BACKGROUND AND OBJECTIVES

The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines.

Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty.

Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence.

In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery.

Acupuncture, a therapeutic treatment defined as the insertion of needles into the body at specific points (ie, acupoints), has growing in popularity world-wide to treat various diseases effectively, especially acute and chronic pain. In parallel, interest in the physiological mechanisms underlying acupuncture analgesia, particularly the neural mechanisms have been increasing. Over the past decades, our understanding of how the central nervous system and peripheral nervous system process signals induced by acupuncture has developed rapidly by using electrophysiological methods. However, with the development of neuroscience, electrophysiology is being challenged by calcium imaging in view field, neuron population and visualization in vivo. Owing to the outstanding spatial resolution, the novel imaging approaches provide opportunities to enrich our knowledge about the neurophysiological mechanisms of acupuncture analgesia at subcellular, cellular, and circuit levels in combination with new labeling, genetic and circuit tracing techniques. Therefore, this review will introduce the principle and the method of calcium imaging applied to acupuncture research. We will also review the current findings in pain research using calcium imaging from in vitro to in vivo experiments and discuss the potential methodological considerations in studying acupuncture analgesia.
Calcium ; Acupuncture Therapy ; Acupuncture ; Acupuncture Analgesia/methods* ; Acupuncture Points ; Technology

Background and Objectives: The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines. Methods: Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty. Results: Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence. Conclusion In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery
faculty ; education, medical ; technology

Humans ; Cardiovascular Diseases/prevention & control* ; China ; Technology

Humans ; Cardiovascular Diseases/prevention & control* ; China ; Technology

BACKGROUND

Leprosy continues to pose significant health challenges globally, leading to stigma and disability when left untreated. Patient education is crucial in addressing these challenges. While traditional health lectures (THL) are widely used, they face limitations such as inconsistent delivery and low patient engagement. Video-based education (VBE) offers a more modern, scalable alternative, enhancing learning through immersive technology.

This study compared the effectiveness of VBE versus THL in improving leprosy patients’ understanding, perspectives, and quality of life (QoL) in a tertiary hospital in the Philippines

A randomized controlled trial with 1:1 allocation ratio was conducted among 57 leprosy patients, divided into VBE and THL groups. Baseline and post-intervention questionnaires measured understanding, patient perspectives, and QoL using the Dermatology Life Quality Index, collected immediately after and two weeks post-intervention. Statistical analyses included chi-squared tests, t-tests, and Pearson’s correlations.

VBE significantly improved patients’ understanding, perspectives, and QoL compared to THL. Post-intervention, 43% of VBE participants showed a high level of understanding, versus 24% in the THL group (p = 0.048). VBE had greater positive impact on patient perspectives and QoL (p = 0.011 and p = 0.046). Knowledge retention was higher in VBE group after two weeks (p = 0.0373), with improvements in understanding strongly linked to better perspectives and QoL (r = 0.54 and r = 0.65).

VBE proved more effective than THL in enhancing understanding and retention, perspectives, and QOL. With its multi-sensory, scalable format, VBE offers a promising and efficient tool for patient education, particularly in resource-limited settings.

BACKGROUND

Family Medicine educators play a vital role in the age of Universal Health in the Philippines to strengthen the competencies of primary care providers through education and training; hence the need for pedagogy and content to harmonise with technology in the midst of modern-day global trends and standards, and of the changing needs of 21st century learners. These educators benefit from quality improvement methods that begin with benchmarking and monitoring though valid and reliable measurements.

This study aimed to develop a measurement tool for the attitudes of Family Medicine educators in optimising the use of technology in education by using the methodological development steps in creating assessment tools including content & face validation and modification of items generated from various behavioural models and a validated tool; simplifying the tool through factor analysis; and determining the reliability of its final version.

The study was able to create a questionnaire of 26 validated items with an overall internal consistency of 0.932, distributed into six subscales with beyond-satisfactory-to- excellent reliabilities.

