Geraniol reverses obesity by improving conversion of WAT to BAT in high fat diet induced obese rats by inhibiting HMGCoA reductase.

OBJECTIVES: Present report evaluates the protective effect of geraniol on high fat diet (HFD) induced obesity in rats and also determines the molecular mechanism of it. METHODS: Rats were induced with obesity with administration of HFD for four weeks and geraniol 200 and 400 mg/kg p.o. was administered for the next four week in the respective groups. Blood glucose and oral glucose tolerance test (OGTT), lipid profile was estimated in the geraniol treated HFD induced obesity in rats. Moreover, docking study was performed to determine the specific mechanism of geraniol by targeting HMG-CoE A reductase (in silico). RESULTS: There was significant increase in body weight and amelioration in altered serum glucose and lipid profile were observed in the geraniol treated group than negative control group. Weight of organs and adipose tissue isolated from different regions of the body was reduced in geraniol treated group than negative control. Moreover, geraniol interact with HMG-CoA reductase having binding energy -5.13. CONCLUSIONS: In conclusion, data of the report reveals that geraniol reduces obesity by promoting the conversion of white adipose tissue (WAT) to brown adipose tissue (BAT), as it interacts with HMG-CoA reductase in HFD induced obesity in rats.

Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation.

BACKGROUND: The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the "new normal," it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future. METHODS: A validated Student Online Learning Readiness questionnaire assessed pre-clinical students' online learning competence. Students' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant. RESULTS: Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition. CONCLUSION: Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.

Tutors and self-assessment of medical students' performance in pre-clinical problem-based learning tutorial sessions.

This article was migrated. The article was marked as recommended. Background: It is currently acknowledged that developing the skills in self-assessment is imperative for the continuing learning of every physician. Objective : This study aimed to assess students' performance in tutorial sessions in a hybrid problem-based learning (PBL) curriculum conducted during the pre-clinical years through self-and tutors assessment. Methods : Sixty nine first year and eighty second year students of the Bachelor of Medicine and Bachelor of Surgery (MBBS) Program at the Princess NourahBint Abdulrahman  University  participated in the study. Both self-and tutors assessment of students performance within the PBL tutorial setting was conducted using a validated questionnaire developed by Valle et al., (1999). Mean ratings between self-and tutors assessments were compared using paired t-test. Association between self and tutors  assessments  and PBL written exam scores was analyzed using Pearson correlation coefficients. Results: Results revealed a significant difference between self and tutors assessment for first year medical students under scoring their own performance than the tutors' with a total mean score of  79.99 (± 25.87) and 98.02 (± 8.71) respectively ( P=0.001).Tutors assessment correlated poorly with self-assessment (r=0.344). No correlation between self-assessment and exam scores was observed but a strong correlation  (r=0.726 & P=0.045) was shown for tutor assessment and exam scores. In contrast to the first year group, the total score showed no significant difference between self- and tutors assessment in second year students. There was strong correlation between tutor and self-assessment (r=0.722& P=0.041) as well as between tutor assessment and exam scores (r=0.806 & P=0.030 ) but not with self-assessment and exam scores. Conclusion: This study has presented reservations with regards to the use of self-assessment scores as part of the overall student grade in PBL.