Artificial Intelligence and Virtual Reality in Surgical Training: Enhancing Skill Acquisition and Procedural Proficiency | Chapter 12 | Medical Science: Recent Advances and Applications Vol. 9

 

The integration of Artificial Intelligence (AI) and Virtual Reality (VR) in surgical training has profoundly transformed medical education and technical skill acquisition. In this context, “skill” is defined as a goal-directed motor pattern executed with a specified level of quality and precision, distinct from general abilities, dexterity (purely motor control), and competence (the application of skills in real clinical scenarios). AI-powered simulations, coupled with VR-based training platforms, create highly immersive, interactive, and risk-free environments that allow surgical trainees to practice and refine complex procedures with enhanced precision. These systems simulate real-life anatomical variations and intraoperative scenarios, facilitating improved decision-making and procedural accuracy. Real-time feedback mechanisms, adaptive learning algorithms, and personalised skill enhancement pathways support the development of competence by aligning training with each trainee’s individual learning pace and style. Furthermore, AI enables objective performance tracking through quantitative metrics such as hand movement efficiency, error rates, and task completion times, which support competency-based assessments and predictive modelling of future performance. By overcoming traditional limitations—such as restricted access to cadavers or live patients, variable case exposure, and ethical constraints—AI and VR technologies ensure standardised, reproducible, and scalable surgical training. However, current VR systems remain limited by inadequate haptic feedback, which can restrict the full transfer of tactile skills to real surgical procedures. Examples of current real-world implementations include the da Vinci Surgical System for robot-assisted procedures and augmented 360° VR modules for neurosurgical training. Despite these advances, challenges remain, including high implementation costs, limited haptic feedback, validation requirements for AI algorithms, and ethical considerations such as data privacy and algorithmic bias. By addressing these challenges, AI and VR have the potential to standardise surgical education, improve trainee proficiency, and enhance patient safety. This review comprehensively examines the current advancements, pedagogical benefits, and inherent challenges of incorporating AI and VR into surgical education, emphasising their role in shaping the next generation of surgical professionals and enhancing overall patient safety.

Author(s) Details

 

Ravi Piraji Desai
Department of General Surgery, Banas Medical College and Research Institute, Palanpur, Gujarat, India.

 

Khushboo Patel
GMERS Medical College, Vadnagar, Gujarat, India.

 

Priyanka Paresh Ruparel
Narendra Modi Medical College, Ahmedabad, Gujarat, India.

 

Jaydeep Kagathara
Department of Physiology, Bhagyoday Medical College, Kadi, Gujarat, India.

 

Jitendra Patel
Department of Physiology, GMERS Medical College, Vadnagar, Gujarat, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/msraa/v9/6043

Redefining Medical Education: Balancing Innovation, Expansion and Excellence in the AI Era | Book Publisher International

 

The advent of artificial intelligence (AI) and rapid technological advancements have ushered in a new era in medical education. This monograph, “Redefining Medical Education: Balancing Innovation, Expansion and Excellence in the AI Era,” is a comprehensive academic compilation of 23 chapters that critically examine the evolving paradigms of medical teaching and learning in the 21st century.

 

Bringing together diverse perspectives from specialities such as Paediatrics & Neonatology, General Surgery, Orthopaedics, Radiology, Obstetrics & Gynaecology, and Surgical Superspecialities, the monograph explores how AI and digital tools are transforming medical curricula, clinical training, assessment, research, and faculty development.

 

It highlights key themes such as personalised learning, competency-based education, telemedicine, simulation-based training, ethical use of AI, global collaborations, and equity in medical access and education. The monograph also addresses the pressing need for balancing rapid expansion in medical institutions with sustained quality and academic excellence.

 

Designed for medical educators, postgraduate trainees, policymakers, and healthcare professionals, this work aims to stimulate critical discourse, encourage innovation, and provide strategic insights for shaping the future of medical education in an AI-integrated world—where technological progress harmonises with human values and academic rigour.

 

Author(s) Details

Dr. P. Ramu.
Government Medical College, Srikakulam, Andhra Pradesh, India.

