Background: Polio is reported as reemerging disease in Malaysia after 27 years of being free from it. It is important to identify the awareness towards polio vaccine among the medical students who are the future and the pillars of the nation, to develop a country. Aims and Objectives: This study aims to assess the knowledge, attitude, and barriers toward polio immunization among pre-clinical medical students. Materials and Methods: A cross-sectional study was conducted among 190 pre-clinical students from a private university after obtaining informed consent and institutional ethical clearance. Data collected from Google Forms questionnaire were analyzed using SPSS version 20. Results: Insufficient knowledge, especially on disease nature, transmission, and correct dosage of vaccine, was noticed. Findings revealed that 79.5% of the students showed unfavorable attitude toward polio immunization. Year 2 students are more positive toward the vaccination compared to year 1. Main barriers toward polio immunization selected by the respondents are disagreement from the spouse, insecure about vaccine safety, and distance of the health center. Conclusion: Pre-clinical students should enhance their knowledge to be able to recognize the various barriers of polio immunization in our country and be part of the effort in solving these barriers as polio eradication is critical to ensuring a healthier future for children.

Background/Objectives: Heart failure (HF) and cancers share common molecular and pathophysiological mechanisms. However, the association between HF and the risk of developing cancer remains unclear. This systematic review and meta-analysis evaluates the association between HF and the risk of cancer incidence by pooling data from studies that compared cancer incidence in HF patients with non-HF controls. Additionally, it quantifies pooled hazard ratios (HRs) for site-specific cancers. Methods: A systematic literature search was conducted across four databases until March 2025 (PROSPERO: CRD420251001541). Seven studies involving over 1.6 million participants were included. Three studies provided direct HF versus non-HF comparisons. Pooled HRs and their corresponding 95% confidence intervals (CIs) were calculated utilising random-effects models. Results: The pooled estimate for overall cancer in HF was not significant (HR 1.32; 95% CI: 0.94–1.85; p = 0.11). However, site-specific analyses revealed significantly elevated risks for lung cancer (HR 1.66; 95% CI: 1.27–2.16), urinary tract cancers (HR 1.66; 95% CI: 1.51–1.82), haematological cancers (HR 1.47; 95% CI: 1.12–1.94), and colorectal cancer (HR 1.38; 95% CI: 1.04–1.83). The associations with breast and prostate cancers were not significant. Notably, substantial heterogeneity was observed across most cancer sites (I² = 96–98%), apart from urinary tract cancers (I² = 0%). Conclusions: Although the pooled estimate for overall cancer was not significant, the significant findings for specific cancer sites suggest the need for enhanced cancer surveillance in patients with HF. Future research should focus on standardising definitions of HF, ensuring consistent adjustment for confounders, and stratifying data by HF phenotype.

In a group work setting like team-based learning (TBL), students are urged to benefit from one another’s ideas, experiences, and strengths as well as weaknesses. The aim of the study is to assess whether group-based activities or individually focused activities related to artificial intelligence (AI) learning have a greater impact on medical students’ knowledge acquisition, and teamwork, with their perception in the preclinical phase at MAHSA University. Medical instructors have consistently urged for implementing active learning paradigms such as TBL to encourage students to apply their problem-solving skills. Before the professional preclinical examination (PCPE), 107 students of Year 2 were participated in the revision session of respiratory module based on their Individual Readiness Assurance Test (iRAT) and Group Readiness Assurance Test (gRAT) scores by asking them Five (5) scenario-based single response questions (SRA) and one extended matching question (EMQ) in individual & group as well. At the end of the sessions, 47 students provide their feedback. On an individual level, students responded more accurately when the same questions were provided to them in groups rather than individually. SRA 2, 4, and 5 were correctly answered by all groups, while SRA 3 was successfully answered by 87.5% of the groups. Students gave the most accurate response for SRA 5, scoring 71.4%. This study demonstrates that using TBLs might improve student engagement and perceptions of learning effectiveness. TBLs can help medical students learn more effectively.