Training Of Medical Students Research Articles

Use of Complementary and Alternative Medicine Among Patients With Diabetes Mellitus: A Cross-Sectional Study.

Background Diabetes mellitus is one of the causes to use complementary and alternative medicine (CAM), which can be classified into nutritional, psychological and physical. The study's objective was to estimate the prevalence and pattern of using CAM among patients with diabetes mellitus who followed the endocrine and diabetes center in Taif. Materials and methods A cross-sectional study was carried out in Taif city from 1 June to 31 July 2023 among diabetic patients aged 14 years and above who followed the endocrine and diabetes center. A valid, reliable, English questionnaire was used in data collection. It was composed of three parts: demographic data, diabetes mellitus history and use of CAM. Patients visited the diabetic center during the study period for their regular appointments were selected randomly and interviewed by trained interns and medical students. By using the Raosoft calculator, the minimal sample size was 361. The chi-square test and independent two-sample t-test were used to investigate the association between categorical variables and continuous numerical variables, respectively. Multivariate logistic regression analysis was performed to control the confounding effect. Results A total of 361 patients were included. Their age ranged between 14 and 84 (51.2 ± 16.9 years). Females represented 57.6% of them. Overall, more than a quarter (28.3%) reported using CAM, while 22.4% used CAM for treating diabetes in the last 12 months. The majority of patients (97.1%) used herbs, mainly cinnamon (48.5%), fenugreek/helba (31.3%) and rosemary (20.2%). Their main source of information was family and friends (64.7%). A history of improvement of blood sugar reading with CAM was reported by 61.8%. Multivariate logistic regression analysis revealed that females were at doubled likelihood to use CAM compared to males (Adjusted odds ratio "AOR" = 2.40; 95% confidence interval "CI": 1.27-4.52, p=0.007). Compared to never-smokers, ex-smokers were more likely to use CAM (AOR=2.87; 95% CI: 1.28-6.43, p=0.010). Conclusion The use of CAM,particularly herbs, to treat diabetes is a relatively common practice among Saudi patients. However, the history of informing treating physicians about CAM was reported by a minority of patients.

Internet heuristics in the English language course for junior medical students

Introduction. Teaching of modern Internet heuristics to medical students is presented in fragments or in demand at late stages of training (graduate or postgraduate course of specialization). The aim of the article is to reveal the peculiarities of the heuristic method of teaching in the educational work with professional authentic Internet materials in English for undergraduate medical students. Materials and Methods. The present study was conducted in three stages (February – April 2024) and is based on experimental work made in September 2022 – June 2023 [36]. The entrance survey of students to test the null hypothesis (H0) was conducted using the Anketolog Online Survey Platform. To check the impact of factor α, a univariate analysis was performed in MS Excel. The final questionnaire to test the alternative hypothesis (H1) was conducted using the WebAsk Online Survey Service. The data obtained were analyzed using IBM SPSS (version 23.0). The comparative analysis method was used to develop the necessary professional content of the course. The study involved 80 junior medical students (1st and 2nd year) of English language proficiency level from Elementary (A1) to Pre-Intermediate (A2). Results. It was found that school English-language training does not affect the choice and motivation of medical students of the elementary and threshold levels of English proficiency in studying the professional Internet materials (F = 1.27, p>0.05) The distribution of answers regarding the evaluation of the conducted practical work with professional Internet materials is 40% in favor of training in the skills of working with scientific databases of articles on medical topics, 25% – training in the basics of writing professional texts (articles and abstracts) on medical topics, 20% in favor of training in critical thinking skills in working with professional materials, 15% – training in time management when working with information and correlates between all the studied groups. The obtained data served as a basis for the development of thematic sections of the educational discipline “Introduction to Internet information heuristics”. Conclusion. The results of the experimental study and the design for the academic discipline "Introduction to Internet Information heuristics" developed on their basis contribute to ensuring the level training of medical students in terms of developing skills in working with professional materials in English and allows them to master modern heuristic methods of working with information that are in demand in clinical practice.

