activities online. This practice, however, also presents new challenges. The present study explores how to fully capitalize on the advantages of online and offline teaching and improve the quality and impact of the teaching delivered. This article presents an analysis of the planning, implementation, evaluation, and reflection process of reforming the Fujian Medical University (FJMU) medical ethics course.MethodsAfter early attempts using the Small Private Online Course (SPOC) and flipped classroom formats, this paper focuses on the comprehensive active implementation of blended teaching practice. In terms of teaching practice, this research makes targeted improvements to overcome the known shortcomings of SPOCs and flipped classrooms, including the significant preparatory workload and lacking enthusiasm for classroom participation, by redesigning the course and evaluation method and changing the role of the teacher in blended teaching. Subsequently, the study used a stratified sampling method to select 20 students enrolled in the clinical medicine course at Fujian Medical University (FJMU). Their course experience was investigated using a semi-structured interview. Interview content related to evaluating teaching effect was extracted and encoded for subsequent qualitative analysis.ResultsA qualitative analysis of the student evaluation of blended teaching as implemented on the medical ethics course showed that the main factors influencing student engagement are the method of assigning tasks and that of testing learning outcomes. Student participation in class is influenced by the richness of the curriculum resources available and the role played by the teacher.ConclusionThis research presents a discussion of blended teaching and suggests improvements that can be made to address low student engagement and poor classroom participation. This round of blended teaching was shown to improve learning autonomy and classroom participation and to support students in the development of their clinical abilities and higher-order thinking skills. These findings provide a reference for the implementation of online teaching during the COVID-19 pandemic.

Using Portfolio in Medical Education: a systematic review

IntroductionThe educational landscape of medical courses was transformed by competency based learning, triggering changes in necessities of new and different learning methods and assessment tools. One of these tools was the use of the learning and assessment portfolios. Portfolio is a collection of student work that exhibits the student’s efforts, progress and achievements. In medicine, portfolios are used to study critical thinking and self‐directed learning during the development from student to the professional and the general practitioners.ObjetiveThe aim of this review is to answer how and what is the purpose the learning portfolio is applied in medical educationMethodWe performed a systematic search of PUBMED electronic database, from 2011 to 2021, resulting in 740 articles. After the inclusion and the exclusion criteria were applied, we extracted and analyzed information from the selected articles. Descriptive statistical tools were used to characterize the profile of the articles.ResultsIn total, 48 qualitative studies were included, 75.0%(n=36) about undergraduate and graduate medical students portfolios. The most frequents outcomes were: assessment portfolio and competencies (25.0%), perception, satisfaction and use of portfolio by students (20.8%) and portfolio in reflexive practice and learning self‐regulation (18.8%).ConclusionMedical schools, in several countries, use educational portfolio, mostly as an educational tool for undergraduate, graduate (residence) students and, less frequently, for medical professionals for validation or revalidation of diplomas and specialist titles. The main purpose of using portfolios is to draw on student reflection and frequent feedback to assess learning outcomes and the development of skills and competences. The heterogeneity of methods, the lack of control groups and the small number of samples found in articles about the use of the portfolio in Medicine courses were weak points for comparing the outcomes.

IMPROVing Communication about Diversity, Equity, and Inclusion in Health Professions Education

There has never been a stronger call for authenticity in health professions education than this moment in time. The health inequities laid bare by the COVID‐19 syndemic (a concept that describes the clustering of SARS‐CoV‐2 infection and disease by political, social and economic factors) compels health professions educators to learn how best to engage in, sustain, and deepen conversations on diversity, equity, and inclusion (DEI) within our learning environments. Health professions curricula should address such concerns through explicit faculty training programs in dialogue models of communication. I propose that medical improv can help refocus health professions training to the humanistic values of empathy for others and respect for multiple viewpoints. Medical improv refers to teaching methods that adapt improvisation principles and exercises to enhance professional competencies in the health professions, such as communication. I describe a training series implemented at one institution to prepare faculty facilitators to engage in conversations about DEI in a discussion‐based core course on the social determinants of health for first year medical students called “Humanity in Medicine”. Key elements of dialogue training, including examinations of identity and positionality, caretaking and team‐making, and conversations with a skeptic, are viewed through the lens of improv exercises as a pedagagy in communication. I report on facilitator and medical students’ positive response to facilitator training and the Humanity in Medicine course. Potential next steps towards a formal evaluation of the method, and outcomes assessments of the use of improv in health professions training are discussed.The IRB at MWU (Glendale, AZ) found that this study did not qualify as human subjects research as defined by 45 CFR 46.102.

