This case involves a man in his 60s who was undergoing rituximab therapy and developed COVID-19 pneumonia and showed persistent severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. Despite treatments with dexamethasone, remdesivir, tocilizumab, and other drugs, the patient remained SARS-CoV-2 positive and ultimately died of respiratory failure. Patients receiving B-cell depletion therapy have an increased risk of persistent viral infections due to immunosuppression, underscoring the importance of early intervention with antiviral drugs and neutralizing antibodies in such cases.

This study aimed to assess the current state of knowledge regarding radiation and evaluate the effectiveness of a test-linked illustrated video lecture designed to enhance understanding. Radiation is used in various fields, including medicine, industry, and power generation; however, it poses potential health risks and accident hazards. Consequently, the dissemination and acquisition of accurate knowledge is socially significant. However, in Japan, opportunities to acquire foundational knowledge are limited and systematic education is not prevalent. To supplement this educational shortage, it is necessary to develop teaching materials that are easy for learners to understand and that promote understanding efficiently in a short time.　This study involved 94 first-year students from the Faculty of Pharmacy who viewed a 10 minute video on the basic properties of radiation, its effects on the human body, and its medical applications. Changes in knowledge were quantitatively assessed by comparing the comprehension test scores before and after viewing the video. The initial comprehension test scores (10 questions, each worth 10 points) averaged 42.6±15.4 and 39.3±17.9 points for male and female students, respectively, indicating a low level of comprehension with no significant gender differences. Conversely, in the retest following the video, both male and female students scored 85.6±13.7 and 85.2±18.6 points, respectively, demonstrating a high level of comprehension and a significant increase compared with the initial test (male: P<0.001, female: P<0.001）. These findings suggest that illustrated lectures can serve as an effective tool for enhancing comprehension irrespective of gender.

BACKGROUND: Organic chemicals have been known to cause allergic diseases such as bronchial asthma and hypersensitivity pneumonitis; however, the possibility that they do not cause irreversible pulmonary fibrosis has not been considered. Polyacrylic acid (PAA), an organic chemical, has caused irreversible progressive pulmonary fibrosis in exposed workers, indicating its potential to induce pulmonary inflammation and fibrosis. Although intratracheal instillation studies are commonly used for evaluating lung pathology, traditional methods face challenges with chemical substances, particularly nanoparticles, which tend to aggregate in suspension and prevent uniform pulmonary distribution. Such aggregation alters the qualitative and quantitative responses to lung injury, limiting accurate assessment of lung pathology. To overcome this limitation, we developed a 'molecular dispersion method' that uses pH modification to negative charges to PAA particles, maintaining their dispersion. Using this method, we investigated the effects of PAA on pulmonary inflammation and fibrosis in a rat model. METHODS: F344 rats were intratracheally instilled with PAA using molecular dispersion (0.1 mg/rat, 1.0 mg/rat), PAA without molecular dispersion (1.0 mg/rat), and normal saline (control group). Rats were sacrificed at 3 days, 1 week, 1 month, 3 months, and 6 months after exposure to examine inflammatory and fibrotic responses. RESULTS: PAA caused persistent increases in neutrophil influx in the bronchoalveolar lavage fluid (BALF) from 3 days to 1 month following instillation. In histopathological findings, the group with molecular dispersion had almost no inflammatory masses in the lung tissue compared to the group without molecular dispersion, and exhibited relatively uniform dispersion. CONCLUSION Intratracheal instillation of dispersed PAA induced neutrophil inflammation and fibrosis in the rat lung, suggesting that PAA might have pulmonary inflammogenicity and fibrogenicity. Intrapulmonary dispersion of PAA particles following intratracheal instillation studies using the molecular dispersion method was similar to that following inhalation studies.
Animals ; Rats, Inbred F344 ; Acrylic Resins/adverse effects* ; Rats ; Inhalation Exposure/adverse effects* ; Male ; Pulmonary Fibrosis/pathology* ; Pneumonia/pathology* ; Lung/pathology* ; Bronchoalveolar Lavage Fluid/cytology*

  Pretests and posttests in the field of preventive medicine and public health were administered to third–year medical students of Shinshu University School of Medicine. This study aimed to determine whether pretest scores or posttest scores correlated with the term–end examination scores.
1）Pretests and posttests were administered 7 times to 112 third–year medical students, and the term–end examination was given in the first semester of the 2010 academic year.
2）Correlations were determined between pretest scores, posttest scores, the difference between pretest and posttest scores, and term–end examination scores. In addition, students were divided into quartiles in accordance with the pretest scores, and the posttest and term–end examination scores were compared among these quartiles.
3）The pretest scores significantly correlated with the posttest and term–end examination scores. The posttest and term–end examination scores were significantly higher in the fourth quartile（the highest pretest score quartile）than in the first quartile（the lowest pretest score quartile）.
4）The posttest scores did not correlate with the term–end examination scores.
5）Thus, we concluded that the pretest score rather than the posttest score is a useful predictor of the term–end examination score.

1) In 2004, Shinshu University School of Medicine started a program for third-year medical students to experience nursing services during both the day and night shifts. The program included lectures on nursing sciences before practice and debriefing sessions after practice.2) Most students viewed this program favorably and felt that the night-shift training was particular meaningful. They also had favorable opinions about the nurses who taught them.3) Some practical issues remain to be solved, such as security during the night shift and the possible excessive burden upon nurses.

The Society of Associate and Assistant Professors, Shinshu University School of Medicine, voluntarily held a miniworkshop for medical education in December 2006.Subjects were students' motivation, integrated clinical lecture, early exposure and research experience program.Based on the proposals from this meeting, following changes/additions were made to the 2007 curriculum.
1) Clinical case presentation lectures for a combination of 5th and 6th grades students to raise the level of students' awareness and motivation.
2) Lectures on doctors'career development for women to nourish professionalism.
3) Doctors'office or hospital Visiting programs for freshmen to provide a chance to encounter the role model.

1) Medical students and students of the teacher-training course at Shinshu University were compared regarding their knowledge and understanding of heredity and genetics.
2) Medical students' were better able to recognize terms related to genetics than were students of the teacher-training course, although medical students'understanding was not always correct.In both groups understanding was not related to whether the student had studied biology in high school.
3) A standardized education system for clinical genetics for medical students is urgently needed in Japan.

The importance of cooperation among the staffs of various medical specialties has been recognized.However, medical students have little chance to study with students of other specialties.We planned and held an interdisciplinary freshman seminar based on problem-based group learning for health science students.
1) All freshmen entering the Shinshu University School of Medicine were divided into 20 groups and participated in a group-learning program.
2) Students watched video material focusing on medical communication and were asked to investigate and discuss this issue in greater detail to deepen their understanding.
3) Questionnaires filled out by students after the course revealed that most students were satisfied with the program because they could deepen their partnership with students of other specialties but were unsatisfied with the program's tight schedule and the inefficiency of discussions.
4) Many instructors felt that the number of students in each group (12 or 13) was too large for effective group discussion.
5) This program helped students understand the importance of communication in medicine but did not encourage students to study for themselves.