International Journal of Applied and Basic Medical Research最新文献

{"title":"Adapting a Longitudinal Structured Program to Enhance Research Skills in Undergraduate Medical Students: A Key Advancement in Competency-Based Medical Education.","authors":"Tanvir Kaur Sidhu, Rajiv Mahajan, Varun Mohan Malhotra, Shyam Mehra, Gurkirat Singh, Harshpreet Singh, Jagriti Bhatia, Gurmeet Singh, Japneet Sidhu","doi":"10.4103/ijabmr.ijabmr_219_24","DOIUrl":"10.4103/ijabmr.ijabmr_219_24","url":null,"abstract":"<p><strong>Background: </strong>Abundant literature signifies the imperative role of evidence-based research in the health sector which underpins the importance of training medical graduates in research skills early in their medical journey. Low awareness, less knowledge, and minimal practical involvement of undergraduates (UGs) in research have been identified all over India. The lack of structured delivery of research curriculum in the UG period has been the basis of uptaking this project with the aim of developing research competency in medical UGs.</p><p><strong>Materials and methods: </strong>The study was conducted as a participatory action research with a mixed-method approach in the department of community medicine at a medical college. A structured validated module was developed by the core committee and then pilot tested. The 5 years' journey through module development, pilot testing, longitudinal delivery, and then adapting it into a value-added course program at the university curriculum level was attempted.</p><p><strong>Results: </strong>\"UG Medical Research\" has been adopted as value-added course in the curriculum of MBBS in the university. The research program is being run in a longitudinal structured manner with all MBBS UGs being trained using the \"Module for UG Medical Research\" module followed by research mentoring by faculty and subsequently academic scholarships in Electives Research Block 1. Interdisciplinary voluntary faculty pool has been created for research mentoring of UG students. The research environment of the institute has improved in terms of the increase in the number of research projects being carried out by UG students, Short Term Studentship (STS) Indian Council of Medical Research (ICMR) research scholarships, conducting annual UG research exhibition/conferences in the campus, awards for best research works, and providing intramural research grant for UGs.</p><p><strong>Conclusions: </strong>The longitudinal structured research program was successfully incorporated into the UG curriculum which enabled UG students to demonstrate acquisition of research competency.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"239-245"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Script Concordance Test in Physiology: Preparation, Scoring, and Student Perceptions - A Mixed Method Study.","authors":"Y C Nalini, Shivasakthy Manivasakan, Dinker R Pai","doi":"10.4103/ijabmr.ijabmr_293_24","DOIUrl":"10.4103/ijabmr.ijabmr_293_24","url":null,"abstract":"<p><strong>Background: </strong>Although the curriculum has changed, assessment tools are not in alignment with the new types of teaching such as early clinical exposure (ECE) and self-directed learning. Both in summative and formative assessment most commonly used tools for assessment of cognitive domain are written formats including MCQ. However, these assessment tools such as MCQ and written essays cannot assess the higher order thinking skills and clinical reasoning skills.</p><p><strong>Materials and methods: </strong>The present study was conducted in the department of physiology, in collaboration with medical simulation center, as a part of formative assessment for topics on pathophysiology of shock and obstructive and restrictive lung disorders taught during ECE using case scenarios. Two script concordance tests (SCTs) each on the topic of pathophysiological mechanism of different types of shock and obstructive and restrictive lung disorders each were prepared and administered to the students. Student perception to this assessment tools was obtained.</p><p><strong>Results: </strong>The Cronbach's alpha of the 6-item SCT for respiratory and cardiovascular topic administered to the students (<i>n</i> = 107, 98) was 0.83 and 0.82, respectively. The inter-item correlation was respiratory and cardiovascular topic for 0.71, 0.69 suggesting that they are close and repetitive. Students were of the opinion that SCT are difficult to understand (75.8%), challenging to answer (47.2%), and it tested the clinical content better (71.4%).</p><p><strong>Conclusions: </strong>In our study, students felt though SCT tested the clinical content better when compared to conventionally used MCQ, they still find it challenging to understand and are not in favor of its use in summative and formative assessments.