152 research outputs found
Appendix_1A-C_xyz3031596937a3f – Supplemental material for Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives
No full textSupplemental material, Appendix_1A-C_xyz3031596937a3f for Teaching “Shock Pathophysiology” by Flipped Classroom: Views and Perspectives by Rehana Rehman, Satwat Hashmi, Rozmeen Akbar and Syeda Sadia Fatima in Journal of Medical Education and Curricular Development</p
Emerging trends in metabolic syndrome
No full textThis book covers key features of metabolic syndrome which are usually not addressed while considering overall health status. The goal of writing this book is generally aimed at clarifying this concept and spreading awareness regarding the rising obesity epidemic worldwide. The book covers the spectrum of obesity from pathophysiology to related disorders such as infertility, cardiovascular diseases, diabetes, and epilepsy, etc. The general flow of the book begins from introduction of the concept and moving to more advanced areas such as intricate relationship of metabolic syndrome and obesity with overall health, reproductive health, unorthodox etiological factors and challenges for management.https://ecommons.aku.edu/books/1121/thumbnail.jp
Post-partum follow-up of women with gestational diabetes mellitus: Effectiveness, determinants, and barriers
No full textBackground: Despite the recommendations for postpartum blood glucose monitoring post gestational diabetes mellitus (GDM); scientific evidence reveals that these recommendations may not be fully complied to. This study aimed to follow-up women up to 2 years post-delivery with pregnancies complicated by GDM and healthy controls to assess this fact.Methods: Women with GDM (n = 78) and normal glucose tolerant (n = 89) delivered in 2014 were followed up for 2 years. They were informed and enquired via telephone about their blood glucose screening, physical activity, postpartum complications, and current weight status of mother and baby.Results: Women with previous GDM were older and reported higher body weight 2 years post-delivery. At the 2 year follow-up, n = 11 (14.1%) participants had developed diabetes, all with previous GDM. Both weight at birth (3.8 ± 0.5 kg) and at 2-year (10.7 ± 2.3 kg) for the babies born to GDM mothers was significantly higher than the NGT group babies (2.6 ± 0.63 and 7.1 ± 1.4 kg; p \u3c .05). Only 27 women regularly opted for T2DM screening via monitoring blood glucose or HbA1c levels postpartum. The top reason for failed screening included: believing that GDM would disappear after delivery, and being occupied with the baby.Conclusions: The high incidence of T2DM in women with previous GDM is an alarming finding. Given this trend, systematic follow-up programs are needed to reduce obesity and diabetes risk
Clinical case orientation with basic physiological concepts of endorcine reproductive physiology
No full textClinical Case Orientation with Basic Physiological Concepts of Endocrine Reproductive Physiology covers all the physiology topics related to the endocrine reproductive system covered in undergraduate medical education that need to be recalled for application in clinical sessions. They are presented as clinical cases to take the readers to the bench side, and challenge them to recall the interplay of physiological aspects with the identification of learning objectives. Students may use this book as a guide to develop understanding and critical thinking, while also reflecting on the acquired knowledge regarding endocrine reproductive physiology, and pathophysiology.https://ecommons.aku.edu/books/1106/thumbnail.jp
An innovation in flipped class room: A teaching model to facilitate synchronous and asynchronous learning during a pandemic
No full textObjective: To conduct an on line Flipped Class Room (FCR) to facilitate synchronous (in class activity) and asynchronous learning [Virtual Learning Environment (VLE)] and acquire feedback of the learning experience from medical students at Aga Khan University.Methods: This interventional study was conducted with year II students undergoing Endocrine Reproduction Module at the Aga Khan University during April 13 to May 22, 2020. Pre reading material and pretest was shared with the students via Virtual Learning Environment (VLE) one week before the class. Microsoft Teams was used to conduct online session by two facilitators, where student discussion on case studies was encouraged. A WhatsApp group was created with the facilitators to respond to any student queries. The session was recorded and later uploaded on VLE. Posttest and a student satisfaction survey was conducted at the end of the session.Results: The average score for the pretest and posttest was 19.67 ± 1.37 and 24.60 ± 1.34 respectively (p value \u3c0.05). The learner curve showed an increase in the knowledge learned by 4.93 points (p value \u3c0.05). Fifty-five percent students felt that placement of session was appropriate and were satisfied with the instructions and expected outcomes, received constructive feedback for improvement and generated positive attitude towards learning.Conclusions: The innovative model of FCR through facilitation of synchronous and asynchronous learning empowered student\u27s engagement and interactive learning. Students perceived this as a great learning experience which they enjoyed with positive reinforcement from feedback given by the facilitators. They suggested continuation of this model for further learning sessions in other modules of undergraduate medical education at Aga Khan University
Analysis of Benzimidazole and Benzothiazole Fungicide Residues by Spectrophotometry
No full textThis Dissertation / Report is the outcome of investigation carried out by the creator(s) / author(s) at the department/division of Central Food Technological Research Institute (CFTRI), Mysore mentioned below in this page
From static web to metaverse: reinventing medical education in the post-pandemic era
No full textAbstractThe World Wide Web and the advancement of computer technology in the 1960s and 1990s respectively set the ground for a substantial and simultaneous change in many facets of our life, including medicine, health care, and medical education. The traditional didactic approach has shifted towards more dynamic and interactive methods, leveraging technologies such as simulation tools, virtual reality, and online platforms. At the forefront is the remarkable evolution that has revolutionized how medical knowledge is accessed, disseminated, and integrated into pedagogical practices. The COVID-19 pandemic also led to rapid and large-scale adoption of e-learning and digital resources in medical education because of widespread lockdowns, social distancing measures, and the closure of medical schools and healthcare training programs. This review paper examines the evolution of medical education from the Flexnerian era to the modern digital age, closely examining the influence of the evolving WWW and its shift from Education 1.0 to Education 4.0. This evolution has been further accentuated by the transition from the static landscapes of Web 2D to the immersive realms of Web 3D, especially considering the growing notion of the metaverse. The application of the metaverse is an interconnected, virtual shared space that includes virtual reality (VR), augmented reality (AR), and mixed reality (MR) to create a fertile ground for simulation-based training, collaborative learning, and experiential skill acquisition for competency development. This review includes the multifaceted applications of the metaverse in medical education, outlining both its benefits and challenges. Through insightful case studies and examples, it highlights the innovative potential of the metaverse as a platform for immersive learning experiences. Moreover, the review addresses the role of emerging technologies in shaping the post-pandemic future of medical education, ultimately culminating in a series of recommendations tailored for medical institutions aiming to successfully capitalize on revolutionary changes
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