Medical Eduaction Papers & Publications

The second edition of “Short and OSCE Cases in Internal Medicine” [1] is a useful resource that enables candidates to learn the tricks of the clinical examination when preparing for higher specialist examinations such as MRCP (UK) PACES, MRCPI, Arab Board, and other clinical examinations which use the Objective Structured Clinical Examination (OSCE) format. As compared to the first edition [2], the number of photos and illustrations in the second edition has been considerably expanded to include about 150 photos to enhance the candidate’s learning experience. In addition, the author has revised and updated all sections based on new information and advancements in the medical field. Particular emphasis has been placed on a highly professional approach to the case, a competent, succinct, and relevant clinical examination techniques according to the examiner’sinstruction, and a concise, professional presentation by the candidate. Some mnemonics to help recall long lists also have been included as aide-mémoire.

Karishma

Background: Cancer is the word used for a tumor that spreads & destroys the host and is one of the leading causes of morbidity and mortality in developed and developing countries. Good nutrition is important for good health. Methods: Non-experimental descriptive research design was adopted for a study to assess knowledge on meeting nutritional needs among 100 oncology patients receiving chemotherapy at Bhagwan Mahaveer Cancer Hospital & Research Centre, Jaipur. Sample selection using a non-probability convenient sampling technique. Data were collected through a self-developed structured knowledge questionnaire. Results: Our results revealed that the majority of cancer patients, 43%, were in the age group of 31-40 years, 39% had no formal education, 32% had secondary education, and 17% had primary education. 76% were males, 24% were female, and 87% of participants did not have a family history of cancer. 55.23% of patients reported that nurses did counselling. The majority (67%) of respondents reported that they had previous information on meeting nutritional needs through diet counselling, and 33% reported they didn’t have any information about meeting nutritional needs. Most (45%) of cancer patients had poor knowledge, 26% had average knowledge, and 29% had good knowledge scoring. Conclusion:Conclusion:Conclusion:Conclusion:Conclusion:Conclusion:Conclusion:Conclusion:Conclusion:Conclusion:Conclusion: We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge We concluded that results show most (45%) of oncology patients receiving chemotherapy had poor knowledge meeting nutritionmeeting nutrition meeting nutrition meeting nutrition meeting nutritionmeeting nutrition meeting nutrition meeting nutritionmeeting nutritionmeeting nutritionmeeting nutritionmeeting nutritional needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that al needs during chemotherapy. However, the researcher developed an information booklet, and he hopes that the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy the booklet will surely enhance oncology patient’s knowledge of meeting nutritional needs during chemotherapy .

Dr K C Yadav

Background and Objectives: Research by medical students in Yemen is limited both in terms of quantity and quality. In this light, the early recruitment of medical students into research activities can encourage them to become academically adept and professionally renowned physicians. Therefore, the aim of this study was to evaluate the knowledge, attitudes, and obstacles regarding medical research among medical undergraduates in the Faculty of Medicine and Health Sciences, Ibb University, Yemen. Materials and Methods: For the purpose of this study, a cross-sectional survey was conducted among medical students at the Faculty of Medicine and Health Sciences, Ibb University, Yemen. This survey involved medical students at their 3rd, 4th, 5th, and 6th academic years, who participated in this study from August 01, 2022, to September 30, 2022. The permission to conduct the survey was obtained from the Dean of the Faculty of Medicine and Health Sciences, Ibb University. The data gathered from the survey were analyzed using descriptive statistics. Results: About 174 (92.6%) respondents completed the survey questionnaire. The mean age of these respondents was 23.34 years. Notably, most of them demonstrated low levels of concomitant knowledge despite having positive attitudes toward medical research. Only a few students agreed with the following statements in the questionnaire: there is allotted time to pursue research (14.9% agreed); there is adequate training in research methodology (12.1% agreed); there are sufficient reward/motivations for participation in research (9.2% agreed); there is adequate training on writing a manuscript (9.2% agreed); there is adequate training on the performance of simple statistical analysis (10.4% agreed); research mentors are readily available (16.6% agreed); and it is easy to obtain a permit to conduct research from an institution (20.7% agreed). In addition, less than half of the respondents agreed with the statement that adequate medical research facilities exist in Yemen (39.1%). Conclusion: Most of the respondents in this study showed low levels of knowledge regarding research, despite having positive attitudes toward it. The primary barriers hindering research practices were the following: lack of allotted time to pursue research, lack of adequate training on writing a manuscript, and lack of training on the performance of simple statistical analysis. Moreover, the survey respondents noted a lack of research mentors and difficulties in getting approval for conducting research from their institution.