AI Governance in Healthcare: Best Practices, Solutions, and Unresolved Issues

What challenges are presented by AI adoption in healthcare? What role should AI governance play in regard to the opportunities and risks for generative AI (large language models like ChatGPT-4, etc.) in health? How do we responsibly evaluate new technology and ensure guardrails for its deployment, but without stifling innovation? How do we address societal fears and biases? What level of reliability and robustness should algorithms achieve before being adopted with confidence across healthcare? How can AI support health equity and expand access? We will explore these questions and more with some of the nation’s leading experts on these topics. Learning Objectives Understand key opportunities and challenges for AI governance in healthcare, particularly in regard to rapidly emerging generative AI applications Discuss various responsible AI and AI governance frameworks that seek to ensure safety and efficacy in AI adoption Explore the role of government, legislation, and regulators in supporting safe and equitable adoption of AI in healthcare Explore opportunities for government, industry, and academic partnerships to accelerate AI validation, development, and adoption of safety standards Consider the potential impact of AI on the healthcare workforce and provider and patient experiences Identify the risks we should be most concerned with and what approaches can we take to mitigate those risks? By the end of the presentation, participants should have a sense of the opportunities and challenges of adopting AI in healthcare, key risks and frameworks for mitigating them, and the potential role of government, academia, and industry in addressing these issues Generative AI application examples Patient Communication and Engagement Intelligent chatbots interacting with patients, answering their queries, providing health advice, and helping them manage their conditions Mental Health Support Provide psychological support to patients, helping them manage stress, anxiety, depression, and other mental health issues. Provide interventions based on CBT and other therapeutic techniques Automated Medical Documentation Note-taking can allowing doctors to focus more on patient care Education and Training Create educational content and personalized training for medical students and healthcare professionals, potentially simulating things like patient cases and providing guidance on diagnosis, etc. Synthesis and Summarization of Medical Research Make it easier for people to keep up with the latest developments Public Health Communication In a public health emergency, help craft health messages, FAQs, and timely and accurate updates for the public Generative AI challenges and limitations Ensuring the accuracy of AI-generated information Maintaining patient privacy Handling the ethical implications of AI and human-machine interactions in healthcare “Hallucinations” (false or inaccurate information) can occur when model has limited knowledge of a particular domain “Distraction” (losing track of earlier inputs) can occur when inputs go beyond allowable token count for model “context window” and models start to produce responses not relevant to queries and context.

Design specifications and capabilities of a 3D simulation software for clinical education of physiotherapy students in the neurology department

IntroductionIn this revolutionized era, thanks to cutting-edge technological breakthroughs like 3-dimensional (3D) computerized environments, physiotherapy trainers can improve their knowledge and confidence by using such training tools. Hence, there is room for developing these technologies for training medical students to expand their skills and expertise. This study aims to identify the design requirements and key functionalities of a 3D simulation software for the clinical education of physiotherapy students in neurology departments.MethodFirst, by carefully reviewing neurological books, scientific articles, curriculum, and medical records, and consulting with experts, a scenario was compiled. In the next step, a researcher-developed questionnaire was designed. Then, experts’ opinions were considered to confirm the validity and reliability of the questionnaire. The designed questionnaire was distributed among several neurological physiotherapists. Finally, the information elements, contents, and functional capabilities of the 3D software were determined by analyzing the data obtained from the questionnaire.FindingsThe main components for the design of physiotherapy educational software were identified based on the findings of the literature review, curriculum analysis, and medical record review. A survey of physiotherapy professors was conducted using a questionnaire created by the researcher in order to enhance the capabilities of simulation software and ascertain its primary functions. Following an analysis of the data from the distributed questionnaire, 37 essential features and contents have been proven to be more crucial than the rest for the creation of 3D simulation software. As a result, the essential and fundamental needs for the patient’s training in reading their medical records and performing muscle strength assessments were recognized and extracted. Based on these findings, a researcher-developed scenario for the various real cases was then established. In the patient’s medical record reading scenario, the student is required to read the patient’s record in text format. Similarly, in the section on cranial nerves, pictures are utilised to reinforce the student’s assessment skills in addition to textual content. Together with the audio and pop-up texts, the simulated 3D environment also offers training for the assessment of muscle strength.ConclusionAs an educational tool, this software can enhance students’ learning and assist in addressing the drawbacks of conventional teaching methods like lectures and hospital visits.

