Methods: Case records of all patients seen at the pediatric ophthalmology clinic of UP-PGH from January 1, 2000 to August 31, 2003 were reviewed. Included were patients less than 21 years old diagnosed with cataract not associated with trauma. Cases were classified as to presumptive etiology: idiopathic, familial, or secondary to a systemic or an ocular disorder. Results: The cause of cataract was identified in 37.6 percent of the 218 cases reviewed. Rubella was the leading cause (20.5 percent), followed by suspected rubella infection (8.2 percent). There were 2 cases of varicella and 1 case of cytomegalovirus (CMV) infections. Down syndrome and Lowe syndrome had one case each. Three cases (1.4 percent) were familial. Cataract was idiopathic in 133 cases (61.0 percent). Conclusion: The pattern of childhood cataract in this study is typical of a developing country where rubella infection is the major cause.
Human ; Young Adult ; Adolescent ; Child ; Child Preschool ; Infant ; CATARACT ; PEDIATRICS ; RUBELLA ; BLINDNESS ;

Background: Medical education has changed as a result of the COVID-19 pandemic. There has been a shift from face to face learning to virtual classes using online learning platforms such as Canvas. These virtual and online alternative methods to medical education brought up concerns about the preparedness of medical students in studying Histology. This study addresses the student’s preference and attitude on the learning of histology using light microscopy vs virtual microscopy. Objectives: The specific objectives of the study are to determine students’ preference, attitudes, and overall satisfaction on the use of light microscopy vs virtual microscopy using a Likert scale. Methods: An enhancement program was conducted by the Department of Anatomy, UP College of Medicine from June 13 to June 17, 2022 among first year medical students. The students were exposed to prosected cadavers, models, specimens, histologic glass slides, and electronic images. During the activity, the second and third floor of Calderon Hall was divided into several stations, each with its own learning outcomes.This is a descriptive cross-sectional study. In all the learning stations, both virtual and light microscopy learning modalities were made available to the students. The student was at liberty to select virtual microscopy, light microscopy or both. In one of the stations, allocated to OS 205 (The study of the anatomy and histology of the thorax), students were randomized to one learning modality (light vs virtual microscopy) and made to identify one predetermined structure. Students answered a short questionnaire that allowed them to express their preference for the modality that was assigned. The questionnaire survey included questions on students’ preference for either light microscopy (LM) or virtual microscopy (VM), ease of use, and satisfaction. A total of five statements were included in the survey questionnaire. All questions in the survey were scored on a 5-point Likert scale (5: strongly disagree, 4: disagree, 3: neutral, 2: agree, and 1: strongly agree). A comments section was also included in the survey to explore students’ experiences of the two learning methods. Results: A total of 160 students participated in the study. Seventy-nine (79) students were randomized to the light microscopy group and 81 one students were randomized to the virtual microscopy group. There were no differences in the demographic characteristics between those randomized to virtual vs light microscopy.There were no differences in the net ratings between those randomised to virtual vs light microscopy in the following domains: 1) ease in looking for structures, 2) ability to identify the structure correctly, 3) method enhancing learning, and 4) overall satisfaction. There was a difference in the net rating between those randomized to virtual vs light microscopy in the domain on quality of the image being easily adjusted (58% vs 97.5%). Conclusion Medical students who used light microscopes demonstrated a more positive attitude towards its ability to enhance learning and showed greater satisfaction in using this method. Ease in manipulating image quality was better in the light microscopy group. However, the accuracy of identification of histological structures using either platform did not differ. Both virtual and light microscopy are effective learning methods.
Microscopy ; Education, Medical ; Histology ; Teaching

Objectives: This quantitative, cross-sectional, descriptive research aims to determine the level of satisfaction of doctors using telemedicine in Ophthalmology. Methods: An online questionnaire was sent to ophthalmologists at the Philippine General Hospital, a tertiary referral center, that partially shifted to ophthalmology telemedicine during the COVID-19 pandemic. Results: Respondents perceived telemedicine positively in terms of usefulness (Mean 2.92, Slightly Satisfied), ability to do quick follow-ups and patient updates (Mean 2.90, Slightly Satisfied), simplicity, and ease of use of technology (Mean 2.78, Slightly Satisfied). They were least satisfied with its effectiveness (Mean 2.37, Slightly Dissatisfied). Conclusion Ophthalmologists expressed only slight satisfaction with telemedicine. The telemedicine platform was simple and useful for end-users, but some aspects may be improved based on questionnaire results.
COVID-19 ; telemedicine ; ophthalmology ; job satisfaction