Using digital innovation to support anatomy and surgical education during the pandemic

The COVID‐19 pandemic has had a detrimental impact on healthcare education. With restricted access to traditional teaching aids such as the cadaver, educators had to adapt their teaching practise to minimise disruptions to students’ educational process. However, cadaveric dissection is highly regarded as a key component of anatomical and surgical education. This was particularly challenging when teaching was purely online due to pandemic restrictions. To accommodate the shift to online delivery only, the Anatomy Department at Brighton and Sussex Medical School (BSMS) adopted a variety of synchronous and asynchronous teaching methods. As part of this strategy, the department extended its provision of anatomy teaching by live streaming cadaver dissections to first year medical students (n=220). BSMS was the first UK medical school to use this innovative digital tool. A Virtual Reality in Medicine and Surgery (VRiMS) course was also developed to provide training to surgeons worldwide. This work explores the place of cadaver‐based education in a true blended learning provision.Cadaver dissections were live streamed from the dissection room using operating theatre lights and a 4K camera via Microsoft Teams. These sessions were also interactive in nature, allowing students to ask questions throughout the dissection. Student feedback was collected through module and end of year evaluations. The VRiMS course provided a platform to demonstrate surgical procedures on cadavers using live streaming with virtual reality or 360 cameras. Surgeons were able to choose multiple camera angle perspectives through virtual reality headsets. Course participation data was used to determine the useability of this novel method of teaching and training.Module evaluation showed that the overall quality of delivery for anatomy practical sessions was rated as good and very good by 86% of the cohort. Moreover, 93% of students found the material to be just right. In the end of year evaluation, students have indicated that live streamed dissection sessions were one of their favourite aspects and has had a positive impact on their time at BSMS. In total, 1354 participants from around the world have watched 923 hours of live broadcasted content across four VRiMS courses to date. The course has seen a 52% increase in participation rate since its launch.The evaluation findings suggest that a hybrid learning approach with the use of live streaming for anatomical education has had a positive outcome on student satisfaction. Furthermore, VRiMS course participation data indicates that virtual reality has a promising future in surgical training. Live streaming and virtual reality have proved successful in bringing the dissection room to medical students and surgical trainees during unprecedented circumstances. This approach has the potential to prevent the complete loss of interactive cadaver‐based education and a probable solution to cadaver scarcity.

Oral medicine education for medical students - A retrospective evaluation of the course in MacKay Medical College from 2016 to 2021

Background/purposeThe oral medicine education for medical students is very important and a necessary part for the comprehensive medical education. The purpose of this study was to evaluate the oral medicine course for medical students by evaluating students' perspectives and the instructor's observation. Materials and methodsThe medical students who took the compulsory course entitled “Introduction to Oral and Maxillofacial Medicine” in MacKay Medical College from 2016 to 2021 were invited to fill out the questionnaire for course satisfaction survey regarding their satisfied level with the course and their feelings about the instructors or suggestions, and the participatory observation was performed throughout the course activities and instructor–student interactions. ResultsFrom 2016 to 2021, of a total of 268 medical students, 202 (75%) participated in the surveys. The results of the surveys and the instructor's observation showed that students satisfied with the course, and the course helped them to have a basic understanding of oral medicine. Moreover, all the mean scores and the rates of respondents who answered as agree for each item were 4.22–4.92 and 85%–100%, respectively. ConclusionIn this study, the oral medicine education for medical students contributed to an increase in students' awareness and understanding of oral health and dentistry. Considering the reported effectiveness of the course, students' satisfaction with the course content and teaching materials, and the instructor's teaching, this model of providing dental and oral health knowledge for the medical students may be a good one for further use in other medical institutions.