Using PACS for teaching radiology to undergraduate medical students

BackgroundTraditional radiology education for medical students predominantly uses textbooks, PowerPoint files, and hard-copy radiographic images, which often lack student interaction. PACS (Picture Archiving and Communication System) is a crucial tool for radiologists in viewing and reporting images, but its use in medical student training remains limited.ObjectiveThis study investigates the effectiveness of using PACS (Picture Archiving and Communication System) for teaching radiology to undergraduate medical students compared to traditional methods.MethodsFifty-three medical students were divided into a control group (25 students) receiving traditional slide-based training and an intervention group (28 students) using PACS software to view complete patient images. Pre- and post-course tests and satisfaction surveys were conducted for both groups, along with self-evaluation by the intervention group. The validity and reliability of the assessment tools were confirmed through expert review and pilot testing.ResultsNo significant difference was found between the control and intervention groups regarding, gender, age, and GPA. Final multiple-choice test scores were similar (intervention: 10.89 ± 2.9; control: 10.76 ± 3.5; p = 0.883). However, the intervention group demonstrated significantly higher improvement in the short answer test for image interpretation (intervention: 8.8 ± 2.28; control: 5.35 ± 2.39; p = 0.001). Satisfaction with the learning method did not significantly differ between groups (intervention: 36.54 ± 5.87; control: 39.44 ± 7.76; p = 0.129). The intervention group reported high familiarity with PACS capabilities (75%), CT principles (71.4%), interpretation (64.3%), appropriate window selection (75%), and anatomical relationships (85.7%).ConclusionPACS-based training enhances medical students’ diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results

Evaluation of a Multi-Site Cancer Health Disparities Research Training Program for Underrepresented Undergraduate and Medical Students.

Diversifying the biomedical research workforce is crucial for eliminating cancer health disparities. To address this need, Moffitt Cancer Center and Louisiana State University Health Sciences formed the Southeast Partnership for Improving Research and Training in Cancer Health Disparities (SPIRIT-CHD). A key component of SPIRIT-CHD is the Cancer Research Education Program (CREP), designed to train underrepresented undergraduate and medical students in biomedical science research. The CREP featured an 8-week summer internship with a web-based curriculum, community outreach, and mentored research experiences. Three cohorts (n = 39) completed the CREP. Students were evaluated before and after the internship using the Goal Attainment Scale (GAS), Science Teaching Efficacy Belief Instrument (STEBI), and Research Appraisal Inventory (RAI), modified to assess CREP outcomes. These scales measured students' intentions to pursue cancer research careers, self-efficacy in communicating scientific information, and perceived research abilities. Paired test results showed significant increases (p < 0.001) in scores across the scales (GAS, STEBI, RAI) pre- and post-training. Trainees reported heightened intentions to pursue cancer research careers (GAS; mean increase of 5.3, p < 0.001) and greater self-efficacy in relaying scientific information (STEBI; mean increase of 9.2, p < 0.001). They also showed increased self-confidence in conducting research (RAI; mean increase of 58.2, p < 0.001). These findings demonstrate the program's success in fostering interest in cancer research careers and enhancing research confidence. Results support the development of programs like CREP to positively impact the academic and professional trajectories of underrepresented students, ultimately creating a more diverse and inclusive biomedical research workforce equipped to address health disparities.

GPT-4o’s competency in answering the simulated written European Board of Interventional Radiology exam compared to a medical student and experts in Germany and its ability to generate exam items on interventional radiology: a descriptive study.

This study aimed to determine whether ChatGPT-4o, a generative artificial intelligence (AI) platform, was able to pass a simulated written European Board of Interventional Radiology (EBIR) exam and whether GPT-4o can be used to train medical students and interventional radiologists of different levels of expertise by generating exam items on interventional radiology. GPT-4o was asked to answer 370 simulated exam items of the Cardiovascular and Interventional Radiology Society of Europe (CIRSE) for EBIR preparation (CIRSE Prep). Subsequently, GPT-4o was requested to generate exam items on interventional radiology topics at levels of difficulty suitable for medical students and the EBIR exam. Those generated items were answered by 4 participants, including a medical student, a resident, a consultant, and an EBIR holder. The correctly answered items were counted. One investigator checked the answers and items generated by GPT-4o for correctness and relevance. This work was done from April to July 2024. GPT-4o correctly answered 248 of the 370 CIRSE Prep items (67.0%). For 50 CIRSE Prep items, the medical student answered 46.0%, the resident 42.0%, the consultant 50.0%, and the EBIR holder 74.0% correctly. All participants answered 82.0% to 92.0% of the 50 GPT-4o generated items at the student level correctly. For the 50 GPT-4o items at the EBIR level, the medical student answered 32.0%, the resident 44.0%, the consultant 48.0%, and the EBIR holder 66.0% correctly. All participants could pass the GPT-4o-generated items for the student level; while the EBIR holder could pass the GPT-4o-generated items for the EBIR level. Two items (0.3%) out of 150 generated by the GPT-4o were assessed as implausible. GPT-4o could pass the simulated written EBIR exam and create exam items of varying difficulty to train medical students and interventional radiologists.