 

Dr. D. Annapurna
Government Medical College, Vizianagaram, Andhra Pradesh, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-81-991027-5-0

Transforming Medical Education: Active Learning Strategies Tailored for Generation Z | Chapter 8| Medical Science: Recent Advances and Applications Vol. 7

Adapting the medical curriculum to the needs of Generation Z may bridge the generational divides. Generation Z is the most diverse generation identified. With traits like tech-savviness, flexibility in learning, social relevance, creativity, self-expressiveness, predominant hands-on learners valuing practical skills, driven with immediate feedback, engaging learners, participatory, curious, collaborative, self-directed, preferring autonomy yet a short attention span, they demand comfortable, conducive learning environments that fulfil their learning goals. To create a more engaging environment, educators must transition from traditional instruction to facilitation. This manuscript discusses active learning strategies such as problem-based learning (PBL), team-based learning (TBL), flipped classrooms, and simulation-based activities, all of which align with the traits of Generation Z. By integrating these methods, the aim is to promote increased student participation, deeper understanding, and greater satisfaction for both learners and educators.

 

Author(s) Details

Krishnamurthy Soundariya
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Madagadipet, Puducherry-605107, India.

 

Deepika Velusami
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Madagadipet, Puducherry-605107, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/msraa/v7/5792

Transforming Nursing Education: The Role and Impact of Augmented and Virtual Reality Training | Chapter 5 | Medicine and Medical Research: New Perspectives Vol. 5

Augmented reality (AR) and virtual reality (VR) are technologies that enhance the perception of reality by superimposing computer-generated images, sounds, or other sensory enhancements on a user's real-world environment. AR and VR training in medical education is crucial as it allows students to practice complex procedures in a safe and controlled environment, improving their skills and confidence. AR and VR training in nursing education has shown promise in memory retention, independent learning, critical thinking, decision-making, skill development, better patient outcomes, and job satisfaction. However, challenges such as potential motion sickness, difficulty adapting to the virtual environment, and the need for additional training are still present. Nurse educators face challenges such as the cost of implementing the technology, the need for ongoing technical support, and the time required to develop and maintain high-quality virtual simulations. Despite these challenges, the use of AR and VR in nursing education shows great promise in enhancing learning experiences and improving patient outcomes.

 

Author (s) Details

Sakshi Chaturvedi
Faculty of Nursing, Banasthali Vidyapith, Rajasthan, India.

 

Chakrapani Chaturvedi
Faculty of Nursing, Banasthali Vidyapith, Rajasthan, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mmrnp/v5/2030

 

Needs Assessment for Inclusion of Artificial Intelligence in Undergraduate Medical Curriculum | Chapter 6| Medical Science: Recent Advances and Applications Vol. 4

Background: Artificial Intelligence (AI) is transforming industries globally, with healthcare being no exception. The present study was carried out with the objective of need assessment of AI in an undergraduate curriculum. The present study assessed the key aspects of AI in medicine, including students' baseline knowledge, their perspectives on AI’s significance, their beliefs about its potential impact on healthcare, and the need for AI education.

Materials and Methods: The present study was a cross-sectional study conducted using a validated questionnaire among MBBS students in a rural tertiary medical college of Kolar, Karnataka, India, from the first to final year for two years. 396 students took part in the study after applying the inclusion and exclusion criteria. A pre-tested, structured, validated questionnaire was used to collect data. The study was carried out after being permitted from the Institutional Ethics Committee. Descriptive statistics were applied wherever needed.

Results: The findings revealed that the majority of respondents lacked a background in computer science and had not received additional training related to AI. Regarding the necessity of AI education in the medical curriculum, only 15% of the students felt that their current medical education had adequately prepared them to handle AI tools. However, 89% of respondents agreed that AI competency training should be integrated into undergraduate medical education.

Conclusion: With medical education being revolutionised with Artificial Intelligence, the current undergraduate medical curriculum needs to be capacitated, suggesting an urgent need to integrate AI competencies in the undergraduate curriculum to better equip the students to tackle the difficulties and possible threats of AI in medicine.

 

Author (s) Details

Ashwini K. Shetty
Physiology, Sri Devaraj Urs Medical College, SDUAHER, Kolar Karnataka, India.

