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Background Moulage is ubiquitous with simulated participant (SP) practice. Moulage presents a physical and psychological risk to SPs, due to the application of active products, ingredients, and the creation of highly realistic wounds, which could evoke emotional distress or overidentification. Methods The Moulage international Virtual Community of Practice convened in 2023 to commence standards of best practice in relation to moulage use with SPs. Using consensus methodology, the 9 authors catalogued their usual practice, reviewed relevant literature and standards to iteratively develop a conceptual framework and checklist. Results As a result, a conceptual framework and checklist were developed for safe moulage practice for pre-simulation, during-simulation, and post-simulation phases. The framework highlights key roles and corporate governance to achieve risk mitigation regardless of the simulation setting. To augment the framework, the authors developed the Moulage Application Safety Checklist, a 17-item tool for moulage in use. Conclusion The conceptual framework and checklist provide an evidence-informed tool for considering moulage safety with SPs. Safe use of moulage should not be an afterthought.

Objective Oral cancer is amenable to early detection but remains a prominent cause of mortality in the Asia Pacific region. This study aimed to identify barriers to early detection and management of oral cancer in the Asia Pacific region. Methods A mixed-methods approach was employed triangulating findings from a survey and focus groups. The survey was conducted among seven representative members of the Asia Pacific Oral Cancer Network (APOCNET) across six countries. Focus groups were conducted to gain deeper insights into the findings of the survey. Results The identified barriers were a lack of national cancer control strategies and cancer registries and the limited availability of trained health care professionals. Overcoming these challenges in the Asia Pacific region where resources are scarce will require collaborative partnerships in data collection and novel approaches for continuous professional training including eLearning. Further, to overcome the lack of trained health care professionals, innovative approaches to the management of oral potentially malignant lesions and oral cancer including telemedicine were suggested. Conclusion The findings of this study should be taken into account when charting national cancer control plans for oral cancer and will form the basis for future collaborative studies in evaluating effective measures to improve oral cancer detection and management in low- and middle-income countries.

The rising incidence of oral cancer and associated poor prognosis, primarily due to delayed diagnosis, highlight the urgent need for artificial intelligence tools in clinical detection. However, efforts in this regard are hampered by the lack of large and ethnically heterogenous image datasets of oral lesions with clinically validated diagnoses. To address this gap, oral mucosa images captured with mobile device cameras were collected from cohorts spanning five countries. The images were systematically annotated with lesion type classifications as well as specific clinical diagnoses, then assessed for quality. The diagnoses were verified retrospectively by biopsy, where applicable, or by consensus verification by dental experts. The final dataset consists of 30,039 oral mucosa images supplemented by clinical metadata, made available on the MeMoSA Workbench platform. We believe that the MeMoSA dataset will serve as a significant resource to drive the training, evaluation, and refinement of AI-driven diagnostic algorithms, potentially improving diagnostic accuracy and enabling rigorous benchmarking against clinical expert assessments, for the early detection of oral cancer.

Background: Understanding the style of learning and thinking (SOLAT) of the students is necessary to keep students actively involved in learning, which could influence the academic performance of the students. Aim: The objective of this study was to compare the right and left hemisphere preferences for processing information with academic performance of medical students in both theory and practical exams. Materials and Methods: The hemispheric preference score for learning and thinking style among first year MBBS (95) and BDS (42) students was determined by SOLAT tool prepared by Dr. V. Venkataraman (1994). A comparison of the hemispheric score between high achievers and low achievers in theory and practical exams was performed by using the unpaired Student's t-test and Mann-Whitney U-test. Results: The mean hemispheric scores for the right hemisphere, left hemisphere, and whole brain were 26.51, 14.5, and 6.76, respectively. High achievers in theory exam and practical exam received a higher left-hemispheric score and whole-brain score than low achievers; the difference in the mean value of hemispheric score was statistically not significant. Conclusion: There was no statistically significant relationship between academic achievement and hemispheric preference scores.

To test the hypothesis that emotional intelligence, as measured by a BarOn Emotional Quotient Inventory (EQ-i), the 125-item version personal inventory (EQ-i:125), correlates with resident performance. Survey (personal inventory) instrument. Five U.S. academic anesthesiology residency programs. Postgraduate year (PGY) 2, 3, and 4 residents enrolled in university-based anesthesiology residency programs. Residents confidentially completed the BarOn EQ-i:125 personal inventory. The deidentified resident evaluations were sent to the principal investigator of a separate data collection study for data analysis. Data collected from the inventory were correlated with daily evaluations of the residents by residency program faculty. Results of the individual BarOn EQ-i:125 and daily faculty evaluations of the residents were compiled and analyzed. Univariate correlation analysis and multivariate canonical analysis showed that some aspects of the BarOn EQ-i:125 were significantly correlated with, and likely to be predictors of, resident performance. Emotional intelligence, as measured by the BarOn EQ-i personal inventory, has considerable promise as an independent indicator of performance as an anesthesiology resident.