Entrustable professional activities for bedside clinical teachers

BackgroundBedside teaching is an important modality for training medical students and postgraduate trainees in clinical settings. Despite its significance, the effective practice of Bedside teaching has been declining over the past few decades. The literature highlighted the need for structured training, assessment, and certification or in other words entrustment of bedside teachers. The current study aims to develop and validate the Entrustable Professional Activities (EPAs) for bedside clinical teachers.MethodsA multi-method study with clinical teachers, medical educationists, and postgraduate medical students was conducted from July 2021-22. First, a nominal group using the jigsaw puzzle technique was conducted with 16 participants to identify EPAs. Then these EPAs were mapped and validated by the skills/competencies identified in the literature. Next, the EPAs were evaluated using the EQual rubric by 3 medical educationists. This was followed by two-rounds of modified Delphi to develop consensus among 90 participants in round-one and 69 in round-two. For qualitative data, a thematic analysis was conducted. For quantitative data, means and standard deviations were calculated.ResultsThe study identified five EPAs for bedside clinical teachers: developing bedside teaching program, planning bedside teaching session, conducting bedside teaching, conducting bedside assessments and evaluating bedside teaching.ConclusionsThis study comprehensively developed and validated a full description of EPAs for bedside clinical teachers. The EPAs identified in the study can serve as a guiding framework for bedside clinical teachers’ training, assessment, and entrustment.

Immersive Simulation Technologies as a Tool for Effective Medical Training

The article discusses the features of using immersive simulation technologies in V. Soldatov Tobolsk Medical College in the process of training medical students. The emergence of complex medical equipment and technologies, changes in moral and legal conditions have become one of the reasons for the modernization of the system of medical training of a specialist.

A study on the impact of open source metaverse immersive teaching method on emergency skills training for medical undergraduate students

BackgroundIn recent years, the traditional simulation-based medical teaching approach has faced challenges in meeting the requirements of practical emergency medicine education. This study utilized open-source tools and software to develop immersive panoramic videos using virtual reality technology for emergency medical teaching. It aims to investigate the efficacy of this novel teaching methodology. This transformation shifted the focus from physical simulation to virtual simulation in medical education, establishing a metaverse for emergency medical teaching.MethodsIn accordance with the curriculum guidelines, the instructors produced panoramic videos demonstrating procedures such as spinal injury management, humeral fracture with abdominal wall intestinal tube prolapse, head and chest composite injuries, cardiopulmonary resuscitation, and tracheal intubation. Using Unity software, a virtual training application for bronchoscopy was developed and integrated into the PICO4 VR all-in-one device to create a metaverse teaching environment. Fourth-year medical undergraduate students were allocated into either an experimental group (n = 26) or a control group (n = 30) based on student IDs. The experimental group received instruction through the metaverse immersive teaching method, while the control group followed the traditional simulation-based medical teaching approach. Both groups participated in theoretical and practical lessons as usual. Subsequently, all students underwent a four-station Objective Structured Clinical Examination (OSCE) to assess the effectiveness of the teaching methods based on their performance. Additionally, students in the experimental group provided subjective evaluations to assess their acceptance of the new teaching approach.ResultsBefore the training commenced, there were no significant statistical differences in the first aid test scores between the experimental and control groups. Following the training, the experimental group outperformed the control group in the four-station OSCE examination, with all P-values being less than 0.05. The satisfaction rate among the experimental group regarding the new teaching method reached 88.46%, reflecting levels of satisfaction and extreme satisfaction.ConclusionThe open-source metaverse immersive teaching method has demonstrated a positive impact on enhancing the emergency skills of medical undergraduate students, with a high level of acceptance among students. In comparison to traditional simulated medical teaching methods, this approach requires less time and space, incurring lower costs, and is deemed worthy of wider adoption.

One Health in Medical Education: A Proposed Framework.