 

Pradeep TS
Community Medicine, Sri Devaraj Urs Medical College, SDUAHER, Kolar Karnataka, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/msraa/v4/5440

 

The Impact of Chatbots and Virtual Assistants in Medical Education and Clinical Decision-Making | Chapter 10 | Medical Science: Recent Advances and Applications Vol. 3

The integration of chatbots and virtual assistants in medical education and clinical decision-making has revolutionised the healthcare landscape. These AI-driven tools enhance learning experiences by providing interactive, personalised education to medical students and professionals. In clinical settings, they support decision-making by offering real-time, evidence-based recommendations, reducing diagnostic errors, and improving workflow efficiency. This review explores the applications, benefits, and challenges of chatbots and virtual assistants in medical education and clinical decision-making. It also examines their potential to bridge knowledge gaps, improve patient outcomes, and augment healthcare delivery. While these technologies offer significant advantages, concerns related to data security, accuracy, and ethical implications must be addressed for their optimal implementation.

 

Author (s) Details

Bhadresh C Koladiya
Department of Biochemistry, GMERS Medical College, Porbandar, Gujarat, India.

 

Yukt Bhagiya
GMERS Medical College, Vadnagar, Gujarat, India.

 

Jisan Yunusbhai Jadav
Department of Physiology, P D U Medical College, Rajkot, Gujarat, India.

 

Prashant V Kariya
Department of Pediatrics, Kiran Medical College, Surat, Gujarat, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/msraa/v3/5383

Digital Transformation in Medical Education: Trends, Challenges, and Future Directions | Chapter 4 | Achievements and Challenges of Medicine and Medical Science Vol. 4

In recent years, digital technology has profoundly transformed medical education, reshaping how students learn and engage with the field. This chapter critically examines how various digital tools, such as virtual classrooms, interactive media, and simulation technologies, have revolutionized medical training. Beyond providing an overview of these advancements, the chapter delves into the challenges associated with their implementation, including issues of accessibility, cost, and the need for faculty training. Furthermore, it explores the broader implications of these technologies on medical education, offering potential solutions and highlighting future trends that may drive further innovation. A critical analysis of the limitations and potential of digital tools provides a more nuanced understanding of their role in shaping the future of medical education.

 

Author (s) Details

 

Deepika Velusami
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India.

 

Krishnamurthy Soundariya
Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/acmms/v4/3102  

Advancements in Simulation Based Learning: Enhancing Clinical Competencies in Medical Education| Chapter 8 | New Visions in Medicine and Medical Science Vol. 8

By providing a risk-free environment in which students may acquire essential clinical abilities, Simulation-Based Learning (SBL) is quickly revolutionizing the teaching of medicine. This development incorporates not just technical abilities but also the ability to communicate, work in a team, and make decisions in real-life situations. Virtual reality (VR) and high-fidelity models provide for fully immersive events, and focused learning enables the development of skills on an individual basis. Additional ways to improve learning include debriefing sessions and immediate feedback. All graduates must meet the specified skill level, and standardized examinations make sure of it. By giving trainees more practice with dummy patients before they treat actual ones, these innovations increase patient safety. In addition, by encouraging a development mindset in a supportive setting, SBL helps students gain self-assurance. Research shows that medical personnel who get SBL training have superior clinical abilities, make better decisions, and communicate more effectively. Emergencies in simulation-based learning are reshaping the near future of medical education by enabling the creation of highly skilled and well-rounded healthcare workers. This is despite the fact that difficulties like cost and faculty development are still present.

Author(s) Details:

Dr. Sujata Singh,
Department of Pathology, Chhattisgarh Institute of Medical Sciences, Bilaspur, Chhattisgarh, India.

Dr. Akash Bharadwaj
Department of Physiology, Nalanda Medical College, Patna, Bihar, India.

Dr. Sylvester Noeldoss Lazarus
Department of Pathology, American University of Barbados, Bridgetown, Barbados.

Please see the link here: https://doi.org/10.9734/bpi/nvmms/v8/305

An Overview of Strategies for Medical Education Research | Chapter 8 | New Visions in Medicine and Medical Science Vol. 5

This book chapter provides an overview of strategies for medical education research. It emphasize the importance of research in medical education and the need for rigorous and systematic methods to evaluate educational interventions and programs. The book chapter describes various methods commonly used in medical education research, including qualitative approaches and mixed methods. The chapter also covers formulations of research question and limitations of research in medical education. Throughout the book chapter, examples of medical education research studies are used to illustrate these concepts and to highlight best practices in the field. The article concludes with a discussion of the challenges and opportunities facing medical education research and offers recommendations for future research directions.

Author(s) Details:

Rohit Kiran Phadnis,
Department of General Surgery, Apollo Institute of Medical Science and Research, Hyderabad, Telangana, India.

