Action of Phytochemicals on Insulin Signaling Pathways Accelerating Glucose Transporter (GLUT4) Protein Translocation.

Diabetes is associated with obesity, generally accompanied by a chronic state of oxidative stress and redox imbalances which are implicated in the progression of micro- and macro-complications like heart disease, stroke, dementia, cancer, kidney failure and blindness. All these complications rise primarily due to consistent high blood glucose levels. Insulin and glucagon help to maintain the homeostasis of glucose and lipids through signaling cascades. Pancreatic hormones stimulate translocation of the glucose transporter isoform 4 (GLUT4) from an intracellular location to the cell surface and facilitate the rapid insulin-dependent storage of glucose in muscle and fat cells. Malfunction in glucose uptake mechanisms, primarily contribute to insulin resistance in type 2 diabetes. Plant secondary metabolites, commonly known as phytochemicals, are reported to have great benefits in the management of type 2 diabetes. The role of phytochemicals and their action on insulin signaling pathways through stimulation of GLUT4 translocation is crucial to understand the pathogenesis of this disease in the management process. This review will summarize the effects of phytochemicals and their action on insulin signaling pathways accelerating GLUT4 translocation based on the current literature.

Developing professional identity among undergraduate medical students in a competency-based curriculum: Educators' perspective.

Professional identity formation (PIF) refers to the possession and exhibition of the conduct of a medical professional. It's an external representation of a medical personnel's feelings, beliefs, experiences, and values that influence the provision of holistic patient care. Apart from training medical students to be competent and skilled physicians, one of the goals of today's medical education must be to encourage them to achieve professional identity formation. Many medical schools across the globe have made this explicit during the clinical years of study, but we believe that professional identity formation starts as early as day one of medical school. So, for educators, apart from delivering basic science subject content during early years of study, the creation of learning opportunities and pedagogic space in the curriculum to enhance competencies of PIF becomes mandatory. This competency-based educational approach will help medical students transform and reconsider their own values and beliefs by relating to the behaviors that are expected by the profession, colleagues, and patients when they graduate as medical doctors. In this paper, we discuss how a competency-based curriculum should provide opportunities for students to interact and communicate effectively with patients and colleagues, to self-reflect on their own personal identity before creating a professional identity that is unique to the profession, to make the right judgment and confidently practice medicine in a business-based healthcare system.