With the increasing popularity of artificial intelligence (AI) applications in medical practices, the integration of AI technologies into medical education has garnered significant attention. However, there exists a noticeable research gap when it comes to providing comprehensive guidelines and recommendations for its successful integration into this domain. Addressing this research gap is crucial as the responsible and effective incorporation of AI in medical education not only ensures that current and future healthcare professionals are well-prepared for the demands of modern medicine but also upholds ethical standards, maximizes the potential benefits of AI, and minimizes potential risks. The objective of this chapter is to fill this gap by offering practical tips and actionable insights for incorporating AI into medical education, encompassing practical, ethical, pedagogical, and professional implications. Consequently, it equips medical educators and learners alike with the knowledge and tools necessary to navigate the evolving landscape of medical education in the age of AI.

Empirical evidence has demonstrated the benefits of physical activity in preventing chronic diseases and premature death. Unfortunately, there is a global trend of insufficient physical activity, which was aggravated by the recent global pandemic. Although physical education is often used to promote physical activity, the transition to online education made it difficult to teach fitness and exercise from a distance due to several limiting factors. This chapter aims to respond to these challenges by implementing a school-based public health intervention using a computer-assisted instruction (CAI) tool called VD-CAI. Through an experimental approach, it was found that VD-CAI as an instructional technology shows a performance advantage compared to other pedagogies. Specifically, students who used VD-CAI in their physical education courses received higher scores and exhibited a more positive attitude. This chapter contributes to the growing scientific evidence of the effectiveness of school-based health education programs as well as the expanding literature on CAI and physical education.

This chapter provides an overview of the current state of medical imaging methods in body composition analysis. It advocates a holistic approach that combines the strengths of different approaches and addresses their limitations. We discuss the importance of using standardized protocols to improve the accuracy of body composition studies across populations and settings. By examining the capabilities and limitations of imaging modalities such as DEXA, MRI, CT, and ultrasound, we emphasize the need for a multidimensional approach to obtain body composition emphasis on complete understanding.

Purpose: The aim of this study is to validate the current applicability of arteriovenous access banding in high flow access (HFA) and/or haemodialysis access-induced distal ischaemia (HAIDI). Methods: This retrospective study was conducted at the GEV (Grupo de Estudos Vasculares) vascular access centre. The clinical records of consecutive patients undergoing banding for HAIDI and HFA symptoms, between June 2011 and January 2015, were reviewed until April 2015. All vascular access patients’ consultation records and surgical notes were reviewed. We analysed and compared patients’ age, gender, comorbidities, symptoms and intraoperative ultrasound control. We defined technical failure as recurrence of symptoms, requiring new banding. Excessive banding, access thrombosis, rupture and false aneurysm development were registered as complications. Primary clinical success was defined as improvement of symptoms or effective flow reduction after banding, with no need for reintervention. If one reintervention was necessary, we have defined it as secondary clinical success. Results: Overall, 119 patients underwent banding: 64 (54%) with HAIDI and 55 (46%) with HFA. The HAIDI group was significantly older (65 ± 13 years compared with 56 ± 22 years, p = 0.001) and had significantly greater number of patients with diabetes (56% vs 24%, p = 0.004). Primary success was achieved in 85 patients (71.4%) and the secondary success rate was 84.9%. Older age (p = 0.016) and intraoperative ultrasound control (p = 0.012) were significantly associated with primary success. Conclusions: Our results do not corroborate the high incidence of thrombosis previously reported as associated with AV access banding and suggest that ultrasound control is crucial for preventing technical failure. The procedure was effective on both compared groups.

In this chapter, the authors explore the transformation of ultrasound training in the digital era of higher education. As the digital landscape redefines access to information and learning modalities, this chapter critically examines the integration of innovative digital tools in ultrasound education. The authors focus on leveraging technologies like extended realities and simulations, alongside the practicality of mobile applications, to enhance the learning experience. The chapter underscores the importance of evolving educational systems to actively engage students in these advanced learning frameworks. It aims to stimulate a comprehensive discussion on effectively incorporating these technologies at the undergraduate level, evaluating their impact on student learning outcomes, and preparing future healthcare professionals for a technology-driven medical landscape. This review offers a forward-looking perspective on integrating cutting-edge digital tools in ultrasound education, signifying a shift towards more interactive, immersive, and effective learning experiences.