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The COVID-19 pandemic forced students and educators to shift from the traditional physical classrooms (face to face) to online platforms such as the Zoom to host live synchronous sessions. Although this video teleconferencing software facilitated communication between students and faculty around the world, technically the blank, silenced log-in screens removed the "connectedness" of the classroom. A medical educator plays music during the pre-class Zoom synchronous session as an approach to encourage a positive learning environment in a preclinical science course.

This article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Nearpeer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all and can be easily replicated. ActivityThe Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100 high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was created to prepare high school students who participated in the preliminary rounds for the final local and International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session. The students rotate between facilitators as small group teams during each teaching hour. There are icebreakers, content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise in neuroscience content and other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship. Was this change beneficial to both sets of students (medical and high school)? Results and discussionWe aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28) and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggest that both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfer their knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. The major benefits experienced by the high school student participants (of various socioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing caree...

Transcranial Doppler (TCD) ultrasonography is a non-invasive ultrasound technique that uses highfrequency sound waves to measure blood flow velocities in the cerebral vasculature. This review analyzes TCD research in the Caribbean region using a bibliometric analysis of 29 articles from PubMed. The articles were analyzed using Microsoft Excel 2016 and the VOSviewer software (Van Eck and Waltman, Leiden University, Centre for Science and Technology Studies (CWTS), www.vosviewer.com) and characterized various aspects of TCD research, including countries, research themes, authorship, journals, affiliations, and keywords. The majority of the 29 publications came from Cuba (38%), followed by the French West Indies (22%) and Jamaica (20%). Most TCD research focused on sickle cell disease (SCD), accounting for 45% of the studies, followed by 21% of articles on vasospasm and subarachnoid hemorrhage. The use of TCD in brain death and neuro-intensive care was also explored, constituting 17% of the studies. Alternative TCDmonitored treatment options for SCD, such as stem cell transplantation and hydroxyurea, were also frequently investigated. The most productive institutions were Hospital Clínico-Quirúrgico Hermanos Ameijeiras in Havana, Cuba, the Sickle Cell Unit at the University of West Indies (UWI) Mona in Jamaica, the Medical-Surgical Research Center (CIMEQ) in Havana, Cuba, and the SCD Reference Center in Guadeloupe and Martinique in the French West Indies. TCD has been identified as a cost-effective tool for real-time monitoring of cerebral blood flow in many clinical settings, including stroke and SCD, which are prevalent in the Caribbean. Although there is an increase in the trend of using TCD for neuromonitoring in the Caribbean, gaps still exist. Capacity-building initiatives, such as training programs for healthcare providers and the development of local TCD research networks, can improve access to TCD in resource-constrained settings to treat and neuromonitor patients cost-effectively.

Medical education programs in the United States or Canada comply with the Liaison Committee on medical education standards to ensure their graduates provide proficient medical care. One standard includes student development as a lifelong learner. The competency of lifelong learning is developed through self-directed activities such as students evaluating their learning objectives and resources without external help. Quick response (QR) codes were the technological tools introduced in a traditional medical institution to enhance students' self-directed initiative to tap resources. Relevant lecture objectives and other information such as supplemental discipline content, reading assignments and web-based link resources were embedded into codes and 'pasted' onto all pages of their course PDF handouts. It was anticipated that most students had access to smart phones to conveniently scan the codes and retrieve the information. However, an in-class survey conducted showed that only 30% of the students found the QR codes useful. Further questioning revealed that some students just didn't know how to use the codes or didn't think the information embedded was worth the effort to decrypt. Although students were tech-savvy in the social and entertainment realms, they were not adept in the use of technology for educational purposes. QR codes presented several theoretical, pedagogical advantages to enhance experiential and self-directed learning. However, implementation among students,