Artificial Intelligence in Genetics.

The simulation of human intelligence in robots that are designed to think and learn like humans is known as artificial intelligence (AI). AI is creating a world that has never been seen before. By applying AI to do jobs that would otherwise take a long time, humans have the chance to improve our planet. AI has great potential in genetic engineering and gene therapy research. AI is a powerful tool for creating new hypotheses and helping with experimental techniques. From the previous data of a gene model, it can help in the detection of heredity and gene-related disorders. AI developments offer an excellent possibility for rational drug discovery and design, eventually impacting humanity. Drug development and discovery depend greatly on AI and machine learning (ML) technology. Genetics is not an exception to this trend, as ML and AI are expected to have an impact on nearly every aspect of the human experience. AI has significantly aided in the treatment of various biomedical conditions, including genetic disorders. In both basic and applied gene research, deep learning - a highly versatile branch of AI that enables autonomous feature extraction - is increasingly exploited. In this review, we cover a broad spectrum of current uses of AI in genetics. AI has enormous potential in the field of genetics, but its advancement in this area may be hampered in the future by a lack of knowledge about the accompanying difficulties that could mask any possible benefits for patients. This paper examines AI's potential significance in advancing precision genetic disease treatment, provides a peek at its use in genetic clinical care, examines a number of existing AI and ML uses in genetics, provides a clinician primer on critical aspects of these technologies, and makes predictions about AI's potential future applications in genetic illnesses.

A Comprehensive Literature Review of Borderline Personality Disorder: Unraveling Complexity From Diagnosis to Treatment.

Borderline personality disorder (BPD) is a severe mental illness marked by unpredictable feelings, behaviors, and relationships. Symptoms like emotional instability, impulsivity, and poor social connections are the basis for diagnostic criteria. A noteworthy discovery highlights the clinical overlap between BPD and several psychotic disorders by arguing that BPD and psychotic symptoms raise the risk of psychopathology. According to neuroimaging evidence, structural and functional brain changes, notably in regions controlling affective regulation and impulse control, are seen in BPD patients. Adolf Stern, a psychoanalyst, used the word "borderline" in 1938 to describe patients who exhibited increased symptoms during therapy and displayed masochistic tendencies. Modern BPD research has highlighted the complexity of symptoms like boredom, a former diagnostic criterion associated with feelings of emptiness. Though there are still unanswered problems regarding its precise, practical components, the treatment technique known as Schema therapy (ST) has shown promise in treating BPD. It's interesting to note that BPD displays complex relationships with other illnesses; for instance, some neurochemical pathways coincide with those in bulimia nervosa, pointing to a deeper level of interconnection. Concerning diagnosis, BPD's defining symptoms include, among others, the fear of abandonment, identity disruption, and recurrent suicidal conduct. The range of treatment options includes pharmacological interventions and psychotherapies like dialectical behavior therapy (DBT). Even though antidepressants like selective serotonin reuptake inhibitors (SSRIs) are routinely prescribed, research on their efficacy is ongoing, underlining the significance of thorough treatment planning. In conclusion, BPD continues to be a complex condition that calls for early detection, especially considering that it usually manifests in adolescence. While many patients report symptom relief, lingering problems still exist, emphasizing the value of comprehensive and personalized treatment strategies.

Nerve Conduction Study in Healthy Elderly Subjects in Central India: A Cross-Sectional Study.

Background There are many physiological changes that accompany aging. Slowing of muscle contraction, alteration of muscle metabolism and neuromuscular junction, and reduction of nerve conduction velocity (NCV) are among these physiological changes. The present study was conducted to elucidate the effect of physiological factors like gender, height, and Body Mass Index (BMI) on motor and sensory nerve conduction study (NCS) of the upper limb and find out the normal data for healthy elderly subjects in central India. Methods A cross-sectional study among 382 healthy adult participants of central India aged 60 years and above. The study was carried out in the department of Physiology, Acharya Vinoba Bhave Rural Hospital, Wardha, India, from July 2017 to June 2022. An NCS was performed using the Neuron Spectrum 5 machine (Neurosoft, Ivanovo, Russia). A Microsoft Excel spreadsheet (Microsoft Corporation, Redmond, Washington, United States) was used to tabulate the information gathered. For statistical analysis, IBM SPSS Statistics for Windows, Version 22.0 (Released 2013; IBM Corp., Armonk, New York, United States) was used. Results All NCS parameters were greater in males as compared to females. As age advances, longer distal motor latency (DML) and F-wave minimum latency, decreasing amplitude, and slowing of conduction velocity (CV) were observed. As height increases, increasing DML and F-wave minimum latency, decreasing amplitude, and slowing of CV were observed. Higher BMI was found to be associated with lower amplitudes and slowing of CVs. Conclusion Age and height have a negative influence on amplitude and CV is a positive influence on DML and F-min latency. Higher BMI has a negative influence on amplitude and CV.