The One Health concept focuses on the interconnections between human health, animal health, and the environment, stressing the need for interdisciplinary collaborations to address complex issues such as the health challenges posed by climate change and global pandemics. One Health is a central part of the curriculum of veterinary schools, however, it is rarely incorporated into medical school education. Nationally, there are limited examples of formal One Health education and training for medical students. To incorporate One Health into its curriculum, John A. Burns School of Medicine developed a Dean's Certificate of Distinction in One Health that consists of a One Health foundational course, a clinical One Health elective course, participation in the One Health Interest Group, engagement in One Health educational and outreach activities, and a One Health research or curriculum development project. To the authors' knowledge, this is the first One Health certificate program developed and implemented in any Association of American Medical Colleges accredited medical school. Although introducing similar programs into medical curricula will continue to be challenging, we hope it will serve as a framework for other academic institutions.

The Art of Medicine: Applying the Visual Thinking Strategy to Radiology.

The purpose of this project was to develop a formal visual arts training curriculum and evaluate if there was improvement in the observational and descriptive skills of first- and second-year medical students for radiologic images. Materials and methods: A demographic survey and an initial pre-test of 12 radiologic images were administered asking an open-ended question to describe the image and to identify the abnormality in their own words.Three virtual one-hour sessions of visual thinking strategy (VTS) training occurred, and an immediate post-test and a six-month post-test were administered, each with images different from the pre-test, as well as a final questionnaire. All tests were independently graded by two graders with a previously established grading rubric.Differences in scores were analyzed using paired T-tests. Thirty-nine medical students participated.The mean pre-test score was 62.2 +/- 18.6, and the mean post-test score improved by 41.7 +/- 17.9 points (p<0.01) to an average score of 103.9 +/- 20.4.Nine participants were lost to follow-up at six months, and the average six-month post-test score was 110.2 +/- 29.1 for a mean improvement of 9.3 +/- 13.1 points (p=0.320) from the initial post-test. Conclusion: There was a significant improvement in observational and descriptive skills in first- and second-year medical students when describing radiologic images, which was retained after six months.A formal VTS curriculum could play a beneficial role in medical student and radiology training programs not only to improve observational skills but also to address perceptual errors in diagnostic imaging.

Palliative care in a Graduate Entry Medical Curriculum: exploring students' attitudes on the importance of receiving teaching in palliative care.

As people live longer with life-limiting illnesses, there is greater need for skills and knowledge in palliative care (PC). Medical students should acquire the knowledge, attitudes, and confidence during training for future decision-making. However, most graduates across Europe feel unprepared to provide PC. To develop PC training for medical students, we must gain perspective on their understanding of PC and their learning needs. The aim was to investigate graduate entry medical students' views on the importance of education in PC and how well PC topics were covered within their curriculum. The objective was to highlight areas that could be reviewed for future PC curricula. In this prospective quantitative study, penultimate and final-year students were recruited from a graduate entry medical school. Ethical approval was granted. Students completed an online questionnaire. From 281 recruited students, 82 responded. Ninety-five percent of respondents felt everyone should have a PC rotation. The aspects of education perceived to be most important were knowledge of symptom control, communication, ethical issues, self-care, and grief. The only aspect considered well covered within the curriculum was ethical issues. Ninety-six percent of penultimate and 75% of final years wanted more teaching in PC. Graduate entry medical students view PC as a vital subject within their medical school training. The study highlights challenges in providing education and sufficient placement in PC to correlate with the respondents' perceived needs. The findings contribute to the growing literature surrounding the importance of PC education within the medical school curriculum.

Structured Online Systematic Review Training for Medical Students: An Elective Module in Physiology.

Background Recently, elective posting has been introduced by the National Medical Commission (NMC) of India in the undergraduate competency-based medical education (CBME) curriculum. To successfully implement it in medical colleges, facilitators (medical teachers) need to commit extra time. Hence, this study aimed to evaluate the impact of online teaching-learning methods for implementing an elective module for undergraduate medical students at Burdwan Medical College and Hospital, West Bengal, India. Methods An online module for systematic review methods was developed using the Delphi method. This module was used to train 30 medical students divided into six groups. One resident and one facultyfacilitated each group. After the elective program of 15 days, program feedback and evaluation using the Kirkpatrick model were obtained from the students. Results A total of 30 undergraduate medical students with a mean age of 22.7±0.95 years participated in the study. All of them successfully conducted a systematic review per group. The students' feedback was 86.33% positive, and the project evaluation showed an 84% positive opinion. The highest score was for understanding, facilitators' knowledge, and experience. The lowest score was for the immediate applicability of the knowledge. Conclusion An online systematic review training module can be used for elective teaching-learning for final-year medical students, particularly within limited time and resource constraints. Students appreciated the module's clear objectives, appropriate complexity, and facilitators' expertise, leading to improved communication, engagement, and critical-thinking skills. Despite some limitations, these findings suggest that online learning can complement traditional methods and address logistical challenges in medical education, warranting further research on its long-term impact and broader applicability.