Design, implementation, and reflections on a two-week virtual visual arts and medicine course for third- and fourth-year medical students

BackgroundMedical humanities courses that incorporate the visual arts traditionally require in-person instruction and visits to museums. The COVID-19 pandemic afforded medical educators a unique opportunity to implement and evaluate virtual visual arts programming.MethodsA two-week, 7-module visual arts and medicine elective course for third and fourth-year medical students was conducted virtually in the Spring of 2021. The course included traditional didactic components as well as a range of hands-on creative art activities including painting, graphic medicine, photovoice, and Kintsugi (Japanese craft). Digital tools including Canvas, Google Jamboard, and Zoom facilitated student engagement. Student feedback was collected through anonymous post-course surveys.ResultsWe successfully conducted a virtual visual arts and medicine elective which integrated hands-on creative art activities. Most students “strongly agreed” that remote instruction was sufficient to meet course objectives. However, all students also “agreed” that in-person instruction may promote more in-depth engagement with the visual arts. The hands-on creative art activities were appreciated by all students.ConclusionVisual arts-based medical humanities courses can be delivered virtually and can include hands-on creative art activities such as painting. Future visual arts and medicine courses may benefit from incorporating a range of pedagogical methodologies, digital tools, control groups, and pre−/post-course assessments.

Implementation of the Student-Centered Team-Based Learning Teaching Method in a Medicinal Chemistry Curriculum

Medicinal chemistry, as the core curriculum of the pharmaceutical engineering major, contains complex knowledge systems and scattered knowledge points. A medicinal chemistry course covers more than 50 kinds of drugs divided into 11 categories including antibiotics, antiparasitic drugs, anesthetics, nonsteroidal anti-inflammatory drugs, and nervous system drugs. This places a substantial learning burden on students and seriously affects their learning interest and initiative. On the basis of the innovative curriculum reform of “student-centered” learning and with the aim of improving the quality of instruction provided in medicinal chemistry courses, a novel “student-centered team-based learning” (SCTBL) method was developed to cope with these challenges on the basis of our long-term teaching experience. This paper introduces the essence of the team-based learning method and explores the application of SCTBL in the process of teaching medicinal chemistry, which consists of three stages: preclass, in-class, and postclass. The results show that introducing the SCTBL method into medicinal chemistry instruction is conducive to improving students’ learning enthusiasm and initiative, which is of great significance to the development of medicinal chemistry education.

ORAL MEDICINE EDUCATION IN PRE-DOCTORAL PROGRAMS IN U.S. DENTAL SCHOOLS

<h3>Objectives</h3> The aim of this study was to investigate the current standing of the oral medicine (OM) curriculum in the predoctoral dental programs in the United States and its relation to the students' perceptions of OM as a postgraduate specialty program option. <h3>Study Design</h3> A cross-sectional anonymous electronic survey was distributed by email to the academic deans of all Commission on Dental Accreditation (CODA)-accredited dental schools in the United States. The survey consisted of 2 parts: (1) Part A was completed by the fourth-year dental students and (2) Part B was completed by the academic deans or faculty members serving in a similar role. Descriptive statistics were used to summarize the responses using JMP 15.0 (SAS Institute Inc., Cary, NC). <h3>Results</h3> A total of 4 rounds of surveys were sent between November 2020 and January 2021. The response rate from the associate deans was 28.4% (n = 19). The mean number of American Board of Oral Medicine–certified specialists involved in teaching OM in each dental school was 1.6 (range, 0-5). OM specialists were involved in teaching OM courses in 74% of the schools in addition to other specialists, including oral pathologists (n = 11), oral radiologists (n = 2), oral surgeons (n = 2), and 1 orofacial pain specialist. Oral pathologists alone or with oral surgeons were responsible for teaching the oral medicine courses in 21% and 5% of the schools, respectively. A total of 224 dental students responded to the survey. Most students (n = 114; 51%) reported their first introduction to OM was during their second year of dental school, 39% (n = 87) during their first year, and 8% (n = 17) during their third year. Sixty-four percent of the students thought the OM specialty was not known, 12% thought it was very poorly known, and only 13% thought the specialty was known. Only 1% of the respondents expressed interest in pursuing OM as a future postgraduate specialty choice. <h3>Conclusions</h3> Although OM specialists were involved in teaching OM in the majority of dental schools, students' perceptions and understanding of the specialty appeared to be low. Additional efforts are required to increase students' awareness around OM to better serve the important needs of our patient population.