Social accountability (SA) measures are critical in medical education. A systematic review was conducted following PRISMA-systematic review guidelines, across Australia and Southeast Asia Region (SEAR) countries to identify their purposes, practices, experiences, and recommendations. Four electronic databases were searched using search terms and key themes were identified through inductive analysis. Fifteen included studies identified five themes: (i) social obligation spectrum, (ii) learning environment, (iii) values of SA, (iv) graduate outcomes, and (v) partnerships. The cross-cutting themes were governance, education, service, and research. This review highlighted the role of SA in medical education and identified themes applicable for Australia and SEAR countries.

There is need of positive mindset for organizational development by innovation. Teaching-learning by sketching, virtual model, atlas and plastic model are common method in anatomy and skill-lab. Teaching-learning via a real human organs or parts may enhance the better understanding for surgical skill, orientation and relation of human body parts (1). Motivational Factors for the idea for establishment of modern anatomy museum, the formulation and exploration in this grey area were identified as; poor resources (tools) for learning purposes in medical schools, Lack of knowledge of museum design, may be a less cared area during education, 3D visualization of human body parts opportunity for school students, patient, public, allied and community health workers, medical UG/PG, scope to utilize their free time to gain knowledge Lots of scope for learning as well skills gaining (required for skill lab in this competency based medical education curriculum) in medical institution and matter of Institutional pride to have a modern, well furnished and well designed anatomical museum of 21st century (2,3). This can cause awareness among the people for healthy society and growth of all stakeholders too (4, 2).

Bullous pemphigoid is an autoimmune skin disease characterized by large tense blisters with solitary oral manifestation a rarity. We report a case of 48-year-old male with chief complain of wound on the left side of mouth with history of hydrochlorothiazide use. On intraoral examination, desquamation was present in palatal gingiva which was tender on palpation. Biopsy of the lesion on histopathology reported oral pemphigoid. On immunofluorescence test linear deposits of C3 and immunoglobulin G was found. This showed that importance of complete history with histopathology and immunofluorescence test is must for early diagnosis and treatment is essential for prevent further dermatological progression.

Context: Problem-based learning (PBL) is a methodology widely used in medical education and is growing in dental education. Initiation of new ideas and teaching methods requires a change in perception from faculty and institute management. Student-centered education is a need of the day and PBL provides the best outlet to it. Aim: To introduce PBL, assess feasibility and challenges in undergraduate dentistry program and evaluate the impact on their learning. Settings and Design: PBL was used as a teaching methodology on 37 students in 2 nd year BDS program. The PBL was duplicated as that of MBBS program. PBL was spread over 5 days. Pre- and post-test questions along with different questionnaires were designed for the students and tutors/faculty to be administered after PBL session. Subjects and Methods: Case with temporomandibular joint and muscles of mastication and occlusion was designed as a module with five triggers given to students who were divided into five groups over two tutorials facilitated by tutor. Resource sessions were held by involved departments (Oral Biology, Oral Pathology, Oral Medicine and Radiology, Orthodontics, and Oral Surgery). Students were allotted time for search, research and discover to search literature. Statistical Analysis Used: Descriptive statistics. Results: Pre and post-test comparison showed that the knowledge increased immensely following PBL sessions. Students′ assessment by tutors following two PBL tutorials showed a mean score of 34.9 ± 4.01 and 35.5 ± 3.86, respectively. Students′ feedback showed that most of them preferred PBL because they found it interactive, collaborative, goal and research oriented. Students were motivated to learn new topic because learning objectives were formulated by themselves and they developed self-directed learning skills. The tutors learned to design cases. Conclusions: PBL encouraged students to use more interactive methods of learning which possibly will make them lifelong learners.

The COVID-19 pandemic has affected every sector of life. The number of patients visiting health facilities has decreased, resulting in limited opportunities for student learning. Health professionals and educators are exploring authentic alternative ways to fulfill the desired learning outcomes for students. In this article, a business model for moulage is being planned as one authentic simulated learning solution. It is outlined within the framework of a business plan for institutional adoption, replication, and implementation.