Purpose: Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity. Methods: This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience. Results: Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs. Conclusion Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.

Purpose: Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity. Methods: This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience. Results: Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs. Conclusion Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.

Purpose: To review the current evidence on the efficacy and safety of sutureless amniotic membrane transplantation (AMT) for promoting corneal epithelialization in delayed corneal healing disorders. Methods: A comprehensive search was conducted for studies published from January 2003 to December 2023. The inclusion criteria were studies that focused on delayed corneal healing (including persistent epithelial defect, dry eye disease, corneal ulcer, chemical injury, recalcitrant keratitis, or others), observed corneal re-epithelialization as the outcome, with the use of sutureless AM graft. Studies that reported sutureless AM combined with cyanoacrylate or fibrin glue were excluded. Results: A total of 14 studies met the inclusion and exclusion criteria. The most common technique for sutureless AM on the cornea was self-retained cryopreserved AMT. The result of sutureless AMT in various delayed corneal healing disorders showed complete corneal epithelialization occurred in most patients (64.4%) which ranged from 3 to 43 days. There was a low rate of adverse events (pain, 2.9%; displaced AM or lost ring, 1.7%) and complications (sterile infiltrate, 1.8%; corneal perforation, 0.6%; ring trauma, 0.4%; central corneal scarring, 0.2%). Conclusions Sutureless AMT promotes complete corneal epithelialization. It is easier for multiple application, more comfortable, and has a lower risk of suture-related complications. Overall, sutureless AMT is effective and safe for a variety of corneal delayed healing disorders.

Purpose: To review the current evidence on the efficacy and safety of sutureless amniotic membrane transplantation (AMT) for promoting corneal epithelialization in delayed corneal healing disorders. Methods: A comprehensive search was conducted for studies published from January 2003 to December 2023. The inclusion criteria were studies that focused on delayed corneal healing (including persistent epithelial defect, dry eye disease, corneal ulcer, chemical injury, recalcitrant keratitis, or others), observed corneal re-epithelialization as the outcome, with the use of sutureless AM graft. Studies that reported sutureless AM combined with cyanoacrylate or fibrin glue were excluded. Results: A total of 14 studies met the inclusion and exclusion criteria. The most common technique for sutureless AM on the cornea was self-retained cryopreserved AMT. The result of sutureless AMT in various delayed corneal healing disorders showed complete corneal epithelialization occurred in most patients (64.4%) which ranged from 3 to 43 days. There was a low rate of adverse events (pain, 2.9%; displaced AM or lost ring, 1.7%) and complications (sterile infiltrate, 1.8%; corneal perforation, 0.6%; ring trauma, 0.4%; central corneal scarring, 0.2%). Conclusions Sutureless AMT promotes complete corneal epithelialization. It is easier for multiple application, more comfortable, and has a lower risk of suture-related complications. Overall, sutureless AMT is effective and safe for a variety of corneal delayed healing disorders.

Purpose: To review the current evidence on the efficacy and safety of sutureless amniotic membrane transplantation (AMT) for promoting corneal epithelialization in delayed corneal healing disorders. Methods: A comprehensive search was conducted for studies published from January 2003 to December 2023. The inclusion criteria were studies that focused on delayed corneal healing (including persistent epithelial defect, dry eye disease, corneal ulcer, chemical injury, recalcitrant keratitis, or others), observed corneal re-epithelialization as the outcome, with the use of sutureless AM graft. Studies that reported sutureless AM combined with cyanoacrylate or fibrin glue were excluded. Results: A total of 14 studies met the inclusion and exclusion criteria. The most common technique for sutureless AM on the cornea was self-retained cryopreserved AMT. The result of sutureless AMT in various delayed corneal healing disorders showed complete corneal epithelialization occurred in most patients (64.4%) which ranged from 3 to 43 days. There was a low rate of adverse events (pain, 2.9%; displaced AM or lost ring, 1.7%) and complications (sterile infiltrate, 1.8%; corneal perforation, 0.6%; ring trauma, 0.4%; central corneal scarring, 0.2%). Conclusions Sutureless AMT promotes complete corneal epithelialization. It is easier for multiple application, more comfortable, and has a lower risk of suture-related complications. Overall, sutureless AMT is effective and safe for a variety of corneal delayed healing disorders.

Purpose: Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students’ deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students’ learning experiences related to health equity. Methods: This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience. Results: Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students’ understanding of health inequities and physicians’ roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students’ outlook and beliefs. Conclusion Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students’ capacity to understand and tackle health inequities.