GPTEACHER: EXAMINING THE EFFICACY OF CHATGPT AS A TOOL FOR PUBLIC HEALTH EDUCATION

The language used in healthcare to describe diseases, medical procedures, and treatments is identified as medical terminology. Learning medical terminology can be problematic owing to its complexity and volume. Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence (AI) language model that can simulate human conversations while providing individualized feedback, making it potentially a viable tool for learning medical terminology. The purpose of this study is to look at the benefits of using ChatGPT to learn medical terminology. A ChatGPT-based group studied medical terminology using the ChatGPT platform, while a traditional study group heard lectures and read textbooks. Following the study sessions, both groups carried out a test to evaluate their understanding and comprehension of medical terms. The study showed that the ChatGPT-based platform was more effective than traditional teaching techniques in increasing students' knowledge and understanding of medical terminology. When compared to the traditional instruction group, the group using the ChatGPT platform demonstrated significant improvements in their test results. ChatGPT offers the opportunity to improve medical terminology learning by providing students with interactive and individualized feedback. The outcomes of this study can assist with the development of novel and successful teaching techniques incorporating artificial intelligence into education.  Article visualizations

REVOLUTIONIZING EDUCATION THROUGH INSTAGRAM IN THE POST-COVID ERA

The (coronavirus disease of 2019) COVID-19 pandemic has brought about unprecedented changes in education, leading to the exploration of unconventional learning tools. This study investigates the use of the popular social media platform Instagram as a means of facilitating self-directed learning. A survey was conducted among university students with 500 respondents participating anonymously. 63% of the respondents were female, and 85.2 %, were aged under 30. Only 7.6% of participants reported negative mental health issues relating to Instagram use, while the majority revealed positive attitudes, competitiveness, and strong focus on their educational goals. Instagram served as a platform for students to form small or large social circles in which they supported one another by addressing their educational needs, assisting each other with challenging assignments, and engaging in small group study sessions and quizzes. Notably, most respondents (65.4%) indicated that they use educational Instagram pages as a source of knowledge and learning, while a significant portion (34.6%) mentioned that while they access the platform with the intention of learning, they also encounter unnecessary or irrelevant posts, resulting in time wastage. In conclusion, this paper suggests that while Instagram may not be the ideal tool for deployment within a teacher's arsenal, it can serve as an effective source of peer mentoring and support in the post-COVID educational world.  Article visualizations

INNOVATION VS. TRADITION: MICROBIOLOGY TEXTBOOKS IN THE AGE OF TECHNOLOGY

In the ever-changing environment of advanced technology use in education, many things are becoming, if not obsolete, then irrelevant. The education market is still teaming with traditional microbiology textbooks from seasoned authors despite the presence of new, interactive, and colorful textbooks that are student-friendly and relevant. Although senior instructors in the field of education continue to assemble collections of textbooks on their office shelves, college students’ bags have lightened and now accommodate a laptop rather than weighty textbooks. At Chicago State University (CSU) we surveyed our current student population from years 1 to 4. The 120-students registered in the College of Health Sciences and Pharmacy were enrolled in the study and were asked questions using the Google form survey tool. The questionnaire included questions about all course textbooks including microbiology. The data suggested that less than 1% of the students bought a textbook as mandated in the course syllabi. 5% of the students studied from free Portable Document Format (PDF) versions available through the internet. More than 90% of the students affirmed that they do not find the need or time to read textbooks. They not only found them boring but an absolute waste of their precious time. The students also reiterated that the content of the textbooks was never tested in their exams and assessments. The respondents overwhelmingly declared that the price of textbooks was not the major issue, and their student loans would cover the book allowances. We speculate that with this rising trend of textbook-free course offerings, there will not only be a shortage of useful textbooks in the education market but that young authors in the field of microbiology will become discouraged and disillusioned. It is therefore time to rethink, replan and reverse the fate of students’ eternal companion: the textbook.  Article visualizations

Ectopic placement of central venous catheter, importance of x-ray chest

A case of malpositioning of central venous catheter which was judged to be correctly placed on clinical criteria isbeing presented. Abberant positioning was picked up on X-ra

Antigen presenting cells (APCs) from thermally injured and/or septic rats modulate CD4+ T cell responses of naive rat

AbstractRegulation of immune response is marked by complex interactions among the cells that recognize and present antigens. Antigen presenting cells (APCs), the antigen presenting cell component of the innate immune response plays an important role in effector CD4+ T cell response. Thermal injury and/or superimposed sepsis in rats' leads to suppressed CD4+ T cell functions. We investigated modulations of CD4+ T cell function by APCs (purified non-T cells) from thermally injured and/or septic rats. Rats were subjected to 30% total body surface area scald burn or exposed to 37 °C water (Sham burn) and sepsis was induced by cecal-ligation and puncture (CLP) method. At day 3 post-injury animals were sacrificed and CD4+ T cells and APCs from mesenteric lymph nodes (MLN) were obtained using magnetic microbead isolation procedure. APCs from injured rats were co-cultured with sham rat MLN CD4+ T cells and proliferative responses (thymidine incorporation), phenotypic changes (Flow cytometry), IL-2 production (ELISA) and CTLA-4 mRNA (RT-PCR) were determined in naive rat CD4+ T cells. The data indicate that APCs from thermally injured and/or septic rats when co-cultured with CD4+ T cells suppressed CD4+ T cell effector functions. This lack of CD4+ T cell activation was accompanied with altered co-stimulatory molecules, i.e., CD28 and/or CTLA-4 (CD152). In conclusion, our studies indicated that defective APCs from thermally injured and/or septic rats modulate CD4+ T cell functions via changes in co-stimulatory molecules expressed on naive CD4+ T cells. This altered APC: CD4+ T cell interaction leads to suppressed CD4+ T cell activation of healthy animals