Caffeine is commonly used to excess by the general public, and most pregnant women drink caffeine on a daily basis, which can become a habit. Maternal caffeine intake during pregnancy is associated with severe gestational outcomes. Due to its lipophilic nature, caffeine can cross the blood–brain barrier, placental barrier, and even amniotic fluid. It can be found in substantive amounts in breast milk and semen. There has been a reported drop in neonatal anthropometric measurements with increased caffeine consumption in some cohort studies. This narrative review using literature titles and abstracts from the electronic databases of PubMed, Embase, and Scopus investigates the data linking maternal caffeine use to unfavorable pregnancy outcomes. It also evaluates the validity of the recommendations made by health professionals on caffeine consumption by mothers from the available literature. The results of our comprehensive literature search of case–control studies, cohort studies, randomized control trials, and meta-analyses, imply that caffeine use during pregnancy is linked to miscarriage, stillbirth, low birth weight, and babies that are small for gestational age. It was also found that there may be effects on the neurodevelopment of the child and links to obesity and acute leukemia. These effects can even be seen at doses well below the daily advised limit of 200 mg. The genetic variations in caffeine metabolism and epigenetic changes may play a role in the differential response to caffeine doses. It is crucial that women obtain solid, evidence-based guidance regarding the possible risks associated with caffeine.

This chapter examines the ethical complexities of Artificial Intelligence (AI) and automated decision-making systems, now integral to fields like healthcare, finance, criminal justice, and education. While AI presents immense opportunities for innovation and efficiency, it also introduces significant ethical challenges. The chapter explores foundational ethical frameworks—Utilitarianism, Deontological Ethics, and Virtue Ethics—offering insight into the moral duties guiding AI development. It examines global and international perspectives, emphasizing the cultural and regulatory variations shaping AI governance. Key ethical issues such as bias, transparency, privacy, and global impacts are explored, supported by case studies across various sectors. Emerging concerns, including deepfakes, autonomous weapons, and AI's impact on employment and inequality, are also addressed. The chapter calls for continuous dialogue and proactive governance to ensure responsible AI development for societal benefit, providing a roadmap for ethical AI governance.

This chapter delves into the real impact of our digital dependence on our lives – how it affects our minds, and connections with others. Shedding light on the challenges faced in balancing digital and offline worlds, especially in today's fast-paced society. We see the dangers of spending a lot of time glued to screens and the signs of digital addiction that we overlook. But there's a silver lining filled with practical advice and inspiring tales of people who have found a healthier relationship with technology. From simple tricks like setting screen time limits to embracing offline activities and mindfulness, we discover ways to reclaim control over our digital lives. Looking ahead, we glimpse a promising future where technology supports our well-being, thanks to innovations like AI and 5G that foster positive digital experiences. Whether you're navigating your digital habits, teaching others about digital wellness, supporting patients in healthcare, or shaping policies, this chapter serves as a trusted guide on the journey to a more mindful and fulfilling tech experience.

Background: The practice of menstrual hygiene(MH) is a public health issue and depends on various factors. Taboos and incorrect MH practices can lead to health hazards. This study aimed at assessing the Knowledge, Attitude, and Practice of MH among the female students and faculty of Medical and Health Sciences University. Materials and methods: This cross-sectional questionnaire survey between February and June 2023 using consecutive sampling. Univariate analysis and comparisons were done with a significant p-value <.05. Results: A total of 253 women participated in the study. The knowledge and practices of MH were good. There were significantly more irregular and painful periods in younger females (p=.005,.0001). 89% of women used disposable pads and least used menstrual cups. Younger women were unaware of menstrual cloth. The attitude towards menses varied, with younger females feeling annoyed (p=.002), and older females embarrassed (p=.0001) at menarche. About 1/3rd of participants perceived menstrual blood as unhygienic. Younger women were more open about talking about menses (p=.005). Conclusion: There was good knowledge and practices of MH among participants. There were differences in menstrual history and attitude among older and younger women. The attitude and beliefs vary among the participants, due to sociocultural factors and age differences.

Student-teacher relationship (STR) in health professions education impacts students’ academic performance, professional development, and mental well-being. Understanding the determinants of these relationships is essential for fostering an effective and supportive learning environment, particularly in the emotionally demanding context of health education. This study used a multi-method approach, combining quantitative surveys to measure perceptions of student-teacher relationships with qualitative interviews to explore underlying factors influencing these interactions. Data were collected from students and faculty across diverse health professions programs and analyzed using statistical and thematic analysis techniques. A total of 333 students participated in the quantitative survey, with the majority being medical students (38.4%). Ten faculty and students participated in the qualitative study. The majority were female students (68.2%), and from the 2nd year of study. Students identified personal qualities of being impressive and inspiring teachers, who are warm, compassionate, and demonstrate trustworthy, well-intentioned, and reliable behavior, as the factors instilling confidence in them. Reliability was the most important factor identified for strong STR, with 75.8% of medical and 68.8% of pharmacy students sharing the opinion. STR can affect teachers’ performance, students’ attendance in class, as well as their academic achievements. Students appreciated qualities in their teachers. The views about teacher qualities, STR, teachers’ actions, and their effect on teachers and attendance had diverse responses from students. They agreed on most points, while displaying significant differences among different years, colleges, and different grade point average categories on others. This bidirectional relationship affects students in terms of attendance, discipline, and academic achievement, and teachers in self-confidence and performance as an educator. Health professional students consider teacher characteristics like a friendly approach, reliability, and trustworthiness important for STR, and motivation to learn. Both teachers and students agree that technology should be appropriately used to benefit STR.

Background: Improper disposal of unused and expired medications poses environmental and public health risks. Non‑medical service providers may be insufficiently informed about safe disposal practices. Purpose: To evaluate whether a structured teaching program improves knowledge, attitudes, and practices related to the safe disposal of unused medicines among non‑medical staff at a UAE university. Methods: A pre‑experimental one‑group pre‑test/post‑test design was employed with 37 participants. A validated questionnaire assessed knowledge, practices, and attitudes. Data were analyzed in SPSS v27 using paired t‑tests and chi‑square tests (p < .05). Results: Knowledge increased from a pre‑test mean of 5.32 (SD = 2.62) to 8.94 (SD = 3.05), t(36) = –7.597, p < .001. Attitude totals improved from 38.51 (SD = 8.16) to 41.54 (SD = 4.58), t(36) = –2.23, p = .032. Despite higher awareness, some participants continued to dispose medicines in household garbage, although returns to pharmacies increased. A significant association between knowledge and attitude categories was observed (χ² = 38.91, df = 2, p < .001); exploratory post‑test correlation was weak and non‑significant. Conclusion: The structured teaching program improved knowledge and overall attitudes. Sustainable behavior change will likely require convenient disposal options and periodic refreshers.