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"246-251"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691097/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Effectiveness of Student-generated Scenario-based Questions as a Tool for Active Learning.","authors":"Dipak Kumar Dhar, Shaista Saiyad, Neeraj Mahajan","doi":"10.4103/ijabmr.ijabmr_320_24","DOIUrl":"10.4103/ijabmr.ijabmr_320_24","url":null,"abstract":"<p><strong>Background: </strong>Active learning is not new as an educational philosophy and its benefits over passive learning modes are well known. In a competency-based framework, active learning is one of the key thrust areas. However, across the globe studies have shown that its implementation is wrought with challenges and limitations. The present study explored the implementation and effectiveness of an innovative technique of active learning where students in small groups of 5-6 construct structured scenario-based questions (SBQs) and learn in the process of making questions.</p><p><strong>Objectives: </strong>The study was done with the objective of assessing the effectiveness and feedback of student-generated SBQs as a method of active learning among medical students.</p><p><strong>Materials and methods: </strong>Sensitization about the project was done followed by deciding the topics which could be covered with this method. The method was implemented in Physiology for Phase 1 MBBS students. During implementation, two small groups (25 students each) were randomly assigned into a \"study group\" and two into a \"control group.\" The students were given trigger topics, learning resources and then asked to make SBQs in sub-groups of 5-6. The questions were then opened to discussion, comments and answering by the peers. Knowledge obtained was compared by a pre-post analysis within-group using paired <i>t</i>-test. Between-group analysis was done using independent sample <i>t</i>-test. Feedback was collected both from faculty and students on a Likert Scale.</p><p><strong>Results: </strong>The study group recorded a statistically significant higher score (11.92 ± 2.2) after the activity as compared to control group (8.04 ± 2.24). Feedback received from participants and faculty was positive with a mean score of more than 4 on a 5-point Likert Scale for all items, except feasibility in which the faculty feedback score was 3.67. Out of 49 participating students, 31 students commented on qualitative feedback that it was engaging. More than half (26) students mentioned they \"want more such sessions.\"</p><p><strong>Conclusion: </strong>The present study showed that this activity can be implemented in small group teaching hours of the timetable. It retains the benefits of active learning both in terms of learning outcomes and experientially. It can also be used as a means to implement problem-based learning and early clinical exposure.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"278-283"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691096/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges in Implementing Competency-based Medical Education in India - Stakeholders' Perspective: A Mixed-method Analysis.","authors":"Sulena Sulena, Ashwin Kulkarni, Medha Mathur, Naresh Jyoti, Tanvir Kaur Sidhu, Dinesh Badyal, Ranjit Guha","doi":"10.4103/ijabmr.ijabmr_268_24","DOIUrl":"10.4103/ijabmr.ijabmr_268_24","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based Medical Education (CBME) was introduced in the year 2019 in India. It has brought about major changes in medical education. The curriculum is learner centric, outcome based, focuses on the development of core competencies and professionalism. However, many institutions have faced challenges during the implementation of the CBME curriculum. This study was aimed at assessing the challenges faced by all the stakeholders (students, faculty, and administrators) of various medical institutions and gather their insights on proposed solutions.</p><p><strong>Methodology: </strong>This cross-sectional study was conducted over a period of 3 months, from October 1, 2023, to December 31, 2023. The study was conducted in 32 medical colleges across India. A total of 60 faculty of various disciplines, 32 administrators of the institutes, and 580 undergraduate medical students were included in the study. Perception of students and faculty was collected using a validated survey form. One-on-one interview was done for all the 32 administrators using a facilitator guide. A mixed-methods approach was used for quantitative and qualitative data collection and analysis.</p><p><strong>Results: </strong>Around 40 (66.6%) faculty opined that that deficiency of trained faculty was a significant challenge in implanting CBME curriculum. Twenty (33.3%) of the faculty felt that there is a lack of adequate infrastructure required for the implementation of CBME curriculum. Among the administrators surveyed, 12 (37.5%) felt that dwindling student attendance was a major challenge, whereas 10 (31.5%) felt that there was the lack of collaboration between universities, colleges, and regulatory authorities. Four hundred and twenty-five (73.2%) of students opined that simulation-based training and 435 (75%) students opined that electives were very good initiatives by CBME curriculum. The students found the inclusion of integrated teaching, Attitude, Ethics, and Communication Module, early clinical exposure, and Family Adoption Programme in the CBME curriculum helpful.