Delivery anatomy kits help to keep practical veterinary classes during the COVID-19 pandemic.

To address the restrictions caused by the COVID‐19 pandemic and to search for assistive learning tools for the subject of Animal Anatomy II and Applied Anatomy, 123 anatomical kits were prepared at the Animal Anatomy Laboratory for students of the Veterinary Medicine course at the University of São Paulo, Faculty of Animal Science and Food Engineering (FZEA/USP) in Pirassununga city, São Paulo, Brazil. The kits contained anatomical pieces for teaching splanchnology and topographic anatomy (two different classes), and they were elaborated based on effective preservation techniques for the preparation of animal anatomical pieces. At the end of each course, we sent an online questionnaire to the students for evaluation of the methodology used. Alternative methods were used to minimize the odour and non‐generation of chemical or microbiological contaminants. The acceptance of the kits was unanimous with adherence by all the students, who had the opportunity to experience the Anatomy class in its entirety, without leaving their homes.

Preclinical and Clinical Medical Students' Perception of the Learning Environment: A Reference to the Forensic Medicine and Clinical Toxicology Course.

PurposeUnderstanding learning environments is vital for developing curricula. This study aims to evaluate medical students’ achievements and perception of learning environments considering the Forensic Medicine and Clinical Toxicology course as an analog for the curricular transition process.MethodsA cross-sectional study was conducted among undergraduate medical students at the Faculty of Medicine, Tanta University, from August 2020 to October 2021. Using the Dundee Ready Education Environment Measure (DREEM) questionnaire, the perception of 621 students (of which 307 were enrolled in the integrated curriculum and 314 in the traditional curriculum) were compared. Furthermore, the appropriate tests of significance and correlations were used to compare students’ perception according to their enrollment, age, gender, and previous year grade point average.ResultsThe mean overall DREEM score was 121.04 ± 22.35, implying a more positive than negative learning environment, that is, a more positive learning perception, with students’ perceptions of teachers moving in the right direction, students’ academic self-perceptions getting more on the positive side, more positive attitudes regarding student’s perceptions of the learning environment, and not-too-bad student’s social self-perception. Medical students enrolled in the integrated curriculum showed higher DREEM scores, with significantly better learning and academic self-perceptions (p < 0.05). Knowledgeable, qualified faculties are the most significant characteristic feature in both systems. A significant number of students achieved excellent grades in the integrated curriculum (n = 740 out of 1076, 68.8%) than in the traditional one (n = 470 out of 961, 48.9%) (p < 0.0001).ConclusionThis study revealed a smooth, successful transition from the traditional to integrated curriculum among Egyptian medical students. The main areas for improvements are focusing on factual teaching, implementing student-centered teaching activities, promoting students’ memorizing, and engaging students in activities that may help them enjoy learning.

Gaetano Pieraccini: Public Health giant who created Italian Social Medicine

It’s well known all over the world that Italy is the birthplace of Bernardino Ramazzini (1633 - 1714), the real founder of occupational medicine, and that Italian doctors had a great importance in scientific and cultural development in occupational medicine. One of the most celebrated of them was Luigi Devoto, Professor of Medical Pathology at Pavia in 1901, who undertook a free course of Occupational medicine, creating in the same year the fortnightly journal "Work" - that became "Occupational medicine" since 1925 - and opening a Labour Clinic in Milan in 1910. In 1907 the first two Italian schools of occupational medicine arose in Milan and in Naples. In 1901 Giulio Yule Giglioli wrote the first systematic treatise about workers’ diseases. In this cultural background Gaetano Pieraccini grew and developed his original cultural approach to the field of occupational medicine, which got from him a new dimension: the Social Medicine.

