Acute pulmonary schistosomiasis affects non-immune individuals returning from endemic areas. Pathogenesis is not well understood. We report a case of acute pulmonary schistosomiasis in which lung biopsy was done 10 weeks after exposure and it identified the presence of schistosomal ovum surrounded by granuloma.

The ward round (WR) is an essential tool not only to patient care but also to learning experience of junior doctors. Lack of time, noisy environment, patient load are few factors that can limit learning on WR. In this study, we aimed to explore the quality and efficacy of WR as a teaching tool. Methodology: A survey assessing the educational value of WR was distributed to all resident physicians at a tertiary hospital in Riyadh, KSA. All residents who attended WR with senior staff were invited to participate. Information was collected about the impact of various elements that contribute to the learning process during residency training. The factors evaluated included teaching opportunity, obstacles to learning, WR structure and the teacher. In addition, residents were surveyed on their percentage of overall learning that occurs on WR and percentage of time devoted to teaching on ward round. Statistical analysis was performed using SPSS. Results: 166 of 250 (66.4%) completed surveys were returned. Residents participated in a median of 4 senior-led WRs per week. The overall average time spent on WR was 13 (± 11 SD) hours per week. There was a significant correlation between the number of WR and the cumulative time spent on WRs per week (r=0.3, p<0.001). While overall 31 % of participants reported that learning occurs on WR but only 26% of WR is devoted to teaching. Diagnostic investigation and patient management were found to be the most beneficial areas for learning on WR. Lack of time, the number of patients, an emphasis to get work done were considered obstacles to learning. While 85% of respondents said that cases should be discussed away from the bedside; only 42% reported having had the opportunity to do so. The morning WR was perceived to be more educationally valuable than the afternoon WR by 70% of participants. Enthusiasm for teaching, not being in a rush to finish, able to communicate well and can also provide feedback were considered factors that make a good teacher. The WR was perceived to be a good opportunity to learn by 52% of respondents. Conclusion: Learning and teaching on WR remain a underutilized opportunity. Time management, pre-bedside discussions and scheduling rounds in the morning are few examples of simple steps that can enhance the learning process on WRs. There is great opportunity for making wards a great learning experience for current trainee doctors.

Although not fully understood, sleep is accepted as a vital and organized sequence of events that follows a regular cyclic program each night to ensure the human body can perform at its optimum. A lack of sleep, or sleep deprivation (SD), is a widespread phenomenon that can induce adverse changes in cognitive performance. This review focused on the biological explanation as well as the research investigating the numerous effects that SD can have on cognition. A reduction in sleep does not occur independently of the effects on memory, attention, alertness, judgment, decision-making, and overall cognitive abilities in the brain, resulting in decreased function and impaired cognitive performance.