Objectives: Pott’s puffy tumor (PPT) is a rare and life-threatening infection of the frontal sinuses, predominantly affecting children but with less frequent reports in adults. Therefore, we present an analysis of one hundred and eighty-one cases of adult patients diagnosed with PPT, along with a description of one of our cases. The purpose of this research is to identify the most common symptoms, predisposing medical history, predominant microorganisms, commonly used antibiotics, treatment options, long-term outcomes, and possible complications in adults. Despite its rarity, PPT has a dynamic course, necessitating familiarization with appropriate treatment methods to improve patient well-being. Methods: Methods involved a systematic search of PubMed, Medline, Google Scholar, Web of Science, EBSCO, and Scopus, following PRISMA guidelines. A total of 122 articles were screened, providing 180 adult patients aged 18 to 86, alongside 1 additional patient treated at our institution, bringing the total to 181 patients. Results: The results showed that the patients ranged from 18 to 86 years of age (mean age of 47 years), with 72.2% being males. The most common symptoms were forehead swelling (74.7%), frontal headache (67%), fever (59.3%), and acute/chronic rhinosinusitis (39.6%). The risk factors associated with its development include sinusitis (49.5%) and previous head trauma (12.6%). Intracranial involvement was found in 38.1% of patients. Streptococcus spp. (19.3%) and Staphylococcus spp. (16.6%) were the most commonly identified pathogens. Surgical intervention was employed in 87.3% of cases, with a mean hospital stay of 23 days. There was no significant difference in hospital stay or rehospitalization rates between those with and without intracranial involvement. Antibiotic therapy was used in 87.3% of cases, with a mean duration of 61 days. A combination of Cephalosporin, Metronidazole, and Nafcillin was the most common empirical antibiotic therapy. The mean follow-up period was 14 months, with a mortality rate of 1.6%. Conclusions: The conclusion highlights the importance of the prompt initiation of empirical antibiotic therapy, followed by targeted treatment based on microbiological cultures. Recognizing that PPT symptoms are not exclusive to pediatric patients but can also affect adults is crucial. PPT warrants further research to optimize its management and outcomes. It is believed that PPT may be more treatable in adults when identified early, which emphasizes the need for PPT recognition among adults. Timely empirical antibiotics based on microbiological results, along with appropriate surgical intervention, are critical for improving outcomes. Multidisciplinary care involving otolaryngologists, neurologists, and infectious disease specialists is essential. Further studies should be developed for the evaluation of diagnostic protocols and long-term management strategies.

Breast ultrasound is a key diagnostic method for breast cancer and relies heavily on the interpretation of visual cues. At the same time, medical education is increasingly being driven by time constraints, which favors rapid pattern recognition, limiting the scope for reflective image analysis and the diagnostic process. Therefore, the aim of this study was to propose and evaluate an artistic and pedagogical teaching model, inspired by the interpretive practices of Italian High Renaissance painting, as a tool to support the development of diagnostic reasoning in breast ultrasound. This model focuses on careful observation, analysis of the relationship between detail and the overall image, and the conscious transformation of visual cues into clinical meaning. This study was conducted during the four-day ARSA Think Tank Meeting (ARSATTM). Medical students worked in four groups; two groups received methodological training based on visual cue analysis, and two did not. All groups performed identical tasks involving the interpretation of breast ultrasound images and ultrasound examinations on real patients. The results indicate that an artistic–pedagogical teaching model to promote more coherent and reflective diagnostic reasoning in breast ultrasound is feasible. Therefore, integrating this approach may be a valuable addition to medical students’ ultrasound education in the realities of limited clinical time.