To craft recipes aligned with the Mediterranean diet (MED) and the USDA's low, moderate, and liberal cost food plans, 25 family medicine residents joined forces with 17 high school culinary arts students.The high school's kitchens, specifically the teaching kitchens, were the location for the workshop. In light of a pre-survey, the planning committee structured a 4-hour hands-on workshop, considered a triumph.Evaluations after the program showed a significant boost in resident self-assurance regarding MED recommendations to their patients, meaningful connections with peers and high school students, and shared satisfaction with the hands-on learning approach.Follow-up surveys revealed a rise in resident assurance and expertise in advising patients on MED, facilitating interaction with colleagues and high school students, alongside the universal delight in the practical learning experience.In many medical fields, point-of-care ultrasound (POCUS) is evolving into a fundamental clinical skill. Instruction in POCUS at the bedside facilitates observation of learners during patient encounters, enabling modeling of essential skills and behaviors, and including all core POCUS competencies in the training. Despite its potential, bedside teaching can prove to be a demanding and intimidating experience for both learners and teachers, often hindering the full realization of its advantages. Our comprehensive experience as medical educators and POCUS instructors across undergraduate and graduate medical education levels informs strategies for bolstering bedside POCUS instruction.Over the past two academic years, we have in India systematically developed and utilized a structured plan for the assessment of phase I MBBS students' understanding of biochemistry, both in formative and summative evaluations. The assessment's content validity, construct reliability, and fairness have been ensured by the blueprint.The Interprofessional education (IPE) program introduced a novel method that included a simulated avatar case presentation, preceding the virtual breakout segments. The substitution of in-person clinical encounters with simulated real-time interactions allowed the participants' basic science understanding of pathophysiology and pharmacology (P&P) to translate into effective care for the patient-avatar.Medical students and residents are trained and receive patient care in clinical settings, which are the sites of such practice. Both procedures necessitate social interaction, and humor, a critical component of social discourse, is a considerably under-examined aspect of medical training. This study explored the influence of humor on medical residents within the clinical learning setting, and analyzed its repercussions for medical teachers.The authors adhered to scoping review principles while systematically searching six databases and Google Scholar during February 2021 and March 2022. Using a framework of inclusion and exclusion criteria, articles were chosen for review after a screening process. Findings from these articles were then combined using the procedures of metasynthesis.Fifteen articles satisfied the inclusion criteria. Ten distinct themes arose regarding humor's roles and consequences within clinical training environments: (1) emotional management; (2) establishing internal/external group divisions; (3) cultivating fellowship; (4) encouraging adherence to standards; (5) navigating imbalances of authority; and (6) promoting prejudice.An essential element of medical education, the use of humor by educators, plays an important role in trainees' everyday experiences. Humor, when positive, contributes to resilience and clear interaction, but negative humor becomes a tool for covert mockery and preconceived notions. Further investigation into social psychology theories could potentially reveal strategies for mitigating the adverse consequences of negative humor and fostering well-being and inclusivity in medical training.The online version's supplementary materials are located at the link 101007/s40670-023-01769-0.One can access supplementary material for the online version at the cited location: 101007/s40670-023-01769-0.The question of whether prosection or student-led dissection is the more suitable approach for practical anatomical instruction remains a subject of ongoing discussion within anatomy education. While there is a wealth of literature comparing dissection and prosection, research on the process of prosection preparation and its instructional application in anatomy is surprisingly sparse. In addition, the body of literature lacks a uniform definition of prosection. A globally distributed, anonymous questionnaire sought the opinions of anatomy educators on the subject of defining, preparing, and employing prosections within a variety of educational contexts. A thematic analysis of 125 completed responses, originating from participants in 15 countries and 67 institutions, was carried out to reveal the key recurring themes. The responses formed the basis for a definition of prosection, and a description of its major perceived strengths and weaknesses was developed. Subsequently, the extent of prosection use as either a supporting or main source, alongside