Background and Objective: Lockdowns due to COVID-19 pandemic led to a shift to online learning in the University of the Philippines-College of Medicine. The study of gross anatomy is difficult in itself but was compounded by the lack of cadaveric dissection. To bridge this learning gap, medical students had a limited face-to-face activity with cadaveric prosection. As a supplement, dissection videos on gastrointestinal anatomy were viewed prior to the activity. This study aimed to determine the perceptions and experiences of students on the use of dissection videos. Methods: We described the perceptions of students on the dissection videos based on their evaluation form responses after rotating in the OS 206 course module on gastrointestinal anatomy. A 5-item evaluation form was rated using a 4-point Likert scale. Categorical variables were described by frequency and percentages using Microsoft Excel. Results: A large majority (97% to 99%) strongly agreed that the videos were easy to access and had good audio-video quality. Around 68%-70% strongly agreed that the videos enhanced their understanding and made their learning experience pleasant and enjoyable. Around 70% would recommend the videos to fellow students. Only a few (<3%) had negative perceptions on the videos. Conclusion Dissection videos on gastrointestinal anatomy prior to cadaveric prosection laboratory sessions were perceived by medical students as accessible, good quality, and helpful aids in the study of gross anatomy.
Anatomy ; Students, Medical

BACKGROUND AND OBJECTIVE

In 2018, the Philippine Congress passed the Universal Healthcare (UHC) Law and its implementing rules which mandated the enrollment of all Filipinos to PhilHealth, the national social health insurance corporation. The Department of Health (DOH) and PhilHealth will leverage their strategic purchasing power by affiliating Health Care Provider Networks (HCPNs), established within the geopolitical boundaries of a province or a highly urbanized city, through service level agreements. This study aims to shed light on what is expected from providers, payers, and regulators to implement UHC successfully.

The researchers conducted an inductive, content analytic qualitative study guided by the World Health Organization’s (WHO) Building Blocks Framework to determine the understanding and acceptance of the implementing rules of the UHC Law and the perceived barriers and enablers from the provider, payer, and regulator stakeholders in three provinces in the Philippines. Purposive sampling was utilized to provide the best representation across different economic and physical settings. A content analysis was done through an inductive process of coding concepts, which was the basis for categories grouped and matched deductively with the WHO framework. This formed the broader sub-themes and were used for the final data interpretation.

A total of 16 focus group discussions (FGDs) and nine in-depth interviews (IDIs) were performed with 84 participants. Inductive thematic analysis of categories and subcategories showed that the participants support the goals and objectives of the UHC Law. Still, perceived barriers refer to the lack of and improper use of funds, the need to clarify the implementing guidelines, and the role of politics. The participants indicated that solidarity and social connectedness with health system adaptability and resilience are enablers for the success of UHC reforms.

Proposals to mitigate the barriers include expanding the funding source, clarifying rules on the f inancial management system, and providing guidelines on health delivery integration to ensure access to patient care. Decentralization with autonomy will allow the stakeholders to align health programs with local needs. Proper representation in decision-making bodies is desirable to establish strong community involvement and solidarity. Resilience and adaptability based on a feedback loop are imperative.

BACKGROUND

Proficiency in performing thoracentesis is a key competency recommended in the Medical Schools Objective Project (MSOP) adopted by the American Association of Medical Colleges, USA, that medical students should possess prior to graduation, although they often do not practice it clinically until the later stages of their training. Thiel-embalmed cadavers, which offer a lifelike experience with less irritation than formalin-preserved cadavers, have been increasingly used as early as 1st year medical school to teach such procedures because of their feel-like and look-like real patients. There are no studies on the use of Thiel- cadavers for simulated thoracentesis among medical students in the Philippines.

To evaluate the attitudes and perceptions of medical students on the use of Thiel-soft embalmed cadavers for simulated thoracentesis as to the understanding of thoracic anatomy, overall learning experience, and confidence in performing the procedure in the cadaver and possibly in the clinical setting.

This is a descriptive cross-sectional study among Learning Unit III medical students in the University of the Philippines conducted from June 13 to 17, 2022. In the final station of the Organ System Course 205 of the Department of Anatomy's LEAP II program, a simulated thoracentesis procedure was set up using a Thiel-preserved cadaver with artificially created pleural effusion. After watching and studying thoracic anatomy, watching a video on how thoracentesis was performed by a general surgeon, students performed the procedure, and were asked to answer a 6-question Likert-scale survey to assess their perceptions and attitudes of the simulation procedure. Data was analyzed using descriptive statistics.

Most of the students strongly agreed that practicing thoracentesis on the soft cadaver has improved their understanding of the anatomical basis of doing thoracentesis (97%) and of the steps of the procedure (94.9%). Similarly, when asked about how they felt doing the simulated thoracentesis, almost all (98%) strongly agreed that it was an enjoyable and stimulating learning experience. Majority strongly agreed (68%) that they felt capable doing the procedure on a soft cadaver against less than half (38.4%) feeling capable of doing it in the clinical setting. Almost all (97%) strongly agreed that simulated thoracentesis on a soft-embalmed cadaver should be part of the learning competencies of medical students because of the skills they learn by doing the procedure.