P300, a tool for cognitive assessment in women with iron deficiency anemia: A systematic review.

Iron-deficiency anemia (IDA) is a common nutritional disorder and an important risk factor for the development of mild cognitive impairment that may progress to dementia, if untreated. The anemic status due to iron deficiency (ID) alters the electrogenesis in the central nervous system. P300 is a cognitive evoked potential (CEP) used as an objective tool to assess cognitive function. Mild cognitive impairment is indicated by prolonged P300 wave latency and reduced amplitude. IDA is highly prevalent among women particularly in the reproductive phase and data on cognitive assessment using P300 in them are sparse. This review aims to analyze the evidence from recent literature regarding the effect of IDA on evoked potentials like P300 in women. A systematic literature review was conducted and databases, like PubMed, Medline, Scopus, and Google Scholar, were searched for studies from the last 20 years. We selected research papers that compared P300 between anemic women and controls of the same age, and evaluated the effects of iron supplementation on P300 in anemic women. Based on the inclusion criteria, three studies were found. The studies demonstrated impaired P300 potentials in anemic women that improved following iron supplementation. Promoting screening of anemic women with P300 aids in the early detection of subclinical cognitive decline. Ensuring adequate iron treatment can prevent mild cognitive impairment from progressing to severe forms like dementia and other neuropsychological disorders. Further studies utilizing P300 as a cognitive tool need to be encouraged to establish definite conclusions regarding its efficacy in detecting cognitive dysfunctions in anemia.

Absence of undergraduate medical students from psychiatric training: A study from central India.

BACKGROUND: Psychiatric problem is as common as among the 25% of the general population and 15% patients attending specialty clinic. Majority of the cases are dealt by primary care physician at the first contact, but there is only 2 weeks of clinical posting and 20 h of theory classes during MBBS course. Earlier studies have reported low attendance during the posting and theory classes. There are few studies on this aspect. On this background, the present study was planned. METHODOLOGY: One hundred 8th semester students of MBBS from two medical colleges (Group A government aided college and Group B from Private college under autonomous university) from the same locality of Central Maharashtra were selected for the study after due approval by the Institutional Ethical Committee. Questionnaire was prepared by the psychiatric faculty of both institutes and administered to the individual students. The data were analyzed using suitable statistical methods (Chi-square test and t-test). RESULTS: Only 27% of the students in Group A attended 25%-30% of clinical posting, whereas none of them attended a single theory class. While in Group B, 1/3rd of students attended 30%-40% of clinical posting and 20%-25% of theory class. No separate examination in the subject (88%-94%) and adjustment of attendance in the other major subjects (64-86%) were cited as main reasons for nonattendance among the majority of the students in both the groups. CONCLUSION: Strict adherence to the attendance by the institutional authority, increase in the training hours and separate examination in the subject at undergraduate level may help in improving the attendance and change in attitude of the students toward psychiatry.

Formative assessment in practical for Indian postgraduates in health professions education: A strategic initiative towards competency-based education.

BACKGROUND: Observational assessment (OA) or Workplace Based Assessment (WPBA) is being increasingly used to assess the trainees by direct observation to shape their learning. The current deficiencies in our conventional assessment system are due to lack of conceptualization of assessment as a process for continuous improvement and learning, leading to non-utilization of many available tools of assessment. OBJECTIVE: The present study aimed to introduce formative assessment (FA) for postgraduates at all the constituent colleges (Medical, Dental, Ayurveda, Nursing) under the ambit of Datta Meghe Institute of Medical Sciences (Deemed University) Sawangi (M) Wardha, (Maharashtra), India. METHODOLOGY: Observational Assessment tools used for FA were Mini CEX (Mini Clinical Evaluation Exercise) and DOPS (Direct Observation of Procedural Skills)in addition to Objectively Structured Clinical/Practical Examination (OSCE/OSPE). Six encounters of OAs were conducted at the end of each semester. The OA tool used was either the MiniCEX or/and DOPS, depending on the type of subject (Preclinical, Para-clinical, Clinical). RESULTS: A significant improvement in scores from one semester to other as the postgraduate learner progresses, was observed. The overall response from the postgraduate students and faculty for FA was satisfactory. CONCLUSION: Formative assessment in practical's, was feasible, acceptable and effective program to improve the overall learning and competency of postgraduates.