Karishma

If you already have a research project in mind, the research planning phase must be completed with the formulation of a wellstructured research proposal that must be submitted to an ethics committee for approval before your project can start. Generally, a research proposal contains the following elements: Title, abstract, introduction, objectives, methodology, timeline and milestones, ethical considerations, budget, appendices, and references. Whether you are a medical student or a researcher, knowing how to write a research proposal is an important skill to start any research project. This guide will give you the skills to write a successful research proposal.

Karishma

Worldwide, cardiovascular diseases (CVDs) are the leading cause of mortality, demanding innovative therapeutic strategies. Nanomedicine offers promising solutions through nanoparticle-mediated drug delivery, enhancing precision, efficacy, and safety. This review examines nanocarriers, including liposomes, polymeric nanoparticles, and dendrimers, for targeted CVD treatment, encompassing coronary artery disease, atherosclerosis, and myocardial infarction. This review highlights advances in theranostics, gene therapy, and stimuli-responsive systems while addressing challenges related to biocompatibility and clinical translation. Nanotechnology holds transformative potential for CVD management, enabling personalized and least invasive treatments.

Karishma

The exponential growth of biomedical literature presents both an unprecedented opportunity and a significant challenge for medical professionals and students. Conducting a thorough yet efficient literature review is a fundamental skill, essential for evidence-based practice (EBP), research, education, and scholarly writing. However, navigating this vast information landscape effectively remains a common hurdle. This review aims to provide a comprehensive, step-by-step guide to conducting efficient and rigorous literature reviews tailored to the needs of medical professionals and students. It focuses on practical strategies, critical appraisal techniques, synthesis methods, and leveraging technology to optimize the process while maintaining scientific integrity. A narrative review methodology was employed, synthesizing established principles and methods from evidence-based medicine, information science, and academic writing. Key sources include guidelines from major medical libraries, EBP resources, and authoritative texts on research methodology and critical appraisal. The review outlines a structured approach encompassing: defining a focused question using frameworks like Participants; Intervention/Exposure; Comparison; and Outcome (PICO/PECO); developing and executing a systematic search strategy across multiple databases; efficient screening and selection of relevant literature; critical appraisal of study quality and relevance; effective synthesis of findings (narrative, thematic, or tabular); clear and concise writing; and strategies for maintaining currency. Emphasis is placed on leveraging technology (reference managers, databases, and AI tools) cautiously and avoiding common pitfalls, such as scope creep and uncritical acceptance of findings. A life-long experience that the academic writer learns through life, and yet may fall into them easily. An efficient literature review is not merely about speed, but about systematic rigor, critical thinking, and strategic use of resources. By adopting the structured, technology-enhanced, and critically appraised approach outlined, medical professionals and students can navigate the literature effectively, saving valuable time while producing high-quality, evidence-informed outputs for clinical practice, research, and education.

Karishma

Parkinson’s disease is the second most prevalent neurodegenerative disorder after Alzheimer’s disease. It is characterized by psychological disturbances and other symptoms that vary with the severity of the condition. Common mental health issues include anxiety, mood fluctuations, hallucinations, psychosis, depression, and cognitive decline. These psychiatric conditions should be taken into account when diagnosing Parkinson’s disease. Therefore, an accurate diagnosis before initiating treatment is essential, as overlooking these psychological aspects can lead to suboptimal care.

Karishma

Background: Ward rounds are a cornerstone of inpatient care, critical to patient management, interdisciplinary communication, and bedside teaching. However, despite their importance, ward rounds are often unstructured and inconsistent, limiting both clinical efficiency and educational impact. Objective: This narrative review examines common deficiencies in current ward round practices and proposes a structured, evidence-informed framework to enhance their effectiveness. Methods: A narrative review was conducted to identify deficiencies in ward round practices and develop a practical, evidence-informed framework for improvement. Given the focus on conceptual and experiential insights, a formal quality appraisal of the included studies was not performed. Results: The review identified recurrent challenges, including poor planning, unclear leadership, inadequate time management, and a lack of integrated teaching. Drawing on best practices, a three-phase model—preparation, execution, and education—is proposed to enhance team communication, patient involvement, and trainee learning. Conclusions: Structured, goal-oriented ward rounds can significantly improve care coordination, safety, and clinical education. Institutions should prioritize standardized ward round models supported by training in leadership, teaching, and interdisciplinary collaboration.