Anupam Shukla,
Department of General Surgery, HBT Medical College & Dr. R.N Cooper General Municipal Hospital, Mumbai, Maharashtra, India.

Harshali Bharat Rankhambe,
Department of Physiology, Gian Sagar Medical College, Rajpura, Punjab, India.

Jyothi Vybhavi V. S.,
Department of Physiology, Sri Chamundeswari Medical College Hospital & Research Institute, Channapatna, Karnataka, India.

Meghna Poonia,
Department of Physiology, Jaipur National University Institute of Medical Sciences and Research Centre, Jaipur, Rajasthan, India.

Thangjam Rubee Chanu,
Department of Microbiology, Shija Academy of Health Sciences, Imphal, Manipur, India.

Jitendra Patel,
Department of Physiology, GMERS Medical College, Vadnagar, Gujarat, India.

Rajesh Gouri,
Department of General Surgery, Gujarat Adani Institute of Medical Sciences, Bhuj, Gujarat, India.

Please see the link here: https://stm.bookpi.org/NVMMS-V5/article/view/14164

Synthesizing Evidence on the Use of Virtual Reality and Augmented Reality in Medical Education and Health Care Practice: A Scoping Review | Chapter 11 | Recent Updates in Disease and Health Research Vol. 3

 Augmented reality (AR) is a cutting-edge technology that merges digital three-dimensional representations with physical inputs. Accessible via portable devices, it provides an immersive setting for learning. Augmented reality has many potential uses in many fields, such as the arts, healthcare, retail, marketing, education, the military, tourism, travel, architecture, engineering, and manufacturing. Important in light of the COVID-19 epidemic and the trend towards online education, it excels in remote and interactive learning. The systematic review methodology used to source articles for inclusion in the study. The effects of AR on medical students' experiences and learning are investigated in this study. Among the goals of AR-based learning that they cover is the need to simplify otherwise difficult concepts. Medical students' knowledge, abilities, and social relationships may all be improved with the use of augmented reality, according to the experts. They shows certain augmented reality in medical training programmes such as HoloPatient, OculAR SIM, and HoloHuman. This Book chapter provides an insightful exploration of the application of Virtual Reality (VR) and Augmented Reality (AR) in healthcare.

Author(s) Details:

Rajesh Gouri,
Department of General Surgery, Gujarat Adani Institute of Medical Sciences, Bhuj, Gujarat, India.

Punit Patel,
Department of Community Medicine, Banas Medical College and Research Institute, Palanpur, Gujarat, India.

Bhavikkumar Ishvarbhai Pateliya,
Department of General Surgery, Dr M K Shah Medical College and Research Centre, Ahmedabad, Gujarat, India.

Ashish Kharadi,
Department of General Surgery, GMERS Medical College, Godhra, Gujarat, India.

Manish Nagendra,
Department of Microbiology, NSCB Medical College, Jabalpur, M.P, India.

R. Pavani,
Department of Physiology, Government Medical College, Adoni, Andhra Pradesh, India.

Jyothi Vybhavi V S,
Department of Physiology, Sri Chamundeswari Medical College Hospital & Research Institute, Channapatna, Karnataka, India.

Aniruddha Jibhkate,
Department of Physiology, Datta Meghe Medical College, Nagpur, Maharashtra, India.

Jitendra Patel,
Department of Physiology, GMERS Medical College, Vadnagar, Gujarat, India.

Please see the link here: https://stm.bookpi.org/RUDHR-V3/article/view/13713

The Role of Artificial Intelligence in Improving Medical Education: A Comprehensive Review | Chapter 6 | Advancement and New Understanding in Medical Science Vol. 7

This research delves into the pivotal role of artificial intelligence (AI) in revolutionizing clinical education, addressing its main purpose, methodology, findings, and results. The conventional approach to acquiring clinical information encompasses a comprehensive journey spanning undergraduate to postgraduate levels, specialized training, and beyond, involving a diverse range of healthcare professionals. Notably, physicians, nurses, and allied healthcare experts contribute significantly to its multifaceted scope. Recognizing the profound impact of AI in the era of rapid technological advancement, this study emphasizes its crucial role in clinical education. A comprehensive literature review was conducted through exhaustive examinations of papers accessible across various databases. Over the past decade, AI has successfully tackled persistent challenges in the field of education, encompassing language processing, reasoning, planning, and cognitive modeling. The research explores three prominent applications of AI in clinical education: the Virtual Inquiry System, Clinical Distance Learning and Management, and the production of educational videos within medical schools. Moreover, it sheds light on AI's potential to enhance the non-scientific, humanistic aspects of medicine. The primary objective of this review paper was to scrutinize the implications of AI in current clinical education practices and anticipate its future impact. The study establishes a comprehensive understanding of how AI is reshaping the landscape of medical education, offering valuable insights for educators, practitioners, and stakeholders alike.