The impact of direct challenges to student endorsement of teleological reasoning on understanding and acceptance of natural selection: an exploratory study

BackgroundTeleological reasoning is a cognitive bias purported to disrupt student ability to understand natural selection. Few studies have described pedagogical efforts to decrease student endorsement of teleological reasoning and measure the effects of this attenuation on the understanding and acceptance of evolution. This exploratory study examined the influence of explicit instructional activities directly challenging student endorsement of teleological explanations for evolutionary adaptations on their learning of natural selection over a semester-long undergraduate course in evolutionary medicine. In a convergent mixed methods design this study combined pre- and post-semester survey data (N = 83) on understanding natural selection, student endorsement of teleological reasoning, and acceptance of evolution, with thematic analysis of student reflective writing on their understanding and acceptance of natural selection and teleological reasoning.ResultsStudent endorsement of teleological reasoning decreased and understanding and acceptance of natural selection increased during a course on human evolution with teleological intervention (p ≤ 0.0001), compared to a control course. Endorsement of teleological reasoning was predictive of understanding of natural selection prior to the semester. Thematic analysis revealed that prior to the course students were largely unaware of the concept of teleological reasoning and their own tendency to think about evolution in a purpose-directed way, but perceived attenuation of their own teleological reasoning by the end of the semester.ConclusionsThis exploratory study provides initial evidence that class activities to directly challenge student endorsement of unwarranted design teleological reasoning reduces the level and effects of teleological reasoning in an evolution course. Students were unaware of their high levels of endorsement of teleological reasoning upon entrance into the undergraduate human evolution course, which is consequential because teleological reasoning is a predicter of natural selection understanding. As a result of developed anti-teleological pedagogy, students had decreased unwarranted teleological reasoning and increased acceptance and understanding of natural selection over the course of the semester. The data presented show that students are receptive to explicit instructional challenges to their teleological reasoning and that attenuation of this bias is associated with gains in natural selection understanding and acceptance.

Simulation-based training in asthma exacerbation for medical students: effect of prior exposure to simulation training on performance

ObjectivesTo evaluate the effect of prior exposure to simulation-based training on medical students’ performance in simulation-based training in asthma exacerbation.MethodsThird-year novice medical students, who had no prior experience in simulation education and completed diagnostics and internal medicine courses, were recruited in this prospective observational study and divided into the pre-exposure and unexposed groups. Each group received a four-hour asthma exacerbation simulation-based training. The pre-exposure group was exposed to a myocardial infarction simulation training two weeks prior to the asthma simulation training. The main outcome was the performance scores in clinical skills and abilities. Performance and task checklist completion were recorded during the training. In addition, the knowledge level was tested before and after the simulation training. Students’ satisfaction was evaluated using a feedback questionnaire.ResultsIn a class of 203 third-year novice medical students, 101 (49.8%) and 102 (50.2%) were assigned to the unexposed and pre-exposure groups, respectively. Scores were higher in the post-simulation test compared with the pre-simulation test. Checklist completion was greater in the pre-exposure group compared with the unexposed group (p < 0.001). Performances in communication and medical humanistic care were better in the pre-exposure group than in the unexposed group (p < 0.001). There were no differences in medical history taking, physical examination, auxiliary examination interpretation and treatment formulation between the two groups (p > 0.001). Totally 73.21% and 26.13% of students strongly agreed and agreed, respectively, that asthma exacerbation simulation-based training was necessary and valuable.ConclusionsPrior exposure to simulation training can improve performance in medical students, including communication skills, medical humanistic care and checklist completion in subsequent asthma exacerbation simulation-based training.

