The rising incidence of obesity has coincided with rising levels of poor reproductive outcomes. The molecular basis for the association of infertility in obese males is now being explained through various mechanisms. Insulin resistance, hyperglycemia, and changes in serum and gonadal concentrations of adipokines, like leptin, adiponectin, resistin, and ghrelin have been implicated as causes of male infertility in obese males. The effects of obesity and hypogonadism form a vicious cycle whereby dysregulation of the hypothalamic–pituitary–testicular axis—due to the effect of the release of multiple mediators, thus decreasing GnRH release from the hypothalamus—causes decreases in LH and FSH levels. This leads to lower levels of testosterone, which further increases adiposity because of increased lipogenesis. Cytokines such as TNF-α and interleukins, sirtuins, and other inflammatory mediators like reactive oxygen species are known to affect fertility in obese male adults. There is evidence that parental obesity can be transferred through subsequent generations to offspring through epigenetic marks. Thus, negative expressions like obesity and infertility have been linked to epigenetic marks being altered in previous generations. The interesting aspect is that these epigenetic expressions can be reverted by removing the triggering factors. These positive modifications are also transmitted to subsequent generations.

Background: Cadaveric dissection has long been a cornerstone of anatomy education, offering unparalleled hands-on experience that fosters both intellectual and emotional growth in medical students. It plays a crucial role in shaping professional identity while enhancing anatomical understanding. However, the emergence of digital platforms, including virtual reality (VR), augmented reality (AR), and 3D modeling, presents new opportunities to transform anatomy education. Objectives: This study explores the perceptions of medical and health sciences students at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) regarding the integration of digital tools alongside traditional cadaveric dissection. By comparing attitudes toward these approaches, the study aims to identify strategies like using 3D models, animations, and interactive apps to familiarize students with anatomical structures before entering the dissection lab for harmonizing traditional and digital learning methods to optimize anatomy education. Methods: This cross-sectional study was conducted over seven months using an anonymous, structured 20-item questionnaire administered to 454 students from various health disciplines at Ras Al Khaimah Medical and Health Sciences University. A convenience sampling method was used. The questionnaire assessed sociodemographic data, attitudes toward cadaveric dissection, its significance in practical learning, comparisons with digital resources, and its role in professional development. Institutional approval was obtained, and informed written consent was secured from all participants before the study commenced. Results: Medical students expressed significantly stronger support for cadaveric dissection compared to allied health students, particularly regarding emotional engagement (p < 0.05), perceived educational value (p < 0.001), and comfort with handling cadavers (p < 0.001). While both groups acknowledged the benefits of digital resources, medical students reported greater improvements in visualization, confidence, and interactive learning (p < 0.01). Conclusion: Cadaveric dissection remains an essential pillar of anatomy education, offering irreplaceable benefits in anatomical comprehension and psychomotor skill development. This study highlights its role in fostering professional attributes while demonstrating that digital platforms serve as valuable complementary tools. Rather than replacing cadaveric dissection, these digital innovations enhance learning by creating a synergistic educational environment.

In the domain of healthcare, most importantly pediatric healthcare, the role of artificial intelligence (AI) has significantly impacted the medical field. Congenital heart diseases represent a group of heart diseases that are known to be some of the most critical cardiac conditions present at birth. These heart diseases need a swift diagnosis as well as an intervention to ensure the wellbeing of newborns. Fortunately, with the help of AI, including the highly advanced algorithms, analytics and imaging involved, it provides us with a promising era for neonatal care. This article reviewed published data in PubMed, Science Direct, UpToDate, and Google Scholar between the years 2015–2023. To conclude The use of artificial intelligence in detecting congenital heart diseases has shown great promise in improving the accuracy and efficiency of diagnosis. Several studies have demonstrated the efficacy of AI-based approaches for diagnosing congenital heart diseases, with results indicating that the systems can achieve high levels of sensitivity and specificity. In addition, AI can help reduce the workload of healthcare professionals allowing them to focus on other critical aspects of patient care. Despite the potential benefits of using AI, in addition to detecting congenital heart disease, there are still some challenges to overcome, such as the need for large amounts of high-quality data and the requirement for careful validation of the algorithms. Nevertheless, with ongoing research and development, AI is likely to become an increasingly valuable tool for improving the diagnosis and treatment of congenital heart diseases.

