Breast cancer (BC) is the leading cause of cancer death in women and the second-most common cancer. An estimated 281 550 new cases of invasive BC will be diagnosed in women in the United States, and about 43 600 will die during 2021. Continual research has shed light on all disease areas, including tumor classification and biomarkers for diagnosis/prognosis. As research investigations evolve, new classes of drugs are emerging with potential benefits in BC treatment that are covered in this manuscript. The initial sections present updated classification and terminology used for diagnosis and prognosis, which leads to the following topics, discussing the past and present treatments available for BC. Our review will generate interest in exploring the complexity of the cell cycle and its association with cancer biology as part of the plethora of target factors toward developing newer drugs and effective therapeutic management of BC.

Although health care professionals have been providing care as part of organized medical systems for millennia, therapeutics in its current sense only emerged in the nineteenth century. Teaching was conducted primarily using a lecture-based format. The Therapeutic Revolution of the 1930s heralded an explosion in the number and types of therapies available. As therapy has evolved so has teaching. Didactic teaching has, in many cases, been replaced by active learning and the health professions curriculum has shifted from an instructor-centered and discipline-based to a learner-centered, competence-based model. Pharmacology as a stand-alone discipline has largely been integrated into systems based or other modes of teaching. Assessments have also evolved from traditional examination formats that emphasized rote knowledge memorization to other assessment formats such as objective structured clinical examinations that emphasize evaluation of skills and attitudes. It has been challenging to define the best modalities given the wide variances in health professions education and the structure of health care systems internationally. Nonetheless, International collaboration efforts have been crucial to define core competencies which can then be used to guide curricular development. Challenges facing educators also include teaching ethical conduct of prescribing and how Artificial Intelligence (AI) can be used in both teaching and evaluation, suggesting the need for on-going dialogue, continuing professional development and research in these important areas.

The COVID-19 pandemic presented unprecedented challenges to medical training worldwide. Many studies examining barriers, such as student safety concerns and technological issues for adaptability to a virtual learning mode, were conducted during social distancing and described the pandemic's impact on medical education. This narrative sought to review how medical schools adapted to the pandemic and to provide a unique analysis of the challenges faced in delivering medical curricula worldwide. A search of the medical education literature yielded articles describing methods employed by medical colleges from locations worldwide. All articles that met search parameters were archived on PubMed. Of 109 manuscripts, 12 describe strategies adopted by 10 countries. They support the discussion of teaching and learning at the pre-clerkship and clerkship levels during the COVID-19 pandemic. Online learning became the method adopted by medical schools worldwide to address hurdles during the pandemic. Access to technology, the internet, and appropriate infrastructure, resulted in solid indicators of medical education success. From the student's perspective, the most significant advantage of this strategy was flexibility. The compiled reports are representative approaches used during the pandemic and may serve as guidelines for medical colleges when strategic change is needed during pre-clerkship and clerkship education. Strategies based on information technology proved successful; however, more equitable access is necessary. It is crucial to consider the complexities of syndemic conditions when adjusting the curriculum in challenging situations such as a pandemic.