Curriculum Evaluation of Physiology subject of medical undergraduate using 'FIPO model'.

BACKGROUND: After the formal process of developing/revising and implementing the curriculum, the need arises for its 'Evaluation'. A plan of evaluation is an integral part of the process of curriculum development, which ultimately yields an evaluation report, giving us the directives for the curriculum reforms in the future. 'Curriculum Evaluation' is one of the six steps of curriculum development as given by David E Kern. OBJECTIVE: The present study was undertaken with an objective to evaluate the whole process of curriculum revision and effectiveness of the Physiology curriculum in achieving the goals, objectives, and outcomes. METHODOLOGY: A framework or model is developed named 'FIPO model' of curriculum evaluation. According to this, all four components (Formative phase, Input, Process, Output and Outcome) are evaluated for the 'Curriculum'. In addition, the model also states the key/concerned person/persons responsible and the assessment/monitoring modality for each component. RESULT: All parameters included in the 'Formative phase' of the model, helped to evaluate the initial preparation for carrying out the curriculum revision. For 'Input' evaluation, various resources of Physiology department for curriculum revision, implementation, and evaluation, were assessed. It includes Manpower, Infrastructure, Material, Time, Money, etc. The third component of the FIPO model, i.e. process evaluation dealt with two processes, i.e. curriculum revision and curriculum implementation. Evaluation of 'Output and Outcome' of the entire exercise of undertaking curriculum revision was undertaken. CONCLUSION: The curriculum evaluation report stated that the curriculum of Physiology subject of MBBS (Phase I) is revised, implemented and evaluated systematically as per the prescribed guidelines using the available resources in an effective and efficient manner. The demonstrable output for the same was the document of 'Revised Curriculum' and significant outcomes were in the form of satisfactory result and distinctions for the subject Physiology.

Laying the Foundation of Medical Professionalism among Pre-clinical Students: Importance of Reflection.

This article was migrated. The article was marked as recommended. Introduction: The escalating problem of unprofessionalism calls for teaching medical professionalism in a manner that should lead to deeper learning. Early clinical exposure (ECE) to an Intensive Care Unit (ICU) presents the issues pertaining to medical professionalism to the students in a more explicit and emotionally challenging manner. And reflection note writing evokes the critical process of thought and analysis required for learning. We conducted the present study to sensitize the pre-clinical students towards medical professionalism using these two tools, ECE and Reflection. Methods:Two hundred students of 1st MBBS were given an Objective Structured Clinical Examinations (OSCE). The students were then taken for ECE to an ICU. There, the students observed different ongoing activities and critical patients, a doctor discussed some cases with them, and they also interacted with the relatives of patients admitted in the ICU. Thereafter, students wrote a 'reflection' note describing what did you see? so what? and now what? Students were again given an OSCE, similar to the one given before the ECE, for assessing any change in their professional behaviour.Analysis of reflection notes was done thematically and of OSCE scores using paired t-test (p<0.05). Results: The analysis of reflection notes revealed the budding of different elements of professionalism among the students. Post-visit OSCE scores also showed significant improvement. Conclusion: Incorporation of reflection note writing along with ECE is helpful in laying the foundation of medical professionalism among pre-clinical students.

Utility of Low Fidelity Manikins for Learning High Quality Chest Compressions.

OBJECTIVES: Primarily, to measure the adequacy of chest compression depth after training on low fidelity manikins and secondarily to assess the comparative experience of the learners on high fidelity and low fidelity simulators. METHODS: An observational cohort study in which seventy-two first year postgraduate students underwent a Basic Life Support (BLS) workshop conducted by AHA accredited BLS trainers and they were then required to perform on a high fidelity manikin to objectively record the quality of their performance. RESULTS: There were 34 (47.22%) male and 38 (52.77%) female participants. CPR skills, as judged by checklist of sequential actions and visual inspection during the BLS training on low fidelity simulators (LFS) were correctly performed by majority (95.89%) participants. However, none of the participants could achieve the recommended depth for high quality chest compressions. The participants' perception of degree of realism and their practical experience on both the types of manikins were similar. CONCLUSIONS: Low fidelity manikins are useful for training CPR in sequential manner but fail to impart quality of chest compressions as per AHA recommendations.

