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The involvement of the public in the decision-making process is essential, especially in the early stages of a design process. This study aims to achieve the development of an architectural program for a memorial public project, using the outcomes of the Analytical Hierarchy Process (AHP) based on public opinion. It employs a novel approach that sharply focuses on public involvement in the design process, using a quantitative methodology for the development of a suitable building program and selecting a memorial form that meets the public's needs in a practical way. The study drew on data from various memorial projects to identify possible spaces and their selection criteria. A written questionnaire was distributed to a sample of 105 members of the public, to narrow down the number of spaces according to public response. Then, a hearing (spoken) questionnaire was conducted on a sample of 20 to produce the program for development by generating the most strongly preferred form of memorial. The results contradicted the existing norm for a memorial as a sculpture; it was revealed that most of the public preferred memorial landscapes to buildings and great structures. The study concluded that AHP could be used to further involve the relevant stakeholders in the decision-making process of the design of a public project.

Mentorship is increasingly recognized as a foundational stone within Graduate Medical Education (GME), contributing to clinical competency, scholarly engagement, professional identity formation, and psychological well-being. Despite its growing recognition, mentorship in GME remains inconsistently structured, under-theorized, and variably evaluated. This conceptual and structural ambiguity hampers the ability to design, compare, and scale mentorship efforts meaningfully across settings. This scoping review aimed to systematically explore the structure, theoretical foundations, evaluation approaches, and reported outcomes of mentorship programs in GME, and to develop a conceptual framework to guide the design of context-sensitive, outcome-aligned mentorship interventions. The scoping review followed Arksey and O'Malley's five-stage methodology and the findings were reported according to PRISMA-ScR guidelines. A comprehensive search of PubMed, Scopus, CINAHL, and Embase was conducted in January 2025, covering studies published between 2015 and 2025. Eligibility was defined using the Population-Concept-Context framework. Data were extracted using a structured template and synthesized thematically. A total of 94 studies were included. Mentorship programs varied widely in structure, with formal, informal, peer, and near-peer models observed. Only 27 studies reported use of theoretical frameworks, and evaluation approaches were often limited to non-validated tools and descriptive outcomes. Four main analytical clusters emerged: program structure, theoretical/conceptual frameworks, evaluation approaches, and reported outcomes. Outcomes commonly reported included career development, academic productivity, clinical competency, leadership, well-being, and professional growth. However, the main highlight was a lack of theoretical underpinnings, standardized outcome measurement and mentor training. Cultural responsiveness and equity were rarely considered in mentorship programs. This scoping review highlights the need for mentorship programs in GME to be more systematically designed, theory-informed, and rigorously evaluated. Key gaps include the underutilization of conceptual models, the lack of validated evaluation tools, and insufficient attention to mentor training and equity considerations. Building on the findings of this scoping review, we propose a conceptual framework that aligns mentorship models with learner level, skill focus, and mentoring format across psychological and sociological domains. This framework is intended to guide the development of robust, context-sensitive, and theory-informed mentorship programs with measurable outcomes, ultimately fostering sustainable mentorship cultures that enhance learner development and improve healthcare practice in Graduate Medical Education (GME).

Workforce planning is critical for being able to deliver appropriate health service and thus is relevant to medical education. It is, therefore, important to understand medical students' future specialty choices and the factors that influence them. This study was conducted to identify, explore, and analyze the factors influencing specialty preferences among medical students of the United Arab Emirates (UAE). A multiyear, multicenter survey of medical student career choice was conducted with all five UAE medical schools. The questionnaire consisted of five sections. Chi-squared tests, regression analysis, and stepwise logistic regression were performed. The overall response rate was 46% (956/2079). Factors that students reported to be extremely important when considering their future career preferences were intellectual satisfaction (87%), work-life balance (71%), having the required talent (70%), and having a stable and secure future (69%). The majority of students (60%) preferred internal medicine, surgery, emergency medicine, or family Medicine. The most common reason given for choosing a particular specialty was personal interest (21%), followed by flexibility of working hours (17%). The data show that a variety of factors inspires medical students in the UAE in their choice of a future medical specialty. These factors can be used by health policymakers, university mentors, and directors of residency training programs to motivate students to choose specialties that are scarce in the UAE and therefore better serve the health-care system and the national community.

Some reports in the literature have linked interferon therapy for the treatment of hepatitis C (HCV) with hearing loss. The aim of this study has been to examine the effects of interferon therapy on hearing of patients treated for HCV. Patients were recruited according to preset inclusion criteria from two centers. All patients received standard dose pegylated interferon (PEG-IFN a-2b or a-2a) plus ribavirin (RBV). All patients had pure-tone audiometry (PTA), tympanogram and distortion-product otoacoustic emission (DPOAE) before treatment, three months after initiation of treatment, and three months after completion of treatment. Twenty one patients were prospectively recruited. The mean age was 45.7 years. The male to female ratio was 1.1:1. The mean PTA was 15.9 ± 5.3 before treatment, 17.4 ± 6.1 during treatment and 16.5 ± 5.1 after treatment. The differences between pre and mid, pre and post, as well as mid and post were not significantly different (P>0.05) in all audiological assessments. Our results indicate that PEG-IFN\\RBV therapy does not have any impact on the hearing thresholds of patients with HCV.