Assessment of knowledge on forensic anatomy among preclinical medical students

Anatomy is one of the key disciplines in forensic science. The knowledge of anatomy is very important for a medical examiner or forensic expert. If there is any internal damage in the corpse and the forensic experts have no idea, then they may mistake it for a normal structure. In Malaysia, forensic anatomy is not included as a subdiscipline in the present preclinical medical curriculum. A preliminary study was undertaken to assess students knowledge on forensic anatomy and its scope. Primary data was collected through survey method from 66 students. A structured closed questionnaire was used to collect data from first year preclinical students of medical programme of International Medical School of Management and Science University. Majority of the students had knowledge on forensic anatomy and its scope. The students were aware of forensic anatomy and they had information on this subject from various website sources. The data was analyzed using SPSS version 20. The available results are discussed in the light of available literature. The results indicate the students are eager and enthusiastic in exploring the opportunity on learning more about forensic anatomy and its career prospects

Diffusion Weighted Imaging and Grading of Brain Tumours

Background: Most prevalent primary cerebral tumours are meningiomas. The other frequent intracranial tumours are pituitary adenomas, which are benign, and gliomas, which are intra-axial brain tumours. The objective of this study is to understand the importance of DW MRI imaging with standard b-value in differentiating presurgical grading of the brain tumour.Design: A total of 24 DWI patients, including 12 meningiomas, 8 gliomas, and 4 pituitary adenomas, were included in this retrospective analysis.Method: The Stejskal-Tanner equation is used to analyse the ADCmean, ADCmin, and ADCmax values from the healthy and tumour core that are obtained out from area of interest (ROI).Result: The ADCmean value of Gliomas ranges from 0.09 x 10-3 mm2s-1 to 0.99 x 10-3 mm2s-1 with a median value of 0.25 x 10-3 mm2s-1. ADCmean value 1.82 x 10-3 mm2/s (sensitivity: 67%. Specificity: 81.8%) and 0.94 x 10-3 mm2/s (sensitivity: 75%. specificity: 81.3%) can discriminate grade II –IV meningioma from grade II-IV glioma.Conclusion: The ADC and its threshold levels offer crucial details on the grades, consistency, and characterization of tumour, aiding accurate diagnosis and therapy

A Challenge in Acquiring Core Anatomical Concept in Medical Science Teaching

Active learning is a relevant scholastic approach in medical science education. This involves motivation-related elements like worth, self-confidence, and being connected in addition to learners’ contentment and beliefs regarding performance. The study's goal is to present benefit of varied educational activities that promote educational experiences. This research involved fifty-eight students including thirty-three bachelor and twenty-five masters’ students. Data was evaluated from the results of the (1) pre and post session quizzes in the cranial nerve interactive session; (2) from the responses of the closed structured questionnaire after a case study session on neurological disorder in the second part of the active learning process. Students are fully engaged and motivated as reflected from (1) the good result of post session quiz after an active learning interactive session compared to pre session quiz. (2) the positive answers to the closed structured questionnaires after an active and engaging case study session. The collaborative and inclusive nature of case discussion was really appreciated by the learners which are extremely active, engaging, amazing lively, interesting, and welcoming. Active learning facilitates knowledge sharing between students and their instructors, as well as relationships between peers as they help one another overcome challenges. The learners can fully express their own imaginations, intellectual curiosity, and abilities. This study has considerable inference towards medical science education. The different active and learning pedagogical approach allows students to develop their critical thinking, ability to notice, and clinical abilities. These methods help the students to gain a thorough understanding of the subject with anticipated instructor input within a useful time limit. Additionally, when educators encourage an environment that prioritises evaluation through active learning techniques, students receive greater benefits

A Challenge in Acquiring Core Anatomical Concept in Medical Science Teaching

Active learning is a relevant scholastic approach in medical science education. This involves motivation-related elements like worth, self-confidence, and being connected in addition to learners’ contentment and beliefs regarding performance. The study's goal is to present benefit of varied educational activities that promote educational experiences. This research involved fifty-eight students including thirty-three bachelor and twenty-five masters’ students. Data was evaluated from the results of the (1) pre and post session quizzes in the cranial nerve interactive session; (2) from the responses of the closed structured questionnaire after a case study session on neurological disorder in the second part of the active learning process. Students are fully engaged and motivated as reflected from (1) the good result of post session quiz after an active learning interactive session compared to pre session quiz. (2) the positive answers to the closed structured questionnaires after an active and engaging case study session. The collaborative and inclusive nature of case discussion was really appreciated by the learners which are extremely active, engaging, amazing lively, interesting, and welcoming. Active learning facilitates knowledge sharing between students and their instructors, as well as relationships between peers as they help one another overcome challenges. The learners can fully express their own imaginations, intellectual curiosity, and abilities. This study has considerable inference towards medical science education. The different active and learning pedagogical approach allows students to develop their critical thinking, ability to notice, and clinical abilities. These methods help the students to gain a thorough understanding of the subject with anticipated instructor input within a useful time limit. Additionally, when educators encourage an environment that prioritises evaluation through active learning techniques, students receive greater benefits

Investigation of brain tumour patients with headache and non-headache phenotypes using sequences of MRA, MRS and DWI techniques

The sequences of proton magnetic resonance spectroscopy (MRS), magnetic resonance angiography and diffusion weighted imaging (DWI) play a vital role in recognizing the brain tumours with headache. MRS calculates the concentration of brain metabolites to determine the characteristics and grading of the brain tumour with headache. Diffusion weighted imaging evaluates the apparent diffusion coefficient (ADC) values depicting tissue heterogeneity and brain tumour cellularity depicting cause of headache. MRA is utilized to understand anatomy of intracranial blood vessels with aneurysm or stenosis in brain tumour headache. All these three techniques of magnetic resonance imaging are non-invasive techniques. The brain tumour initiates imbalance in the brain metabolism which is a factor for aneurysm of intracranial blood vessels precipitating headache. At the same time, increased cellularity of these tumours is another consideration for origin of headache. Thus this study aims to investigate the relation from impact of tumour associated changes in metabolites, caliber of the intracranial blood vessels and its cellularity causing headache. In this cross sectional study, retrospective HUSM 3T MRI radiological images of PRESS MRS, time-of-flight MRA and b0 and b-1000 s/mm2 DWI images from 2013 – 2018 years are selected. This includes 77 brain tumour patients with headache and 61 non-headache patients selected from PAC system and patient case files. Further, Patients with MRA, MRS and DWI were filtered for their respective analysis. Manual processing and software packages Radiant DICOM viewer (2020 2.3), Image J and Neuromantic v1.6.3 are applied by setting up ROI and different methods of estimation and analysis. The evaluation of brain metabolites, caliber of intracranial blood vessel and ADC values are statistically compared using SPSS software version 23. The results indicate a clear and wider picture of the alteration of metabolites providing information of the type and grading of tumour associated with headache. A drop in NAA level has illustrated involvement of the neurons and the rise in Cho level displayed increase membrane cellularity in tumour core of headache patients that corresponds with the low ADC value of (0.65±0.46 10-3 mm2/s) in tumour core depicting high cellularity of the tumour in headache patients precipitating headache. Consequently, a decrease in Cho/Cr ratio in contralateral healthy side of brain tumour patients with headache has imitated a typical tension type of headache. This is also supported by dilatation of ICA (5.03±1.40) in tumour side of headache patients compared to non-headache (3.31±1.81) brain tumour patient. The final results has established a connection between the changes in metabolites, increase cellularity and changes in the intracranial blood vessels enlightening the type of headache that provides valuable information to cure brain tumour patient with headache