Karishma

Patent foramen ovale (PFO) is a prevalent congenital cardiac anomaly. It is increasingly acknowledged as a significant factor in cryptogenic ischemic stroke, especially among young adults experiencing otherwise unexplained cerebrovascular incidents. This review summarizes recent advances in the epidemiology, pathophysiology, diagnostic strategies, and management of PFO-related stroke. The article examines the intricate mechanisms of PFO-associated strokes, including paradoxical embolism, in situ thrombus formation, and atrial cardiopathy, while emphasizing the significance of anatomical risk factors like large shunt size and atrial septal aneurysm. The clinical implications of PFO in various disorders, such as migraine with aura, decompression sickness, and high-altitude pulmonary edema, are also analyzed. Diagnostic modalities such as echocardiography and transcranial Doppler are compared, focusing on their sensitivities and procedural details. The review focuses on evidence-based methods for medical, interventional, and device-based closure of PFO, highlighting patient selection and ongoing controversies. The ongoing uncertainties surrounding causal relationships, risk stratification, and optimal therapy highlight the necessity for continued research. This review offers a current synthesis for clinicians and researchers addressing the challenges associated with the evaluation and management of PFO in stroke prevention. To achieve the aims of the article and make it concise, PubMed, Google, EMBASE, Google Scholar, and Scopus were searched for original and review articles published in the last 10 years. Several keywords, phrases, and texts were utilized.

Karishma

Recently, the definition of cardiorenal syndrome (CRS), a condition with a complicated pathogenesis, has been revised. Logically, CRS syndrome should be classified according to the initial organ that is injured, resulting in damage to another organ. Hence, there are only three main categories of CRS. Category one includes acute and chronic CRS. Category two involves renal-cardiac syndrome (RCS), which can be classified as acute or chronic. The third category represents secondary CRS, referred to as cardio-reno-cardiac syndrome (CRCS), which can be subdivided into acute and chronic CRCS. In this part of our series, we will discuss the epidemiology, pathophysiology, diagnosis, treatment, and prevention of acute CRS. We retrieved articles published on acute CRS using different keywords and phrases between January 2019 and June 2025 to achieve these goals.

Karishma

Background: Pioglitazone, a peroxisome proliferator-activated receptor gamma (PPARγ) agonist, has demonstrated potential in managing Alzheimer’s disease (AD); however, its oral administration is limited by systemic side effects such as cardiovascular risks and hepatotoxicity. This study aimed to formulate and evaluate a thermo-adhesive intranasal gel containing pioglitazone, utilizing Poloxamer 407 and Carbomer, as a targeted drug delivery system for AD. Methods: A series of gel formulations was prepared and assessed for gelling capacity, homogeneity, pH, and stability. The solubility of pioglitazone in various solvents was tested, and the optimal thermo-adhesive gel was selected based on gelation at physiological temperature (37°C–39°C). Results: The formulation containing 3 g Poloxamer 407 and 0.8 mg Carbomer successfully transitioned into a gel at body temperature and maintained physical stability over 2 months under accelerated conditions. The pH remained within the acceptable intranasal range (5.7–6.0), and no visual or olfactory changes were observed. Conclusions: The developed thermo-adhesive intranasal gel offers a promising alternative to oral pioglitazone delivery for AD, with the potential for enhanced Central Nervous System (CNS) targeting and reduced systemic side effects. Further toxicity and in vivo efficacy studies are warranted to confirm safety and therapeutic value.

Karishma

Background: Epilepsy and cerebral palsy (CP) are reported as the two most common indications for electroencephalogram (EEG) requests in children in Nigeria. Although several studies have examined epilepsy and EEG findings in the country, most have not documented the conditions under which EEG recordings were performed—whether during wakefulness, natural sleep, sleep deprivation, or drug-induced sleep. This study aimed to compare the effectiveness of sleep deprivation and the use of melatonin in achieving sleep EEG recordings in children with epilepsy and CP versus those with epilepsy without CP, at the Pediatric Neurology Clinic of Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria. Methods: This was a cross-sectional comparative study involving children aged 6 months to 15 years, conducted between March 2022 and February 2023. A total of 121 subjects with epilepsy associated with CP (Group 1) and 124 subjects with epilepsy not associated with CP (Group 2) were consecutively recruited. Conventional inter-ictal sleep EEG recordings were performed using an EEG machine (Model: Satellite P200-132, Toshiba Europe GmbH, DC 19V, 3.4A). Data were analyzed using SPSS version 25.0, and a p-value of <0.05 was considered statistically significant. Results: Of the subjects with epilepsy and CP (Group 1), 67 (55.4%) achieved sleep EEG recordings following sleep deprivation, while 54 (44.6%) required sleep induction with melatonin. Among subjects with epilepsy without CP, 107 (86.3%) attained sleep EEG recordings after sleep deprivation, whereas 17 (13.7%) required melatonin-induced sleep. The difference between the two groups regarding the need for melatonin to induce sleep was statistically significant (p < 0.001). Conclusions: Sleep deprivation was more effective in achieving sleep EEG recordings in children with epilepsy who did not have CP.

Karishma