Author(s) Details:

Charu Mishra,
Department of Physiology, Madhav Prasad Tripathi Medical College, Siddharth Nagar, Uttar Pradesh, India.

Samreen Farooqui,
Department of Physiology, Faculty of Medicine Jazan University, Jazan, Kingdom of Saudi Arabia.

Shimna C. S.,
Department of Physiology, Government Medical College, Palakkad, Kerala, India.

R. Pavani,
Department of Physiology, Government Medical College, Adoni, Kurnool District, Andhra Pradesh, India.

S. Sarah Nightingale,
Department of Physiology, Siddhartha Medical College, Vijayawada, Andhra Pradesh, India.

Jitendra Patel,
Department of Physiology, GMERS Medical College, Vadnagar, Gujarat, India.

Please see the link here: https://stm.bookpi.org/ANUMS-V7/article/view/13422

CBME: Wrath of Promises and Perils | Chapter 12 | Advanced Concepts in Medicine and Medical Research Vol. 11

 The important Aim of CBME introduction for the Indian Healing Graduates is full of challenges and innovations in healing education, specifically fixating on competency-based healing education (CBME) in India. CBME aims to address insane health concerns among healing students by transforming established teaching methods, stressing practical application, embodied learning, and integration of issues. This research underscores challenges like inadequate skill training, sustaining undergraduate engagement in the pandemic, and hurdles to self-supervised learning. It survey diverse teaching orders, such as small group education and problem-based knowledge, highlighting both their influence and challenges, particularly in intricate issues like neuroanatomy, was deemed essential for a comprehensive understanding of plants. Additionally, the importance of appraisal methods, challenges in accessing instructional resources, and the need for skill training in innovative education techniques were discussed. Overall, the enactment delves into the complexities of modern healing education and the ongoing works to enhance its influence.

Author(s) Details:

Nirmala Anand,
Department of Physiology, KAHER’S, JNMC, Belagavi, India.

Dhruv Uday Goltekar,
KAHER’S, JNMC, Belagavi, India.

Rajesh Shenoy,
Department of Neurosurgery, KAHER’S, JNMC, Belagavi, India.

Please see the link here: https://stm.bookpi.org/ACMMR-V11/article/view/12960

Medical Education in Somalia: Navigating Issues and Challenges Amid the COVID-19 Epidemic | Chapter 3 | Advanced Concepts in Medicine and Medical Research Vol. 9

This branch is intended to identify the issues and challenges of healing education in Somalia.  Reconstructing medical education has happened aspirational aim for the countries about the world over ancient times century to realize the entire health coverage. Through the unending endeavors of the world nations and their learning institutions, huge advances have taken place in the field of healing education over the last five decades. Nevertheless, being a low-resource and breakable country afflicted by protracted public conflicts and political decomposition, Somalia faced difficulties in building its medical instruction institutions. Accordingly,The study was conducted in Medical Academies & Colleges in Somalia between February to April 2021 utilizing a cross-sectional study design and 384 individuals were picked for this study. An author-developed inquiry and interview guide was utilized as dossier collection tools. The inquiry was designed for the teaching stick who were complicated in medical teaching and education process to address the demographic characteristics, instruction qualifications, education strategies employed of the facilitators, while the interview guide was grown for medical education managers and procedure makers to recognize administrative challenges in medical instruction. The respondents of the study were selected through calculated sampling. The calm quantitative and qualitative dossier were analyzed using SPSS and NVIVO program packages, individually. A descriptive analysis was begun using frequency and percentages for the unconditional variables with SPSS history 25.0 while thematic analysis was working with NVIVO version 12 for non-unconditional qualitative variables.Results: In the sample of 384 members, 311 males and 73 females were contained in the study with mean age 33 years. Most of ruling class had master’s degree and average education experience of 5 years. Most of medicine and health sciences organizations were private-owned operating in leased campuses. The study revealed a significant equating between the type of organization, staff employment type, graduate selection policy, purchase of the campus, and staff member satisfaction with current payroll.  On the other hand, it was also erect that the medical instruction in Somalia faces some major challenges containing shortage of trained able lecturers, lack of relevant healing curricula, shortage of education/learning resources, lack of administration oversight & licensing and lack of university policies.  Therefore, it is decided that Somalia needs to incorporate a competency-located curriculum, boost the availability of teaching and knowledge resources, provide preparation to medical educators on teaching approaches, and increase investment in research in this place field.

