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.

The balance between different bacterial species is essential for optimal vaginal health. Microbiome includes the host genome along with microorganism genomes and incorporates the biotic and abiotic factors, reflecting the habitat as a whole. A significant difference exists in the composition and number of the human microbiota in healthy individuals. About one-tenth of the total body microbiota exists in the urogenital tract and these can be identified by microscopy and culture-based methods, quantitative PCR, next generation and whole genome sequencing. The trend of delaying the planning of pregnancy to a later age nowadays has resulted in magnifying the use of assisted reproductive treatment (ART). Hence, genital microbiota and its impact on fertility has generated immense interest in recent years. In this systematic review, we searched the available evidence on the microbiota of the genital tract in women undergoing ART and studied the outcomes of IVF in different microbial compositions. Despite the inconsistency of the studies, it is evident that vaginal, cervical and endometrial microbiota might play a role in predicting ART outcomes. However, there is no clear evidence yet on whether the diversity, richness, quantity, or composition of species in the maternal genital tract significantly affects the outcomes in ARTs.

Objective We aimed to conduct a systematic review of the available literature to determine the effects of confirmed cases of COVID-19 in pregnant women from the foetal perspective by estimation of mother to child transmission, perinatal outcome and possible teratogenicity. Methods Data sources: eligible studies between 1 November 2019 and 10 August 2020 were retrieved from PubMed, Embase, LitCovid, Google Scholar, EBSCO MEDLINE, CENTRAL, CINAHL, MedRXiv, BioRXiv and Scopus collection databases. English language case reports, case series and cohort studies of SARS-CoV-2 confirmed pregnant women with data on perinatal outcome, congenital anomalies and mother to child transmission were analysed. Results 38 case reports, 34 cohort and case series describing 1408 neonates were included for evidence acquisition of mother to child transmission. 29 case reports and 31 case series and cohort studies describing 1318 foetuses were included for the evaluation of perinatal outcome and congenital anomalies. A pooled proportion of 3.67% neonates had positive SARS-CoV-2 viral RNA nasopharyngeal swab results and 7.1% had positive cord blood samples. 11.7% of the placenta, 6.8% of amniotic fluid, 9.6% of faecal and rectal swabs and none of the urine samples were positive. The rate of preterm labour was 26.4% (OR=1.45, 95% CI 1.03 to 2.03 with p=0.03) and caesarean delivery (CS) was 59.9% (OR=1.54, 95% CI 1.17 to 2.03 with p=0.002). The most common neonatal symptom was breathing difficulty (1.79%). Stillbirth rate was 9.9 per 1000 total births in babies born to COVID-19 mothers. Conclusion Chances of mother to child transmission of the SARS-CoV-2 virus is low. The perinatal outcome for the foetus is favourable. There is increased chances of CS but not preterm delivery.The stillbirth and neonatal death rates are low. There are no reported congenital anomalies in babies born to SARS CoV-2 positive mothers.

Background: Urinary tract infection (UTI) is a common complication in pregnancy. The prevalence varies between countries. This research aims at estimating the prevalence, clinico-bacteriological profile, antibiotic resistance, and risk factor analysis of symptomatic UTI in pregnancy. Method: This is a prospective observational study conducted at the Abdullah Bin Omran Hospital, RAK, UAE, from March 2019 to February 2020. All pregnant women attending the antenatal clinic during this period were given a pre-validated questionnaire for the symptoms of UTI. In symptomatic patients, urine was sent for microscopy, culture, and sensitivity. Women were treated for UTI and were followed up for the rest of the pregnancy. Data analysis was performed by SPSS software version 24 using descriptive statistics and comparisons with significance at a p-value of <0.05. Results: The prevalence of symptomatic UTI was 17.9%. E.coli was the commonest isolate followed by Group B streptococcus. The commonest symptom reported was loin pain and the most common risk factor was diabetes. Women with risk factors are significantly more likely to have culture-positive UTIs. Most of the pathogens were sensitive to cefuroxime and benzyl penicillin. Risk of preterm labor was higher. Conclusions: Regular antenatal care and routine urine testing in all visits are recommended for early detection and treatment of UTI.

