Chronic use of synthetic cannabinoids (SCs) has been associated with cognitive and behavioural deficits and an increased risk of neuropsychiatric disorders. The underlying molecular and cellular mechanisms of the neurotoxic effects of long-term use of SCs have not been well investigated in the literature. Herein, we evaluated the in vivo effects of chronic administration of AB-FUBINACA on the hippocampus in mice. Our results revealed that the administration of AB-FUBINACA induced a significant impairment in recognition memory associated with histopathological changes in the hippocampus. These findings were found to be correlated with increased level of oxidative stress, neuroinflammation, and apoptosis markers, and reduced expression of brain-derived neurotrophic factor (BDNF), which plays an essential role in modulating synaptic plasticity integral for promoting learning and memory in the hippocampus. Additionally, we showed that AB-FUBINACA significantly decreased the expression of NR1, an important functional subunit of glutamate/NMDA receptors and closely implicated in the development of toxic psychosis. These findings shed light on the long-term neurotoxic effects of SCs on hippocampus and the underlying mechanisms of these effects. This study provided new targets for possible medical interventions to improve the treatment guidelines for SCs addiction.

This study aims to review the available data regarding the central role of immunity in combating SARS-CoV-2 infection and in the generation of protection by vaccination against COVID-19 in different age groups. Physiologically, the immune response and the components involved in it are variable, both functionally and quantitatively, in neonates, infants, children, adolescents, and adults. These immunological differences are mirrored during COVID-19 infection and in the post-vaccination period. The outcome of SARS-CoV-2 infection is greatly dependent on the reaction orchestrated by the immune system. This is clearly obvious in relation to the clinical status of COVID-19 infection, which can be symptomless, mild, moderate, or severe. Even the complications of the disease show a proportional pattern in relation to the immune response. On the contrary, the commonly used anti-COVID-19 vaccines generate protective humoral and cellular immunity. The magnitude of this immunity and the components involved in it are discussed in detail. Furthermore, many of the adverse effects of these vaccines can be explained on the basis of immune reactions against the different components of the vaccines. Regarding the appropriate choice of vaccine for different age groups, many factors have to be considered. This is a cornerstone, particularly in the following age groups: 1 day to 5 years, 6 to 11 years, and 12 to 17 years. Many factors are involved in deciding the route, doses, and schedule of vaccination for children. Another important issue in this dilemma is the hesitancy of families in making the decision about whether to vaccinate their children. Added to these difficulties is the choice by health authorities and governments concerning whether to make children’s vaccination compulsory. In this respect, although rare and limited, adverse effects of vaccines in children have been detected, some of which, unfortunately, have been serious or even fatal. However, to achieve comprehensive control over COVID-19 in communities, both children and adults have to be vaccinated, as the former group represents a reservoir for viral transmission. The understanding of the various immunological mechanisms involved in SARS-CoV-2 infection and in the preparation and application of its vaccines has given the sciences a great opportunity to further deepen and expand immunological knowledge. This will hopefully be reflected positively on other diseases through gaining an immunological background that may aid in diagnosis and therapy. Humanity is still in continuous conflict with SARS-CoV-2 infection and will be for a while, but the future is expected to be in favor of the prevention and control of this disease.