Surgery and Surgical Training Prior to Graduate Medical Education: A Blue Ribbon Committee II, Medical Student Education Subcommittee Report.

To update and add to the first report commissioned by the Blue Ribbon Committee about 20 years prior. Following a summit in late 2022 commissioned by the American Board of Surgery regarding competency-based reforms in surgical education and via a partnership with the American College of Surgeons (ACS) and other stakeholders, a Blue Ribbon Committee (BRC-II) on surgical education was formed. The BRC-II would have seven subcommittees. This paper details the work of the Medical Student Subcommittee within the BRC- II. The subcommittee's work, supported by staff from the ACS, entailed a thorough literature review, which involved collating and aggregating the findings, identifying key challenges and opportunities, and committing to draft recommendations. These recommendations were then presented and refined via discussions with the Blue Ribbon Committee at large in multiple virtual and in-person settings. The subcommittee's work is detailed below and further summarized in table format. The section below elucidates the medical student education continuum and discusses the pertinent topics of recruitment, surgical engagement in medical student training and the surgical image, training for the current surgical practice model, trainee selection for graduate medical education (GME), and optimizing the transition from undergraduate medical education (UME) to GME. The last two decades have shown significant changes and shifts in medical education and surgical practice. The findings of BRC-II in this manuscript help to structure the current and future necessary improvements, focusing on different aspects of medical student education.

Simulation intervention related to family presence during resuscitation for physicians and medical students: A scoping review.

Family presence during resuscitation (FPDR) is known as part of family-centered care. However, it is unknown or how physicians are educated for FPDR. We aim to review the current status of simulation related FPDR for physicians and medical students. A scoping review of literature published from 1999 to May 5 2023 and written in English was undertaken. The articles were searched for using keyword combinations of the following words; family, resuscitation, and simulation-related words. Eight articles were included in the final review. This review of FPDR simulation for physicians and medical students revealed findings in three categories; measuring CPR quality, investigating participant responses after FPDR simulation, and extracting exemplar good communication elements. First, in four studies measuring resuscitation quality, physicians participated in adult resuscitation, and resuscitation quality was reduced with overt reaction family presence. Second, in three studies investigating the response to simulation training, interprofessional teams participating in pediatric resuscitation had negative responses to FPDR simulation. Third, in one study, good communication elements during FPDR were found in infant simulation, in which interprofessional teams participated. FPDR simulation training for medical students has not been reported. It highlighted a gap in FPDR simulations involving physicians and/or medical students. Physicians were more concerned with resuscitation quality than supporting families during resuscitation simulations. Medical students should be considered as the main participants for FPDR simulation. More high-evidence studies with interprofessional teams including physicians and/or medical students are needed to evaluate curriculum design and participant response changes following FPDR simulation.

Association of tibial slope alterations with anterior cruciate ligament (ACL) injury and mucoid degeneration.

To compare radiographic measurements of lateral tibial slope (LTS), medial TS (MTS), and coronal TS (CTS) in MRI-defined intact, injured, and mucoid-degenerated native ACL knees and determine inter-reader reliability. Patient records from 2years at tertiary care hospitals were reviewed for individuals aged 18-100 undergoing 3-Tesla knee MRI and radiographs. Two randomly selected cohorts, control, and pathologic ACLs on MRI with 86 patients each, were age, gender, and BMI-matched. A fellowship-trained musculoskeletal radiologist reevaluated curated images, characterizing ACL status. Two trained medical students independently collected clinical data and measured slopes on blinded radiographs. ICC, Cohen's kappa, and case-control matching were performed using SPSS statistical package, with ICC and ANOVA used for comparisons. Among 172 patients with 172 MRIs and radiographs, there were 86 controls and 86 ACL lesions. There were 108/172 (62.79%) males and 64/172 (37.21%) females. ICCs were 0.966 for MTS, 0.975 for LTS, and 0.978 for CTS. Mucoid degeneration patients had a higher BMI and were older than control (p < .05) or completely torn (p < .001) ACL patients. There was no difference in TS between normal and pathologic ACLs; however, LTS-MTS differences were larger with partial tears (2.5 ± 4.9) than normal ACLs by 4.5° (± 1.2, p < .001), complete tears by 4.5° (± 1.3, p < .001), and mucoid degeneration by 4.9° (± 1.5, p = .001). Various TS measurements are reliable. LTS-MTS differences are associated with different ACL lesions compared to normal ACLs.

