This article is a descriptive and reflective piece on the strategic adaptations that facilitated and enabled the teaching of anatomy and related basic medical sciences to medical students in an African medical school that never shut down during the COVID-19 induced lockdown of the year 2020. The article considers the roles of educational technology, innovations, media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. Specific technologies and innovations including the Anatomage Table, Complete 3D Anatomy software, and the use of High-Fidelity Mannequin were deployed to facilitate effective teaching of anatomy and related basic medical sciences. This was aided by the robust use of a learning management system -Canvas, as well as internet facility for connection, videoconferencing, online sessions and online-based assessment in a strategically organised manner. This system was dynamic enough to respond to changes in COVID-19 related government policies including the lockdown and social distancing-related adjustments in the physical settings. The outcome was that the teaching of medical students did not stop, and optimal results were achieved. The article considers the roles of educational technology and innovations as well as the media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. It is believed that this experiential piece would inspire and inform other medical schools on the benefit of building robustly dynamic medical school systems as well as the use of innovations in times of challenges. The article also considers both the limitations and benefits of technology in teaching anatomy. Very importantly, specific tools, innovations, and technologies were considered as used, and the information provided might be a guide for other potential users. Ultimately, the lesson learned would be of use to us and we believe we could also benefit many others.

The COVID-19 pandemic has affected health globally in a manner that this generation has never witnessed. The initial measures to mitigate these effects were focused on health interventions and remedies; rightly so. These had included public health measures including the lockdown, the test-and-contact-tracing and the social or physical distancing measures among others. Measures were also taken by different countries and states to mitigate the economic fallout and these had included palliatives for the people. Countries had borrowed and adjusted their fiscal policies and priorities to cater for the COVID-19 effects. Then, the question arises: what have we done with education in Africa? Education is arguably the most important way to address how COVID-19 would affect our future and the life of the generation whose education has been significantly impacted by COVID-19. This is the reason for this article. The article addresses how best to virtualise the school through strategic adaptations and changes. It addresses key factors including infrastructure, pedagogy, resources, assessment, quality assurance, student support system, technology, culture and best practices.

Background: Caffeine and cannabis are globally consumed and abused psychoactive substances. While caffeine is legally used in various forms, including in tea and coffee as beverages, it is also consumed in soda and energy drinks as additives. Cannabis, on the other hand, is considered illegal in most countries; albeit, it is being consumed globally particularly by adolescents. Purpose: The adolescent stage marks a critical stage of brain development and maturation. Influences of agents on the brain at this stage may affect neuronal structural and functional attributes. To this end, the current experiment considered the effects of cannabis and caffeine on selected key neurotransmitters and enzymes in the brain tissues after regimented caffeine and cannabis treatment for 21 days. Methods: A total of 72 juvenile Wistar rats that were approximately 40 days old were divided into 6 groups A-F. The group A served as the control. Other groups were administered various dosages of caffeine or cannabis in distilled water, using oral gavages as follows: group B animals received 100 mg/kg body weight of caffeine, group C animals received 50 mg/kg body weight of caffeine, group D animals received 500 mg/kg body weight of cannabis, group E animals received 200 mg/kg body weight of cannabis, and group F received a low dose of cannabis (200 mg/kg body weight) plus a low dose of caffeine (50 mg/kg body weight). The animals were killed by cervical dislocation 24 h after the last administration. The brain tissues were excised and homogenized. The enzymes cytochrome C oxidase and glucose-6-phosphate dehydrogenase were assayed to observe tissue energy metabolism while the neurotransmitters gamma-amino butyric acid (GABA), glutamate, and dopamine were assayed to observe the effects of the psychoactive substances on their activities relative to mental activities. Results: GABA, glutamate, and dopamine were generally higher in the treated groups of animals. The levels of G-6-PDH were higher in all treated animals' brains. Caffeine produced quite more significant effects relative to cannabis and the combination of both increased the level of G-6-PDH significantly. Conclusion: Results showed that caffeine and cannabis influenced the activities of the enzymes and neurotransmitters in the brain. Both stimulants altered brain chemistry relative to the tested enzymes and neurotransmitters.

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Introduction: Skin bleaching is the act of using steroid-and chemical-containing products to lighten the skin. Hydroquinone and kojic acid are often used in skin bleaching creams. Hydroquinone was suspected to be harmful. This study investigated the effects of kojic acid and hydroquinone on the skin of adult female Wistar rats and the potential use of aloe vera for amelioration. Materials and Methods: Eighty [n=80] adult female Wistar rats with an average weight of 120 g were randomly divided into eight groups, marked A, B, C, D, E, F, G, and H. Group A animals served as the control group; group B was treated with 2% hydroquinone, group C was treated with 2% kojic acid, group D was treated with 4% hydroquinone, group E was treated with 4% kojic acid, group F was treated with 2% hydroquinone and 2% kojic acid, group G was treated with 4% hydroquinone and 4% kojic acid, and group H was treated with 4% hydroquinone, 4% kojic acid, and aloe vera. The preparations were applied to the tail skin and treatment lasted 28 days. Skin samples were excised and processed using H&E, Masson's trichrome, and p65 immunohistochemical assays on tissue sections. Results: Hydroquinone caused structural disruptions of the stratum corneum of the epidermis and the overlying keratin. p65 was also prominently expressed in the treated groups. Hydroquinone reduced skin thickness and caused epidermis disruption. Discussion: The prominent expression of p65 in the sections indicated deleterious effects of hydroquinone. Kojic acid was not found to have deleterious effects. Aloe vera prevented extensive disruption of stratum corneum by hydroquinone. The use of hydroquinone in skin lightening creams might raise health concerns. Aloe vera could be protective against hydroquinone.