Author(s) Details:

Hassan Abdullahi Dahie,
SOS Community Nursing College, Somalia.

Please see the link here: https://stm.bookpi.org/ACMMR-V9/article/view/12847

Merits of Student- Centered Learning in Anatomy | Chapter 13 | Advanced Concepts in Medicine and Medical Research Vol. 10

This stage focuses on merits of student- focused learning in anatomy. Plants plays a crucial act in several medical concentration. Anatomy holds importance not only in clinical practice but also in healing research and advancements. Research studies repeatedly rely on the analysis of physical structures to include disease mechanisms, cultivate new treatments, and advance healing technology. Its act in research is vital for forceful transformation and progress in the medical field. It is preposterous to overstate the dispassionate importance of anatomy in senior medical instruction. Because medical artists examine and cooperate the human body on a daily action, anatomy studies by some means will always be crucial to secure medical practice. It should for core knowledge of plants to be adjusted by all doctors in order to practice medicine harmlessly. It may be valid that most doctors do not need to dissect a cadaver or study a prosection in consideration of practice, but if they do, it can improve their understanding and this inexorably has to be of benefit both for the security of the patient and satisfaction of the doctor as a professional.  Professor-centered learning is various from student-focused learning in that the erstwhile refers to methods of command where students are admitted to take charge of education activities, actively take part in class discussions, generate their own learning projects, investigate issues that pique their interest, and generally help to design their own coursework.In consideration of the prior lecture-based plan, we should devise and implement an instructional design that emphasizes the unification of student-concentrated pedagogy and active education. Students' stances and performance will improve over opportunity as a result of these adaptations. Although the changes to be executed may demand a significant time obligation in the first year, it will basically be a “one time investment” cause it will not require extra exertion to teach the revised model from now on. Furthermore, it will not only support a model for revision of an individual course but can also determine a catalyst for uniform reform.

Author(s) Details:

Sharadkumar Pralhad Sawant,
Department of Anatomy, K. J. Somaiya Medical College and Research Centre, Sion, Mumbai, India.

Shaheen Rizvi,
Department of Anatomy, K. J. Somaiya Medical College and Research Centre, Maharashtra University of Health Sciences (MUHS), India.

Please see the link here: https://stm.bookpi.org/ACMMR-V10/article/view/12838

Medical Education in Current Medical Curriculum: A Community Based Approach | Chapter 2 | Current Progress in Medicine and Medical Research Vol. 4

 This episode explore the importance of the society based medical instruction in present competency located medical education. Community-located education involves knowledge activities that take place in a society setting. CBE is now acknowledged as an important addition to healing education, cause the skills of graduates are needed more in societies than in urban and tertiary wards. An wide search of all literature had connection with the topic was carried out in the google scientist. Relevant research articles fixating on community based healing education published heedless of period were included in the review. A total of 24 items similar to the current study objectives were recognized initially, of which 4 were forbade due to the state of lacking something needed or usual of the complete version of the articles. 14 items in total were chosen and examined established their fit for the current review's goals. Community-located medical education and society-oriented healing education are among the search agreements that were utilised.  Taxonomy of community based healing education divided into three types, primarily service familiarize research oriented and training fixated. Community based Medical instruction make health aids available to the community as speedily as students begin to discover in that community, thus they are contributing to the transmittal of care. There were numerous difficulties accompanying adopting community-based healing education, including conveyance issues, a lack of cooperation among society leaders, and a lack of interest between the students.  In CBME juniors an opportunity to learn and befriend other health experts in, for instance, primary care wholes. Faculties have responsibility to move the medical instruction settings from nursing home to community based healing education.

Author(s) Details:

V. Pragadeesh Raja,

Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Tamil Nadu, India.

M. Shivasakthy,

Institute of Health Professions Education, Sri Balaji Vidyapeeth, Puducherry, India.

Dharani Lenin,

Department of Anaesthesia, Shri Sathya Sai Medical College and Research Institute, Tamil Nadu, India.