the assessed expertise of the individuals conducting the prosection, was also assessed quantitatively. The extensive contribution of prosection to anatomical education, as shown in this study, provides a basis for future research on distinct prosection preparation and their application in teaching.To deprescribe means to gradually decrease or discontinue medications that have transitioned from helpful to harmful or are no longer necessary. A key method for the management of polypharmacy, nevertheless, healthcare professionals point to various obstructions. This proposed pre-licensure competency framework for interprofessional deprescribing skills is designed to promote essential knowledge acquisition, effective teaching methods, and rigorous assessment procedures. A critical area of consideration within the framework is the method of patient and care partner involvement in deprescribing decisions. Educators can use the included action plan and curriculum mapping example to assess and adapt their curricula, thereby selecting and implementing relevant concepts and strategies to provide students with the competencies needed to manage increasingly complex medication regimens as people age.Supplementary material for the online version can be found at 101007/s40670-022-01704-9.Attached to the online version, supplementary materials are located at 101007/s40670-022-01704-9 for your convenience.Despite the understood significance of nutrition for both health and disease, the integration of nutrition education into the already crammed medical school curriculum remains a struggle for many institutions. This study was designed to investigate whether a condensed, experiential learning project would prove an effective strategy for teaching this particular content. Medical students volunteered for a study requiring them to adhere to a two-week medically prescribed diet, and to partake in small group lunch discussions regarding the impact of the diet. Validated surveys were used to collect data on student perceptions of nutrition in medicine. To gauge student confidence in the use of nutrition counseling, custom surveys were implemented, and qualitative analysis of lunch discussions illuminated themes of experiential learning. Participants' sentiments were largely positive, and they identified actively undertaking the diet as the most significant learning component. Although student participants' adherence to their assigned diets differed significantly, the group as a whole showed greater assurance in employing nutrition counseling within a clinical setting when compared with their non-participating counterparts. Participants on the diet regimen further highlighted a strengthened sense of the value of physician proficiency and the physician-patient alliance within the overarching scope of nutrition in clinical care (compared to the control group). An immersive, brief extracurricular experience, as explored in this study, proves beneficial in fortifying the already rigorous undergraduate medical education curriculum.Virtual reality's application in studying anatomy shows promising implications, yet concrete proof of its superiority against conventional teaching methods is not readily apparent. Forty-two first-year medical students, enrolled in the Morphology discipline, were randomly assigned to one of two groups for this experimental study. isrib inhibitor The research study, structured as a four-part crossover design, assigned groups, alternately, to a combination of virtual reality and traditional techniques, or to traditional methods alone. Four distinct tests and a motivation questionnaire were employed to evaluate and compare participants' scores among different groups. The virtual reality implementation did not demonstrably improve scores across short, medium, and long-term evaluations, as the results suggest. Participants' opinions, as expressed in the motivation questionnaire, agreed that virtual reality presents a more comprehensive three-dimensional view of the human body, therefore identifying it as a possible supplemental resource for anatomy learning. Virtual reality's effect on academic performance appears to be inconsequential, but it was perceived as an engaging and promising auxiliary tool for understanding anatomy.This pilot study aimed to ascertain how a culinary medicine teaching activity influenced interprofessional healthcare students' knowledge, confidence, and commitment to implementing practical dietary principles in their future practice.Interprofessional students, a group of thirteen, were in attendance,Participant number 13 completed a three-hour, practical culinary medicine session emphasizing recipe adaptation and nutritional coaching. This involved transforming a cherished comfort food into a more nutritious and Mediterranean-friendly meal. In their quest for a deeper understanding of how diet modifications, incorporating both taste and nutritional value, can be used to alleviate health conditions, participants presented diverse variations on a recipe. Pre-session and post-session surveys were utilized to evaluate participants' grasp of culinary medicine principles and their intentions to apply them in their healthcare settings.