AN EMPIRICAL EVIDENCE TO MEASURE CUSTOMER PREFERENCE TOWARDS MEDICATED LOLLIPOP IN GUJARAT STATE – A PROPOSED MODEL FOR NEW PRODUCT DEVELOPMENT

The oral medicinal course is the suitable way of administering a drug. But, the trouble of swallowing the pills is indicated in pediatric, geriatric and bedridden affected person because they are consumed with lesser portions of water, no longer capable of tolerate the flavor of many capsules at the same time as formulated as liquid dosage forms, ensuing in bad affected man or woman compliance. The medicated lollipops are flavored medicated dosage forms meant to be sucked and keep inside the mouth or pharynx. Benefits of the medicated lollipops as dosage bureaucracy encompass increase in bioavailability, bargain in gastric contamination, bypass of first skip metabolism and boom in onset of action. Medicated lollipops are prepared heating and congealing technique. A medicated lollipop has drawn interest to the researchers as capability drug delivery system and it can be a enterprise fulfillment in close to future. The study aims to measure Customer Preference towards Medicated Lollipop in Gujarat State.

Introducing Clinical Pathology Course to Fourth Year Medical Students as a Bridge between Pre-clinical and Clinical Medical Sciences

There isn’t any vertical integration of pre-clinical and clinical sciences subjects in the existing Kathmandu University MBBS curriculum. Many of the graduates are not able to correlate the clinico-pathological aspects of various diseases as a result the rational use of investigations for diagnosing various diseases is compromised. There are few published examples of implementation of pathology instruction courses during the clinical years of medical training but it is not universally practiced. This lack of exposure to pathology may lead to poor understanding of laboratory testing and the role of pathologists in patient care.&#x0D; To set and implement an exemplary vertical integration of pre-clinical science with clinical science.&#x0D; A 12 credit hours clinical pathology education course comprising clinical hematology, cytopathology and histopathology was developed. Students belonging from the ongoing fourth year MBBS course of Birat Medical College were enrolled in the course. All of the interactive lecture sessions were delivered via an e-learning interface, using the Zoom platform as the main teaching methods. Evaluation of students’ achievement of learning objectives was conducted through distributing pre and post-test online multiple-choice questionnaires. Chi-square tests were used to compare the variables between pre-test and post-test questionnaire responses.&#x0D; Results suggested that the designed clinical pathology course is valuable. The pretest and post-test questionnaire responses revealed the positive impact regarding the importance of introducing clinical pathology courses within the clinical year of MBBS undergraduate curriculum. Response rate to the online session was 100%. The point of agreement between the pre-test and post-test questionnaire responses were highly achieved after intervention of the clinical pathology course. A statistically significant result (p &lt; 0.05) between all of the pre-test and post-test questionnaire responses was noted. There was a strong positive recommendation for incorporating clinical laboratory medicine courses within the MBBS clinical science curriculum.&#x0D; The improvement observed among fourth-year MBBS students on learning the importance of clinical pathology courses was encouraging. This experience thus contributed to set and implement an exemplary vertical integration of pre-clinical science with clinical science.

Does ultrasound education improve anatomy learning? Effects of the Parallel Ultrasound Hands-on (PUSH) undergraduate medicine course

BackgroundAs ultrasound has become increasingly prominent in medicine, portable ultrasound is perceived as the visual stethoscope of the twenty-first century. Many studies have shown that exposing preclinical students to ultrasound training can increase their motivation and ultrasound competency. However, few studies have discussed the effect of ultrasound training on anatomy learning.MethodThe Parallel Ultrasound Hands-on (PUSH) course was designed to investigate whether or not ultrasonography training affects anatomy knowledge acquisition. The PUSH course included anatomical structures located in the chest and abdomen (target anatomy) and was conducted in parallel to the compulsory gross anatomy course.Learners (n = 140) voluntarily participated in this elective course (learners in the course before the midterm examination (Group 1, n = 69), or after the midterm examination (Group 2, n = 71)). Anatomy examination scores (written and laboratory tests) were utilized to compare the effects of the PUSH course.ResultGroup 1 obtained significantly higher written test scores on the midterm examination (mean difference [MD] = 1.5(7.6%), P = 0.014, Cohen’s d = 0.43). There was no significant difference in the final examination scores between the two groups (Written Test: MD = 0.3(1.6%), P = 0.472). In Laboratory test, both mid-term (MD:0.7(2.8%), P = 0.308) and final examination (MD:0.3(1.5%), P = 0.592) showed no significant difference between two groups. Students provided positive feedback in overall learning self-efficacy after the PUSH course (Mean = 3.68, SD = ±0.56 on a 5-point Likert scale). Learning self-efficacy in the cognitive domain was significantly higher than that in the affective domain (MD = 0.58; P < 0.001) and psychomotor domain (MD = 0.12; P = 0.011).ConclusionThe PUSH course featured a hands-on learning design that empowered medical students to improve their anatomy learning.