Please see the link here: https://stm.bookpi.org/CPMMR-V4/article/view/11317

Progressive Development of Human Anatomy for the Medical Anatomist | Chapter 14 | Current Progress in Medicine and Medical Research Vol. 2

 Anatomy is the most aged and the most main of all medical sciences. For hundreds of age, it has served as the endowment of medical instruction. However, in recent age, Anatomy in undergraduate education has visualized significant changes.  The learning of Anatomy has valiantly crawled the steps of time having happened taught and practised from the pre-Vedic ending to the present generation of online instruction on computers. Methods of instruction, evaluation, cadaver obtainment, embalming, thus have all evolved. So who voices anatomy is forever the same and never changes?   We went a survey among the scholars to gather their opinions on the changes in plants that had occurred over the age, as well as their hopes on the burden of learning in specific a short time span. We concluded that modifications in Anatomy concede possibility be clinically relevant orderly for specialists to practice carefully in the future and to offer a solid company for future clinical betterings. This review focuses on the evolution of plants studies in India over the centuries.

Author(s) Details:

Sharadkumar Pralhad Sawant,

Department of Anatomy, K. J. Somaiya Medical College, Somaiya Ayurvihar, Eastern Express Highway, Sion, Mumbai-400 022, India.

 Shaheen Rizvi,

Department of Anatomy, K. J. Somaiya Medical College and Research Centre, Maharashtra University of Health Sciences, MUHS, India.

Please see the link here: https://stm.bookpi.org/CPMMR-V2/article/view/11301

Ophthalmology in Ancient Egypt: A Recent Perspectives and Theoretical Overview | Chapter 8 | Recent Trends in Arts and Social Studies Vol. 2

 The aim concerning this review es to delve into the preparation, practice, and main features of those the one oversaw eye health in Ancient Egypt.In comparison to the additional ancient civilizations, the Egyptian civilisation has preeminent supporter allusions to whole of ophthalmologists.  The practice of medicine was controlled from the time of Imhotep and ethical rules were esteemed, and a complete anatomical and situation descriptions were raise. Pepi Ankh Or Iri, who lived betwixt 2270 and 2210 BC, is regarded as annals's first documented ophthalmologist. Prayers, incantations, horoscope for prognosis, amulets, and pharmacology accompanying eye drops and ointments were used in ophthalmological remedies. The article of the ophthalmologic operation are mysterious. The Edwin Smith (1600 BC), Ebers (1550 BC), Hearst (1550 BC) and London (1300 BC) medical papyri include writing and treatment of ophthalmological pathologies. Ophthalmological healing help was in charge of lay doctors or swnw, friars, and magicians who colluded because they believed that ailments were caused by extrinsic forces as well as mysterious causes.  Later on, medicine all along the late period accompanied a rational empirical reversion, demonstrated apiece greater use of restorative charms in the Hearst and London papyri.

Author(s) Details:

Luciana Acosta Güemes,
Center for Medical Education and Clinical Research, University Institute Cemic, Buenos Aires, Argentina.

Ana Maria Cusumano,
Center for Medical Education and Clinical Research, University Institute Cemic, Buenos Aires, Argentina.

Please see the link here: https://stm.bookpi.org/RTASS-V2/article/view/10525

Inclusion of Health Care Forensics in Medical Education: Ethical, Legal and Educational Challenges in Identifying and Providing Patient-Centered Care for Victims of Child Abuse, Neglect and Human Trafficking | Chapter 1 | Research Highlights in Disease and Health Research Vol. 4

 The predominance of child abuse and human buying and selling in human existence has happen in various forms for many point in time and now appears expected approaching epidemic percentages in many societies where borders are precarious and enforcement possessions are inadequate. The emergence of juvenile abuse and human trafficking in their various forms is a serious crime that influences virtually each country in the world, where they not only show a violation of the fundamental human rights and dignity of those jolted, but also have an affect their families and loved one who grant permission be inadvertently left behind. While the adulthood of cases of human trafficking have ordinarily involved humans being against one's will forced to undertake sex and labor violations, an arising area of banned organ trafficking to support an growing need for organ transplantation processes can now be included. While youngsters and young adults are ultimate frequently affected sectors of the population for few types of trafficking, human trafficking can influence victims of some age, gender, race, race, culture, or persuasion, and they can disclose in the clinic followed or unaccompanied for urgent care. When giving, a patient may display important signs, symptoms, and clinical shame that are of a suspicious type and suggest further investigation, containing reporting the issues to able authorities, especially if the casualty is an infant or believed a minor, less than 18 years adult in most nations. Since health care professionals are repeatedly the first point of contact when symptoms and shame of human trafficking, child abuse, and added signs of abuse are evident, supplementary modules in health care forensics would be a welcome adding to medical educational programs and public health perspectives for physicians and additional members of the healthcare group. Thus, the goal of this paper search out review the characteristics of human buying and selling and abuse, to summarize key areas of permissible, medical, and managerial responsibility in order to guarantee the availability of optimum and appropriate patient-centered care for fatalities, and to emphasize the meaning of including modules in forensic healing education in healing curricula.

