Laurence Moon Bardet Biedl syndrome is characterized as a rare genetic disorder, with a wide range of presenting symptoms such as mental retardation, decreased visual acuity, obesity, hypogonadism, and polydactyly. The diagnosis of this syndrome is easily overlooked due to its rarity, with a prevalence rate of one in 125,000-160,000 reported within Europe. Delayed diagnosis and inappropriate management may lead to an irreversible loss of functions. The most significant of these losses include loss of vision, cardiac problems, and renal abnormalities. These dysfunctions critically impact the mental faculties and personal life of a patient. Our case presented with striking features of this syndrome, but due to a lack of awareness, her family was not adequately counseled. Both the family and the patient were not equipped with the necessary knowledge regarding the nature of her disease and its prognosis. The patient was mismanaged and kept ignorant of the importance of a proper follow-up. This necessitates a multidisciplinary team approach towards such cases so that their disease can be adequately managed. The early diagnosis and symptomatic management of complications as they arise remain the most important and vital step in the management of this illness. We hope that our case sheds further light on the existing knowledge of this syndrome.
The dental profession is an important segment of human health care services all over the world. Dental schools in Europe and United States have evolved their curriculum to keep abreast with advances in dentistry; like connective tissue biophysics and molecular engineering through an objectively structured and clinically oriented curriculum. However, dental education in our country is still mostly traditional. This article examines the new approaches to teaching and learning in dental schools/colleges that are shaping dental curriculum globally. Articles relating to curricular trends in dental education and advancement in the dental profession published between 2010-2020 were searched in medical search engines. However, few relevant articles published before this period were also consulted. The current trends in dental curricula show new teaching, learning, and assessment methods like small group discussions, case-based learning, competency-based learning, Inquiry-based teaching-learning, and peer-assisted learning. The curricular format is integrated and new innovative assessment techniques like the assessment of multiple systematic reviews (AMSTAR) are being employed. Virtual reality, interdisciplinary teaching, and distributed community models in dental education are being implemented. The emergence of COVID-19 has also affected dental education and as a result, e-learning formats and assessment techniques have become increasingly popular. Dental schools abroad have revamped their curriculum with the advances in newer technologies and research related to dentistry. There is a need to immediately update and redesign the present dental curriculum in our country as well.
Aim: To conduct integrated sessions of anatomy and physiology for ascending tracts and determine its effect on academic performance and determine perceptions of the students regarding its effectiveness. Methods: Using nonprobability convenience sampling, fifty-three students were selected from first year BDS and were divided into group 1 and 2 comprising of 27 and 26 students respectively. Group 1 learned anatomy and physiology of ascending tracts through four integrated sessions while group 2 was taught same content through traditional teaching sessions. At the end of sessions, knowledge was assessed and compared through a MCQ based exam. Questionnaire based perceptions were gathered about the integrated sessions from the participants belonging to group 1. Results: The mean score of the students from group 1 (34.8 ± 6.53) was higher than that of group 2 (31.36 ± 5.71) (P<0.05). Most of the students positively perceived this method of teaching and felt that it was more understandable, motivating, interesting and they would prefer this method over traditional teaching. Conclusion: Integrated sessions for anatomy and physiology of ascending tracts enhanced academic performance and were positively perceived by the students. Keywords: Anatomy, Physiology, Integration, Medical education, Motivation.
Aim: This study is designed to understand the views of the faculty involved in teaching anatomy using online platforms during recent covid-19 pandemic. An insight into their experiences may help policy makers to improve online sessions of anatomy in the future. Study design: Qualitative phenomenological study Place and duration of study: From September to December 2021 at Dental College, HITEC-IMS. Materials & methods: Semi structured interviews were conducted face to face and transcribed verbatim. All responses were subjected to qualitative analysis, and themes were derived. Results: A total of 15 female participants from three institutions gave feedback. One of the main themes identified was Teaching effectiveness with subthemes including, included Disconnection, feeling ineffective, Technological issues, administrative issues, student related issues, internet issues. Second theme was Opportunities with subthemes including professional development, logistics, blended learning. Third theme was continuing development of online teaching which had subcategories of teacher training, student motivation and connectivity. Conclusion: The study highlights the issues faced by the faculty, teaching anatomy online for the first time during a pandemic. The feedback about learning opportunities gained and advice for future teaching may help inform policy makers of curricular reforms regarding blended learning in future teaching of anatomy. Keywords: Covid-19, Online teaching, Anatomy, Blended learning.
The majority of medical school curricula have been merged both horizontally and vertically, with clinical and fundamental sciences integrating vertically. This has contributed to a more complete education. The Flexnerian curriculum is being phased out to make room for the merging of basic sciences and clinical sciences, which are now taught concurrently across the curriculum. This modification was made to allow for integration. We have developed an alternate approach of integration in which the teaching of the sciences is displayed on the vertical axis and the defined learning outcomes are depicted on the horizontal axis; this strategy is then adopted throughout all courses. We believe that it is not sufficient to merely integrate the basic and clinical sciences in the field of medicine; rather, it is vital to lay an emphasis on the importance of humanism in addition to the public health sciences. In other words, we believe that merely integrating the basic and clinical sciences in the realm of medicine is insufficient. Integration of the basic and clinical sciences, humanism, and health population into the curriculum's vertical axis is essential not only in the early years of the programme, but throughout its entirety. This involves the use of problem- or case-based active teaching strategies in small groups. Place of Study: Rai Medical College Sargodha Study Duration: January 2022 to June 2022 Study Design: Empirical research Conclusion: In conclusion, an integrated medical curriculum has both its positive and negative aspects to consider. An integrated curriculum, on the other hand, can offer medical students with a thorough grasp of the human body, as well as improve critical thinking and foster interdisciplinary learning, provided that it is done successfully. Keywords: integrated curriculum types, sciences integration, curricular architecture and development
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.