Skill Learning Through Early Clinical Exposure: An Experience of Indian Medical School.

INTRODUCTION: Indian Medical curriculum being discipline based, there is a line of demarcation between preclinical and clinical subjects. The challenges in medical education include the methods that would enhance the clinical education quality; one such method been Early Clinical Exposure (ECE). ECE can help to instill the skill component of medical education in the first year students helping to minimize the line of demarcation. Hence this study was undertaken to assess the skill learning of students through early clinical exposure and to collate the perception of them. MATERIALS AND METHODS: In the present study, students of 1(st) MBBS were exposed to ECE as an adjunct teaching method with preset modules. They were evaluated by Objectively Structured Clinical Examination (OSCE). Feedback was obtained from 1(st) MBBS and also from the same students after passing the 1(st) MBBS in 4(th) semester. RESULTS: Significant differences in pre and post OSCE scores were noted (p<0.0001). Seventy six percent students rated ECE as an excellent tool. Second year students also perceived ECE held in 1(st) year was helpful to correlate topics and increasing confidence. CONCLUSION: ECE had an effective influence on learning as manifested in skills gained by the students and their perceptions of ECE being helpful prospectively in their routine clinical posting.

Fostering Educational Research among Medical Teachers: Evaluation of a Faculty Development Program in India.

INTRODUCTION: Medical education can be enormously benefitted from research. Since clinicians/medical teachers are directly involved in teaching learning processes, they should participate in Educational Research (ER) practices to generate evidence and insights about teaching learning. Faculty Development Program (FDP) has a positive influence amongst health professionals and therefore can prove to be of consequence in instilling a strong educational research culture. AIM: Present study was undertaken to evaluate the efficacy of a Faculty Development Fellowship Program in Medical Education to foster educational research culture amongst medical teachers. MATERIALS AND METHODS: Study utilized the Kirkpatrick model of program evaluation for evaluating the fellowship program. It aimed to evaluate the third level of the model i.e., "Change in Behaviour" of participants (n=40) after completion of the course. The tool used was a pre-validated survey questionnaire consisting of five items. RESULTS: Study population was sparsely aware about educational research and had never attempted the same (100%) before joining the fellowship program. A 32.5% faculty with average professional experience of seven years undertook new educational projects after the fellowship and knowledge gained during fellowship program helped them in guiding educational research (coded into four categories) at their workplaces. CONCLUSION: There is a need, to direct effort towards focused training for educational research through FDPs for medical teachers. This will encourage academicians and clinicians to become active in ER and guide policies in Teaching Learning Practices in Medical Education.

Peer Teaching to Foster Learning in Physiology.

INTRODUCTION: Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. MATERIALS AND METHODS: Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. RESULTS: The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. CONCLUSION: Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.

Role of information communication technology in higher education: learners perspective in rural medical schools.

BACKGROUND: Higher education has undergone profound transformation due to recent technological advancements. Resultantly health profession students have a strong base to utilize information technology for their professional development. Studies over recent past reflect a striking change in pattern of technology usage amongst medical students expanding prospects exponentially by e-books, science apps, readymade power-point presentations, evidence based medicine, Wikipedia, etc. Aim & Objectives: The study was undertaken with an aim to explore the general perceptions of medical students and faculties about the role of Information Communication Technology in higher education and to gauge student's dependence on the same for seeking knowledge and information. STUDY DESIGN: Cross-sectional, mixed research design. MATERIALS AND METHODS: The study was conducted in Department of Physiology, Datta Meghe Institute of Medical Sciences (Deemed University). Study population included students (n=150) and teaching faculty (n=10) of I(st) phase of medical curriculum. The survey questionnaire (10 closed ended and 5 open ended items) and Focus group discussion (FGD) captured the perceptions and attitudes of students and faculties respectively regarding the role and relevance of technology in higher education. OBSERVATIONS AND RESULTS: Quantitative analysis of closed ended responses was done by percentage distribution and Qualitative analysis of open ended responses and FGD excerpts was done by coding and observing the trends and patterns respectively. Overall the observations were in favour of increasing usability and dependability on technology as ready reference tool of subject information. Learners valued text books and technology almost equally and regarded computer training as a desirable incorporation in medical curriculum. CONCLUSION: Role of technology in education should be anticipated and appropriate measures should be undertaken for its adequate and optimum utilization by proper training of students as well as facilitators.