Necessity and Strategy of Preventive Medicine Education in Higher Vocational Medical Specialty

With the continuous development of modern preventive medicine, the proportion of preventive medicine professionals required by the society is also increasing. This is why higher vocational colleges need to strengthen preventive medicine education and train preventive medicine professionals, which has become a necessary task of higher vocational colleges. Under the new situation of higher education, the traditional preventive medicine curriculum cannot meet the actual needs and needs to be reformed. Therefore, teachers of preventive medicine course in higher vocational colleges should strengthen their understanding of the current situation of the course and reform it in effective ways and strategies to make the preventive medicine teaching meet the implementation requirements.

Exploration of the experiment teaching of natural medicinal chemistry for undergraduates

Natural medicinal chemistry is one of the important courses for students in pharmacy majors. Its experimental teaching focuses on fostering comprehensive experimental skills and innovative abilities of undergraduates. Liaoning University has explored ways to promote the experimental teaching of natural drug chemistry based on the graduate employment and practical teaching experience in the past decade. These explorations include three aspects, such as synchronizing experimental teaching with theoretical teaching, fostering students' awareness of experimental safety, and improving experimental teaching methods in natural drug chemistry experiments. The practices showed that the reform has achieved a good effect. A teaching system that can achieve the three expected aspects has been established, which improved the teaching effect and quality of natural medicinal chemistry experimental courses for undergraduates. Furthermore, these explorations may facilitate fostering pharmacy specialists who can meet the opportunities of developing Chinese medicine and natural drug research and meet the requirements of employment.

Teaching Health Justice: Centering Reproduction

This essay provides an overview of my experiences teaching Rhetoric of Health and Medicine (RHM) courses with an explicit health justice focus. I ground a discussion of pedagogical possibility by reflecting on my emerging course design, which centers reproductive justice—one example of a justice-oriented framework—as a site of learning and inquiry. In describing my course development and delivery, I suggest that a health justice approach to RHM instruction can be timely, contextually relevant, and challenging. Throughout the essay, I offer specific examples for the purposes of replication or adaptation for differently justice-oriented RHM teaching applications.

Retrospective Study of Biohorizons® Implants Placed by Postgraduate Students at the University of Barcelona

The study aimed to evaluate the survival and failure rate, in the short- and medium-term, in addition to its relationship with risk factors, in implants placed by postgraduate students of the Master of Medicine, Surgery, and Oral Implantology course from the University of Barcelona. The study was designed including 192 patients with 422 implants placed between 2015 and 2018. Variables of implant failure were evaluated and related. Failure was split into early failure and late failure. Qualitative data were compared using the chi-squared test, taking p ≤ 0.05 as a significant value. The comparison of quantitative variables was carried out using the Student’s t-test for independent samples. The survival rate in a period of 6 months to 3 years was 97.87%. The mean age of the patients was (54.5 ± 13), and the largest number of implants were placed in the 51–60 age range. The failure rate was 2.13% (N = 9), 6 failed early and 3 failed after definitive prosthetic loading, with a p value &lt; 0.0001. When comparing the failures according to their location in the anterior/posterior sector of the arch, the anterior sector showed statistically significant results (p = 0.027). Failed implants had a statistically significant relationship when they were placed in the anterior sector and were performed in the early stage.