Integrating a simulated thoracentesis using a Thiel-preserved cadaver early in the course of a student’s medical education, provided students with a better understanding of the anatomy of the thoracic wall and the anatomical basis of doing this simulation procedure. Though confidence in performing the procedure in a soft cadaver is higher than in a clinical setting, the latter setting may need repeated training to further hone their skills. Practicing thoracentesis on soft-embalmed cadavers significantly enhanced medical students' understanding and enjoyment of the procedure. This innovative approach can be considered by anatomy educators as an integrative learning activity when teaching thoracic cage anatomy. This can also be extended to senior medical students and residents across different specialties.

Objective: This study aims to determine recurrence and complication rates among patients who underwent three current pterygium treatment techniques: preoperative subpterygeal injection of mitomycin C, intraoperative application of mitomycin with pterygium excision and pterygium excision with conjunctival autograft. Methods: This is a randomized controlled clinical trial in a tertiary hospital. We included patients with diagnosed primary pterygium and who underwent either: A = pre-operative injection of 0.02% mitomycin C one month prior to pterygium excision; B = pterygium excision with intraoperative mitomycin C application; or C = pterygium excision with conjunctival autograft. Results: We included 111 patients: a total of 120 eyes randomized to 3 groups (A, B, C) at 40 eyes per group. After 24 months of follow-up, there was no significant difference in the recurrence rates among the groups (6/40 [15%] in groups A and B and 2/40 cases [5%] in group C; P=0.29). No complications were noted in groups B and C, while 1 case of scleral thinning was noted in group A. There was no significant difference in the complication rates among the three procedures (P=1.00). Conclusion There were no significant differences in the recurrence and complication rates among the three techniques. Careful patient selection and follow-up are recommended to prevent complications such as scleral thinning.
Pterygium Of Conjunctiva And Cornea ; Pterygium ; Mitomycin ; Autografts ; Conjunctiva ; Conjunctivitis ; Transplantation, Autologous

Background and Objective: The COVID 19 pandemic has changed the way the human anatomy is taught. A necessary shift towards online instruction, combined with a decrease in cadaver donation has resulted in the need for maximizing formalinized, soft-embalmed, computerized, and plastinated cadaver specimens. Task-oriented activities allow students to demonstrate acquired knowledge and skills. It is the aim of this study to get the perspective of students in the utilization of available laboratory materials. Methods: One hundred forty-three students participated in task-oriented activities. Students demonstrated anatomy of the facial nerve, recurrent laryngeal nerve, and phrenic nerve by parotidectomy, thyroidectomy, and posterior neck dissection using formalinized cadaver and VH dissector™. Deep neck and sagittal structures in the plastinated specimen were identified using laser pointers. Ossicular mobility of the middle ear, and endoscopy of the nose and larynx were demonstrated using the soft embalmed cadaver. Students were surveyed on their perceptions on the utility of each cadaver specimen. Results: Formalinized and soft-embalmed cadaver were observed to present the most accurate anatomy, while the virtual dissector and plastinated specimens were seen to be the most sustainable and reusable. Conclusion Task-oriented learning in head and neck anatomy may use different cadaveric materials with varied accuracy and utility.
Anatomy ; Cadaver ; Education, Medical

Objective: This study aimed to determine the perceptions of rehabilitation medicine resident trainees on using modified Thiel soft-embalmed cadavers as a learning tool in acquiring knowledge on musculoskeletal ultrasound (MSK-UTZ) and anatomy. Methods: This descriptive cross-sectional study used total enumeration to recruit residents in training under the rehabilitation medicine department of a tertiary referral hospital. An online survey tool was self-administered to determine their perceptions on the use of MSK-UTZ on Thiel-embalmed cadavers. Pre- and post-test scores were compared to determine if their knowledge has improved. Results: Fifteen participants were recruited, who answered the pre- and post-test, and the online survey. The mean pre-test score of participants was 5.87 (±1.68), and the mean post-test score was 6.87 (±2.00). There was no statistically significant difference (P = 0.20) using a paired t-test. At an arbitrary passing rate of 70%, only 5/15 participants passed the pre-test while 10/15 passed the post-test. A chi-square test of independence showed that there was no significant association between the number of participants who passed or failed on the pre- and posttest, X2 (1, N = 15) = 3.3, p = .0.068. Most of the perceptions of the participants were positive in terms of the use of modified Thiel soft-embalmed cadavers as a learning tool, its relevance in the training of a rehabilitation medicine resident, and the overall experience on its use. Conclusion Thiel-embalmed cadavers as a learning tool was well-accepted, having generally positive perceptions from the participants mainly in terms of perceived enhancement of the understanding of the anatomical basis of musculoskeletal ultrasound, perceived improvement in skills in performing musculoskeletal ultrasound, and most even recommended that it be part of their training as rehabilitation medicine residents. In terms of acquiring knowledge on musculoskeletal ultrasound (MSK-UTZ) and anatomy, no significant improvement in knowledge was noted. Further studies with larger sample sizes are recommended to yield more statistically significant improvement in knowledge and to observe trends in the perceptions of participants.
Education, Medical ; Anatomy

Abstract
Education, Medical ; Anatomy