Chronic diseases, as their name suggests, are progressive and can have overlapping features. Similar to this, Alzheimer's disease (AD) and diabetes mellitus (DM) fall into the category of chronic degenerative diseases. The global burden of these two ailments is manifold; hence, it seems important to view the pathophysiologic mechanisms of DM in the worsening of AD. Genetic as well as environmental factors are seen to play a role in the disease pathogenesis. Several genes, metabolic pathways, electrolytes, and dietary habits are seen to hasten brain atrophy. Lying behind this is the accumulation of amyloid precursor and tauthe misfolded proteins-within the brain substance. This mechanism is usually innate to AD itself, but the impact of insulin resistance, disturbing the homeostatic milieu, is seen as a powerful contributing factor aggravating the neuronal loss impairing an individual's memory. Since this neuronal loss is permanent, it may lead to complications as seen with AD. To reach a consensus, we conducted an electronic literature review search using different databases. This aided us in understanding the common aspects between AD and DM on genetic, molecular, cellular levels, as well as the impact of minerals and diet on the disease manifestation. We also found that despite exceptional work, additional efforts are needed to explore the relationship between the two entities. This will help physicians, researchers, and pharmaceuticals to frame remedies targeting the cause and avoid the progression of AD.

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Background: Medical Ethics (ME) is considered an integral component of medical education around the world. However, limited training is being offered to medical students in Pakistan. Objectives: This study was designed to evaluate medical students' perspectives regarding medical ethics and to explore their experiences about medical ethics as a subject at a private medical college in Lahore, where Medical Ethics was formally introduced as part of the undergraduate curriculum in 2017. Methods: This mixed-method study included medical students from all five years of medical college. Quantitative component included a survey questionnaire, and the sample size was 410.  Convenient sampling technique was used. Qualitative component included focus group discussions. The students who have attended medical ethics lectures were included in the study. Results: The response rate was 82.72%. There were more females in gender distribution; 76.1% were female and 23.9% were male. Most respondents (74.9%) found medical ethics classes interesting and 72% thought that lecture sessions were important in medical ethics. Conclusions: Medical students find medical ethics as an important component of medical education. Although it is hard to correlate ethics education with their clinical experience as medical students, they believe that medical ethics education can be useful. Social and cultural issues inform clinical decision-making in Pakistan and hence these discussions should be incorporated into medical education. Further studies must be conducted on the actions that need to be taken to help students internalize the ethical issues.

Objective: To assess and compare the Knowledge, Attitude, and Practices of Medical and Nursing Students regarding Basic Life Support Training Methodology: This cross-sectional study was done at the Shalamar Institute of Health Sciences, Lahore in a period of three months. Students from all years of MBBS and BS Nursing were taken as subjects. Participants satisfying inclusion criteria were requested to fill out a self-structured pre-tested questionnaire after informed consent. Data was analyzed using SPSS v.21. Results: There were 330 participants from MBBS and BS Nursing (50 from each class of MBBS and 20 from each class of BS Nursing). The age of participants ranged from 18 to 30 (Figure 1). Only 250 subjects had heard about BLS. Out of 330 participants, only 204 had good knowledge about BLS (Table 2) and 126 had poor knowledge of BLS where score of higher than 3 out of 7 was considered as good. Knowledge of Medical and Nursing students was compared and the p-value came out to be 0.088, which was considered insignificant. Only 34.5% of the participants had learned BLS by training and only 13.3% of the participants (Table 3) had practically done BLS. Most of the people gave no reason for not attending a training session for BLS. Conclusion: It was concluded that medical and nursing students had satisfactory knowledge of BLS and more attention was needed towards this important life-saving skill.