Background: YouTube is considered one of the most popular sources of information among college students. Objective: This study aimed to explore the use of YouTube as a pathology learning tool and its relationship with pathology scores among medical students at Jordanian public universities. Methods: This cross-sectional, questionnaire-based study included second-year to sixth-year medical students from 6 schools of medicine in Jordan. The questionnaire was distributed among the students using social platforms over a period of 2 months extending from August 2022 to October 2022. The questionnaire included 6 attributes. The first section collected demographic data, and the second section investigated the general use of YouTube and recorded material. The remaining 4 sections targeted the participants who used YouTube to learn pathology including using YouTube for pathology-related content. Results: As of October 2022, 699 students were enrolled in the study. More than 60% (422/699, 60.4%) of the participants were women, and approximately 50% (354/699, 50.6%) were second-year students. The results showed that 96.5% (675/699) of medical students in Jordan were using YouTube in general and 89.1% (623/699) were using it as a source of general information. YouTube use was associated with good and very good scores among the users. In addition, 82.3% (575/699) of medical students in Jordan used YouTube as a learning tool for pathology in particular. These students achieved high scores, with 428 of 699 (61.2%) students scoring above 70%. Most participants (484/699, 69.2%) reported that lectures on YouTube were more interesting than classic teaching and the lectures could enhance the quality of learning (533/699, 76.3%). Studying via YouTube videos was associated with higher odds (odds ratio [OR] 3.86, 95% CI 1.33-11.18) and lower odds (OR 0.27, 95% CI 0.09-0.8) of achieving higher scores in the central nervous system and peripheral nervous system courses, respectively. Watching pathology lectures on YouTube was related to a better chance of attaining higher scores (OR 1.96, 95% CI 1.08-3.57). Surprisingly, spending more time watching pathology videos on YouTube while studying for examinations corresponded with lower performance, with an OR of 0.46 (95% CI 0.26-0.82). Conclusions: YouTube may play a role in enhancing pathology learning, and aiding in understanding, memorization, recalling information, and obtaining higher scores. Many medical students in Jordan have positive attitudes toward using YouTube as a supplementary pathology learning tool. Based on this, it is recommended that pathology instructors should explore the use of YouTube and other emerging educational tools as potential supplementary learning resources.

Purpose: This systematic review aims to evaluate the impact of mind maps and Concept Maps on academic performance among undergraduate medical students in the preclinical stage. Methods: Our protocol was registered on PROSPERO (CRD42024529458). We followed PRISMA guidelines in conducting our systematic review. We searched PubMed, Scopus, Google Scholar, and Cochrane Library from inception to June 2024. We included only randomized controlled trials (RCTs) that involved undergraduate medical students in the preclinical stage, evaluated mind mapping and Concept Maps as the intervention, and compared it to traditional methods or no intervention, with academic performance as the primary outcome. A qualitative synthesis of the results was conducted, and where possible, effect sizes (e.g., Cohen’s d) were calculated to quantify the impact of mind maps and concept maps on academic performance. The risk of bias was assessed using the Cochrane Risk of Bias tool. The risk of bias was assessed using the Cochrane Risk of Bias tool. Results: A total of six RCTs were included. Four studies reported significantly higher assessment scores with the use of mind maps or concept maps. Teli et al. (Indian Journal of Clinical Anatomy and Physiology 7 (2):243–246, 2020) observed a significant improvement in knowledge retention in the intervention group (mean score: 82.4% vs. 69.8%, p < 0.0001). Concept maps demonstrated moderate-to-large effect sizes, with Ho et al. (Medical Education 48(7):687–697, 2014) reporting Cohen’s d = 0.7–0.8 for improved test scores. Two studies found no significant differences in performance ( p > 0.05), but students consistently expressed a preference for these methods due to their utility in understanding and summarizing information. Overall, mind maps and concept maps prove to be effective tools for enhancing academic performance, especially in terms of knowledge retention and comprehension. Conclusion: This systematic review shows that mind maps and Concept Maps are effective methods in helping undergraduate preclinical medical students achieve better performance, especially in terms of knowledge retention and comprehension. While not all studies showed significant differences, the overall preference for these methods indicates their potential as valuable learning tools. We recommend integrating these tools into preclinical curricula and providing training sessions to enhance their effectiveness.

This study assessed the awareness and attitudes of adolescents in Jordan concerning the ethics of using their social media data for scientific studies. Using an online survey, 393 adolescents were recruited (mean age: 17.2 years ± 1.8). The results showed that 88% of participants were using their real personal information on social media sites, with males more likely to provide their information than females. More than two thirds of participants (72.5%) were aware that researchers may use their data for research purposes, with the majority believing that informed consent must be obtained from both the adolescents and their parents. However, more than three quarters of those surveyed (76%) did not trust the results of research that depended on collecting data from social media. These findings suggest that adolescents in Jordan understood most of the ethical aspects related to the utilization of their data from social media websites for research studies.