Advancements in high-throughput sequencing have yielded vast amounts of genomic data, which are studied using genome-wide association study (GWAS)/phenome-wide association study (PheWAS) methods to identify associations between the genotype and phenotype. The associated findings have contributed to pharmacogenomics and improved clinical decision support at the point of care in many healthcare systems. However, the accumulation of genomic data from sequencing and clinical data from electronic health records (EHRs) poses significant challenges for data scientists. Following the rise of artificial intelligence (AI) technology such as machine learning and deep learning, an increasing number of GWAS/PheWAS studies have successfully leveraged this technology to overcome the aforementioned challenges. In this review, we focus on the application of data science and AI technology in three areas, including risk prediction and identification of causal single-nucleotide polymorphisms, EHR-based phenotyping and CRISPR guide RNA design. Additionally, we highlight a few emerging AI technologies, such as transfer learning and multi-view learning, which will or have started to benefit genomic studies.
Artificial Intelligence ; Data Science ; Genome-Wide Association Study ; Genomics ; Technology

OBJECTIVE: To compare the effect on facial acupoint temperature between acupuncture at Houxi (SI 3) and Dazhui (GV 14) so as to verify "Houxi (SI 3) communicating the governor vessel" based on the infrared thermal imaging technology. METHODS: Thirty-five healthy subjects (5 cases dropped off) were collected and before-after study in the same subject was adopted. The subjects were successively assigned into a sham-acupuncture group, a Houxi group, a Wangu group and a Dazhui group. Sham-acupuncture at Houxi (SI 3) on the left, acupuncture at Houxi (SI 3) on the left, Wangu (SI 4) on the left and Dazhui (GV 14) were given respectively. One intervention was given and the needles were retained for 30 min in each group. 30 min before and after acupuncture, the infrared thermal images of the face were collected, and the facial temperature was compared among the following 5 acupoints, i.e. Yintang (GV 24⁺), Suliao (GV 25), Shuigou (GV 26), Duiduan (GV 27) and Chengjiang (CV 24). RESULTS: After acupuncture, the facial temperature at Yintang (GV 24⁺) and Chengjiang (CV 24) was increased compared before acupuncture in the sham-acupuncture group (P<0.01, P<0.05). The facial temperature at Suliao (GV 25) in the Houxi group was reduced after acupuncture (P<0.05). In the Wangu group, the temperature at Yintang (GV 24⁺) was increased compared before acupuncture (P<0.01). The facial temperature was increased at Duiduan (GV 27) and Chengjiang (CV 24) compared before acupuncture in the Dazhui group (P<0.01, P<0.05). The differences of facial temperature at Chengjiang (CV 24) and Suliao (GV 25) after acupuncture were larger than before acupuncture in the Houxi group and the Dazhui group (P<0.01). In comparison with the temperature at Suliao (GV 25) of the same group, the differences of facial temperature before and after acupuncture at Yintang (GV 24⁺), Shuigou (GV 26), Duiduan (GV 27) and Chengjiang (CV 24) were increased in the Houxi group (P<0.01, P<0.05); while, the increase was also obtained at Yintang (GV 24⁺), Shuigou (GV 26), Duiduan (GV 27) and Chengjiang (CV 24) in the Dazhui group (P<0.05, P<0.01). The difference of facial temperature at Yintang (GV 24⁺) before and after acupuncture was increased compared with Suliao (GV 25) in the Wangu group (P<0.05). CONCLUSION Acupuncture at Houxi (SI 3) generates a similar thermal effect as Dazhui (GV 14). It regulates and dissipates the core temperature to "govern the yang qi of the whole body".
Humans ; Acupuncture Therapy ; Acupuncture Points ; Healthy Volunteers ; Needles ; Technology

CRISPR/Cas (clustered regularly interspaced short palindromic repeats/CRISPR-associated protein) is widely used in the field of livestock breeding. However, its low efficiency, untargeted cutting and low safety have greatly hampered its use for introducing single base mutations in livestock breeding. Single base editing, as a new gene editing tool, can directly replace bases without introducing double strand breaks. Single base editing shows high efficiency and strong specificity, and provides a simpler and more effective method for precise gene modification in livestock breeding. This paper introduces the principle and development of single base editing technology and its application in livestock breeding.
Animals ; Gene Editing ; CRISPR-Cas Systems/genetics* ; Livestock/genetics* ; Mutation ; Technology