Author(s) Details:

Annalee Mora,
College of Medicine, University of Science Arts and Technology, Montserrat, British West Indies, MSR-1110, USA.

Cheryl Chance,
College of Medicine, University of Science Arts and Technology, Montserrat, British West Indies, MSR-1110, USA.

Orien L. Tulp,
College of Medicine, University of Science Arts and Technology, Montserrat, British West Indies, MSR-1110, USA.

Please see the link here: https://stm.bookpi.org/RHDHR-V4/article/view/9933

Human Values in Medicine: A Novel Perspective | Chapter 19 | Current Practice in Medical Science Vol. 1

Human values derive from the idea of divinity, according to Indian philosopher, educator, and philanthropist Sathya Sai Baba. Or, to put it another way, human values are the manifestations of God in the human state. The five human values—love, truth, right action, peace, and nonviolence—were his hypotheses. There are several sub-values that fall under each value, and these are reflected in the medical ethics values. The practise of clinical medicine and scientific research are both governed by a framework of moral standards known as medical ethics. Respect for autonomy (self-determination), non-maleficence (non-violence), beneficence (charity), and fairness are some of these principles (equity). Sai Baba draws attention to a minute distinction between human values and ethics, specifically: that the concept of ethics was created by humans without taking into account the role that deity plays. The five fundamental values—namely, the fulfilment of the intellect's search for truth, the channelling of the will into satisfying expression through right action, the resolution of human emotion and interaction conflicts in the pursuit of inner and outer peace, the expansion of the heart in the flow of love, and the realisation of perfection—combine to form a complete vision of human potential. In addition to acting as a moral standard for doctor-patient relationships, human values in medicine involve making sure that clinical and managerial techniques adhere to generally recognised ethics standards, norms, and expectations. The innate humanism in medical practise has frequently been abandoned in recent years as a result of scientism as a goal, which has led to the science of medicine superseding the art of medicine. Sai Baba's value-based healthcare's teaching aids in bringing out the human qualities that are innate in every person.

Author(s) Details:

Chima Oji,

Department of Surgery Ebonyi State University Abakaliki, Nigeria. Sathya Sai Service Organisation, Enugu Center 12 Chima Oji Drive (GRA) Enugu, Nigeria.

Please see the link here: https://stm.bookpi.org/CPMS-V1/article/view/7338

Feckless Practices of Bio Medical Waste Management in Developing Countries | Chapter 3 | Current Practice in Medical Science Vol. 1

The two risks associated with biomedical waste are toxicity and infectivity. Health care institutions produce 75–90% of waste that is deemed non-hazardous, while the remaining 10–25% is deemed hazardous and may pose a number of health risks. The atmosphere for medical and surgical patients is improved by expert biological waste management. Therefore, it is necessary from time to time to conduct evaluation surveys or studies about hospital waste disposal knowledge among various cadres of hospital staff in order to rectify behaviours. A cross-sectional analytical study was conducted to teach first-year medical students about the management and handling of biomedical waste. The goal was to enhance the students' skills and evaluate their knowledge growth in order to better prepare them for a future career as capable doctors or surgeons. 131 of the 150 pupils were in attendance. 63 women and 68 men made up the group. The standard deviation was 3.745, with a mean age of 21.33. The average score was 3.09 1.15. (out of 5). All participants acquired information in a clear-cut manner, according to ANOVA data that showed an insignificant p value. It was determined that medical undergraduates will be more successful in their future endeavours if they are given basic medical training early on.

Author(s) Details:

Rituja Kaushal,

Department of Community Medicine, LNMC & RC, Bhopal, India.

Please see the link here: https://stm.bookpi.org/CPMS-V1/article/view/7322