As a consequence of lockdown during the COVID‐19 pandemic, the education system has changed globally. Face to face education has been replaced by distance learning. The aim of the present study was to find the prevalence of musculoskeletal pain and syndromes among medical students during distance learning and to investigate the correlations of musculoskeletal pain with different causal factors. A total of 282 students completed an online questionnaire that measured time spent on digital devices, type of physical activity, time spent sitting, number of walking days/week, ergonomics, and postural habits. Some of these measurements were compared between periods before and during the pandemic. Because of distance learning, time spent on digital devices and total time spent sitting increased significantly from before to during the pandemic (p < 0.001); students' daily physical activities and the number of days per week with at least 10 min of walking decreased significantly (p < 0.001). Most of the students (75.9%) experienced at least one type of musculoskeletal pain, predominately shoulder and neck pain (65%). There was a very significant positive correlation between musculoskeletal pain and postural habits (p < 0.0001). This study suggested that postural habits while sitting have a profoundly negative effect on the musculoskeletal system and are factors in the causation of musculoskeletal pain.

Background:Teaching histology as an image-intensive discipline is a major challenge to medical teachers. We compared knowledge retention and student preference after performing comparison-based and traditional methods of teaching practical histology.Methods:We performed a crossover randomized controlled trial. Eighty nine first-year and 37 second-year medical students were randomly assigned to comparison-based or traditional classes in which PowerPoint slides were used. Each teaching approach was then switched to another group for a second tissue set. Quantitative assessment was performed using multiple-choice questions and a questionnaire.Results:The first-year students’ overall examination scores were significantly higher in the comparison-based approach compared to the traditional approach for both tissue sets, with a large effect size. Interestingly, even for the second-year students, a significantly higher overall score for one set of tissue samples was observed in the comparison-based approach compared to the traditional approach. The students’ responses to all the elements in the questionnaire were significantly in favor of the comparison-based approach.Conclusion:Our findings indicate that the simple implementation of a few histopathology examples can yield a tremendous improvement in first-year medical students’ understanding, enjoyment, and engagement in practical histology classes.

The shift to online learning due to the COVID-19 pandemic sheds light on the need for innovative approaches to medical education, making it more interactive and effective. Histology is a challenging subject because it is known to be image intensive. In this study, we compared two methods of online teaching of practical histology: an interactive method using the Poll Everywhere Audience Response System and a traditional method without the use of Poll Everywhere. We performed a randomized controlled crossover trial. One hundred and forty students were divided into two groups. The first group was taught using the interactive method and the second group was taught using the traditional method. Each group was then taught using the other method for a second subject. Students' performance and preferences were assessed using tests and questionnaires. The examination scores were significantly higher for Poll Everywhere group. All students' responses were overwhelmingly in favor of the use of Poll Everywhere, with regard to their engagement, enjoyment, and morphology understanding, in addition to the applicability of the interactive approach. Interactive sessions of practical histology using applications such as Poll Everywhere can be an effective way to increase students' engagement, enjoyment, and knowledge retention during distance learning.

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Inflammatory pseudotumors are benign lesions that are rarely reported in the head and neck. Moreover, intraosseous inflammatory pseudotumors of the maxilla are extremely rare, with less than 10 cases reported. A 52-year-old woman presented with recurrent dental infections; computed tomography scan of the osteolytic maxillary bone lesion and incisional biopsy were performed. Histopathological examination revealed that the lesion was composed of fascicles of fibroblasts and myofibroblasts, in addition to sheets of plasma cells, lymphocytes, and occasional other inflammatory cells. An infiltrative growth pattern was observed. Immunohistochemical staining confirmed an inflammatory pseudotumor. A partial maxillectomy was performed. There was no evidence of recurrence during the 4-month follow-up period. Inflammatory pseudotumors should be considered when treating destructive maxillary lesions. Immunohistochemical staining was performed to confirm polyclonal plasma cell proliferation.