Background: Children today are growing up in a digital environment where screen-based technology is a central part of everyday life. While screens can offer educational and recreational benefits, there is growing concern about their influence on different areas of child development. Objective: This review explored how screen time affects developmental outcomes in children and adolescents aged 0 to 18 years, focusing on physical, cognitive, emotional, and social domains. Methods: A structured search was carried out across databases such as PubMed, Scopus, Web of Science and PsycINFO to identify relevant studies published between 2014 and 2024. Studies were included if they examined the relationship between screen time and at least one area of child development, involved participants within the target age group, and were peer-reviewed and published in English. The review followed PRISMA guidelines, and articles were independently screened and evaluated for quality by two reviewers. Results: A total of 46 studies met the inclusion criteria. Overall, the evidence points to a link between higher levels of screen use and negative outcomes such as reduced physical activity, poorer sleep, attention difficulties, and challenges in emotional and social functioning. However, some studies indicated that limited or educational screen use, especially with parental involvement, may have neutral or even positive effects in certain contexts. Conclusions: Screen time can have both positive and negative effects on child development, depending on factors like duration, type of content, and the context in which screens are used. Managing screen use through age-appropriate guidelines and adult supervision may help reduce risks and promote healthier development. More longitudinal research is needed to establish clearer recommendations for screen use in childhood.

The dynamic and evolving demands of modern healthcare systems necessitate advancements in medical education. Competency-Based Medical Education (CBME) is an outcomes-driven approach that prioritizes measurable competencies over traditional time-based training. The United Arab Emirates Competency Framework for Medical Education (UCFME) was developed to standardize and elevate the quality of medical education across the UAE, aligning with global standards while addressing local healthcare needs. This study documents the implementation process of UCFME in undergraduate medical curricula (eventhough the outcomes are yet to be established), focusing on strategies, challenges, and lessons learned. The UCFME was developed collaboratively by the Ministry of Education, the National Institute for Health Specialties, and academic stakeholders. A mixed-methods approach was employed, involving literature reviews, surveys, Delphi consensus, focus groups, and workshops. Key thematic roles and competencies were identified. The framework was mapped to international standards, including CanMEDS and ACGME, and integrated into the curriculum using Kotter’s 8-Step Change Model. To operationalize UCFME, a structured four-step model was employed for gradual integration, emphasizing milestones, supervisory levels, and diverse assessment methods to track learner progression. Milestones were defined using the Dreyfus model. After curriculum mapping and constructive alignment, competencies were mapped to the Qualifications Framework-Emirates to align with national educational benchmarks. Faculty were trained in CBME principles, and assessment methods were redesigned to include Entrustable Professional Activities (EPAs) and milestone-based evaluations. Pilot implementation and feedback guided refinements in each step. The RAK College of Medical Sciences successfully integrated UCFME’s 9 thematic roles, 9 core competencies, 85 enabling competencies and 14 EPAs into the undergraduate curriculum. Pilot studies demonstrated improvements in curriculum alignment, faculty engagement, and assessment reliability. Challenges included resistance to change, faculty training needs, cultural considerations and resource disparities. Faculty workshops and simulation-based training enhanced instructional capabilities. Enablers such as government support, technological infrastructure, and collaborative networks facilitated implementation. Students demonstrated progression in competence, with targeted EPAs achieved through formative and summative assessments. The UCFME implementation represents a transformative step in undergraduate medical education, aligning national curricula with international best practices. Its strategic implementation underscores the importance of structured change management, faculty engagement, and competency-based assessment. This framework provides a replicable model for other institutions aiming to adopt CBME, fostering a competent and adaptable healthcare workforce.