Validity of self-assessment pubertal Tanner stages by realistic color images and Pubertal Development Scale in a longitudinal cohort study.

To date, the reliability of pubertal development self-assessment tools is questioned, and very few studies have explored the comparison between these tools in longitudinal studies. Hence, this study aimed to examine the reliability of pubertal development self-assessment using realistic color images (RCIs) and the Pubertal Development Scale (PDS) in a longitudinal cohort study. Our longitudinal study recruited 1,429 participants (695 boys and 734 girls), aged 5.8-12.2 years old, in Chongqing, China. We conducted two surveys, 6 months apart. Tanner stages were examined by trained medical students at each visit. RCIs and PDS scores were used to self-assess puberty at each visit. Agreement between physical examination and self-assessment was determined using weighted kappa (wk), accuracy, and Kendall rank correlation. The concordance of puberty self-assessment using RCIs at baseline and the first follow-up was almost perfect in girls and boys, wk >0.800 (p < 0.001). At baseline, the concordance of genital development self-assessment using RCIs was fair in boys, wk = 0.285 (p < 0.001), and that of boys' pubic hair development self-assessment using RCIs was poor, wk = 0.311 [95% confidence interval (CI) -0.157 to 0.818]. The wk of the PDS was less than 0.300, except for breast development. The reliability and validity of the PDS in this study population were low, and the consistency of the PDS was not good. The concordance of RCIs is better than that of the PDS. Pubertal development self-assessment using RCIs is reliable, while the reliability and validity of the PDS are unacceptable. Therefore, RCIs are recommended as a reliable pubertal development self-assessment tool to measure pubertal development for large-scale epidemiological investigations and long-term longitudinal studies in China.

Enhancing Facial Filler Training with 3D-Printed Models: A Prospective Observational Study on Medical Student Competence.

BACKGROUND This study evaluated the efficacy of 3-dimensional (3D) printed facial models in training medical students for cosmetic facial filler applications. A prospective observational study included 40 medical faculty students without prior filler application or surgical training. They received theoretical and practical training using 3D-printed face models, assessed through pre- and post-training surveys. MATERIAL AND METHODS Facial models were designed using SolidWorks and printed with a Mars 2 PRO 3D printer using PLA filament and high-performance silicone. Training comprised in-class instruction, live demonstrations, hands-on practice, and individual guidance. Students' skills were assessed through self-assessments and objective criteria. RESULTS After training, students showed significant improvement in procedural understanding and application locations, with increased confidence and competence (P<0.001). Statistical analysis confirmed these improvements. CONCLUSIONS 3D-printed facial models are valuable for enhancing medical students' skills in cosmetic facial fillers, offering cost-effective and safe simulation. This approach improves practical skills and confidence, benefiting medical education and patient care.

Triple therapy: Three departments collaborating to train medical students in rural settings.

The primary healthcare (PHC) rotation places medical students in rural district hospitals for 4 weeks during their 4th or 5th year. This rotation is a collaboration among three academic units at Stellenbosch University's Faculty of Medicine and Health Sciences. Learning activities during this rotation include participation in a longitudinal community-oriented primary care project, conducting rehabilitation-oriented home visits to persons with disabilities, and assessing and treating patients presenting with undifferentiated problems on an in- and outpatient basis. Working in rural contexts for a month affords students opportunities to foster meaningful relationships with the healthcare team, patients and the community, while learning about collaborative teamwork and communities. Critical reflections about the interprofessional care of patients and a community evaluation are key components of the students' learning and assessment. Demonstrating the importance of interprofessional collaboration in PHC, this integrated training model has received, and continues to receive, positive feedback from students and the clinicians involved. Attention to logistics and academic support plays a crucial role in ensuring optimal learning for students. An integrated approach that involves multiple academic units, various healthcare professions and communities is strongly recommended for those who are considering training students in rural PHC environments.