Infertility affects around 1 in 5 couples in the world. Congenital absence of the uterus results in absolute infertility in females. Müllerian agenesis is the nondevelopment of the uterus. Mayer–Rokitansky–Küster–Hauser (MRKH) syndrome is a condition of uterovaginal agenesis in the presence of normal ovaries and the 46 XX Karyotype. With advancements in reproductive techniques, women with MA having biological offspring is possible. The exact etiology of MA is unknown, although several genes and mechanisms affect the development of Müllerian ducts. Through this systematic review of the available literature, we searched for the genetic basis of MA. The aims included identification of the genes, chromosomal locations, changes responsible for MA, and fertility options, in order to offer proper management and counseling to these women with MA. A total of 85 studies were identified through searches. Most of the studies identified multiple genes at various locations, although the commonest involved chromosomes 1, 17, and 22. There is also conflicting evidence of the involvement of various candidate genes in the studies. The etiology of MA seems to be multifactorial and complex, involving multiple genes and mechanisms including various mutations and mosaicism.

Beta thalassemia is an inherited blood disorder that results in inefficient erythropoiesis due to genetic mutation that leads to the reduction or absence of the hemoglobin beta-globulin protein. Approximately 8.5% of UAE residents suffer from β-thalassemia, a significant health and financial problem. The treatment options available for β-Thalassemia major are limited and associated with a wide range of complications. β-thalassemia gene therapy is emerging as a potential novel treatment option that eliminates the complications caused by the current long-term treatment modalities and the associated economic burden. This paper reviews the scientific literature related to emerging gene therapy for β-Thalassemia by analyzing all the articles published from January 2010 to December 2023 in the English language on Databases like PubMed, Scopus, ProQuest, and CINAHL. The use of gene therapy has demonstrated promising outcomes for a permanent cure of β-Thalassemia. To conclude, gene therapy is an innovative solution. It demonstrates a promising future, but does come with its own setbacks and is something that must be tackled in order to revolutionize it in the medical world. FDA-approved ZYNTEGLO is a potentially one-time curative treatment for β-Thalassemia. Although cutting-edge, its use is limited because of the high cost—a price of USD 2.8 million per patient.

Purpose: The teacher-student dyad is the heart of an institute. A teacher’s instructional role significantly influences the student engagement that indirectly measures the institutional outcome. The online transition of medical education changed the milieu of medical education where a virtual link between teacher and student is the only hope for the learner to continue the learning. There were no studies on the relationship between student engagement and teaching styles during online medical education. Patients and Methods: The present study was an online survey-based descriptive study on medical undergraduates from two universities in the United Arab Emirates. Google forms containing consent statements, teaching styles inventory in higher education (TSIHE), and online student engagement questionnaires were emailed to all medical students requesting to participate in the study. Completed survey questionnaires were analyzed descriptively for the degree of student online engagement, and a chi-square test was used to correlate the relation between faculty online instructional methods and students’ engagement. Results: A total of 423 of 927 students from two universities participated in the survey. There was no significant perception difference among the students from the two universities regarding their faculty online teaching styles. Thirty-three percent of students at first university and 41% of second university students showed engagement during online classes, which is statistically significant. However, the degree of students’ disengagement from both universities was high compared to their engagement for online classes. Both university students’ cognitive and behavioral engagement was moderate to strongly correlated with four domains of teaching style. Interestingly, there was no correlation between online faculty instructional methods and students’ psychological engagement from both the universities. Conclusion: The present study establishes the relationship between students’ cognitive and behavioral engagement and teaching instructional practices. However, there is a need to develop robust evidence on students’ psychological engagement and the influencing factors during online and blended contexts.