</p><p><strong>Conclusion: </strong>CBME curriculum was largely accepted across all the medical colleges. The training of faculty and administrators was considered an important challenge which needs to be considered. Students opined that the newer curricular reforms enhanced their learning.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"225-232"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Analysis of Impact of Different Skill-training Methods among Medical Students: A Cross-sectional Study.","authors":"Charushila Rukadikar, Shaista Saiyad, Neeraj Mahajan, Sangeeta Gupta, Arani Das, Anil Gangwar, Avinash Singh, Atul Rukadikar","doi":"10.4103/ijabmr.ijabmr_304_24","DOIUrl":"10.4103/ijabmr.ijabmr_304_24","url":null,"abstract":"<p><strong>Background: </strong>The development of practical skills is crucial in medical education, with various teaching-learning (T/L) methods such as Demonstration-Observation-Assistance-Performance (DOAP), Peyton's four-step approach, and See One Do One Teach One (SO-DO-TO) being employed to enhance students' competencies in handling medical devices.</p><p><strong>Objective: </strong>This study aimed to evaluate the efficacy of DOAP, Peyton's approach and SO-DO-TO methods on skill performance of 1^st-year MBBS students in using a sphygmomanometer, audiometer, and electrocardiogram (ECG).</p><p><strong>Methodology: </strong>A cross-sectional study was conducted among 126 1^st-year MBBS students, who were randomly divided into three groups (<i>n</i> = 42). Each group was trained using one of the three T/L methods on specified competencies. Skill acquisition was assessed through an Objective Structured Practical Examination (OSPE), and perceptions were gauged through a Likert Scale questionnaire.</p><p><strong>Results: </strong>Students trained using Peyton's method scored the highest in OSPE with a mean score of 7.35 (standard deviation [SD] = 2.19), compared to 5.72 (SD = 1.62) for DOAP and 5.83 (SD = 1.37) for SO-DO-TO. The differences in scores were statistically significant (<i>P</i> < 0.01) between the groups. Perception data indicated that both students and faculty rated Peyton's method highest in overall satisfaction, effectiveness, and comfort, despite its slightly higher time consumption.</p><p><strong>Conclusion: </strong>Peyton's four-step approach significantly enhances medical students' skill acquisition and satisfaction compared to DOAP and SO-DO-TO methods. Integrating multiple teaching strategies, as seen in Peyton's method, can offer a more comprehensive and effective learning experience. Future studies should investigate the long-term impacts and applicability of these methods across various medical disciplines.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"252-257"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691102/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Empathy Quandary in Postgraduate Medical Training.","authors":"Purvi Raj Bhagat, Y Trivedi Kinjal, Rajput Vijay","doi":"10.4103/ijabmr.ijabmr_288_24","DOIUrl":"10.4103/ijabmr.ijabmr_288_24","url":null,"abstract":"<p><strong>Background: </strong>Empathy stands as a cornerstone of humanistic qualities and is essential in healthcare for understanding and alleviating emotional suffering. Despite its necessity, formal empathy training remains elusive in postgraduate medical education across the globe, contributing to decline of humanistic practice among trainees. This study aims to assess and establish the need for empathy training by evaluating the perspectives of postgraduate trainees and faculty.</p><p><strong>Materials and methods: </strong>The study was conducted in a medical college of western India in 2023. Three online validated questionnaires were used to assess empathy-related perceptions among faculty and postgraduate trainees across various specialties. The questionnaires focused on demographic data, importance of empathy in patient care, empathy training, perceived levels of empathy, reasons for shortfalls in empathetic behavior and recommendations for nurturing empathy. Data were analyzed quantitatively and thematically.</p><p><strong>Results: </strong>A total of 150 and 127 responses were gathered and analyzed from faculty and trainees, respectively. Excessive workload, lack of formal training, and technology-dependent fast paced lifestyle were attributed for lack of empathy in clinical care. All the faculty agreed that empathy training is essential and majority (67%) believed that lack of empathetic behavior led to dissatisfaction among patients and caregivers.</p><p><strong>Conclusion: </strong>Empathetic communication and behaviors are fundamental competencies for health-care professionals. There is need for a structured training for empathy in postgraduate medical curriculum.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"233-238"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction of an Online Mentoring Program for Final Professional MBBS Students.","authors":"Niket Verma, Dinesh K Badyal, Navita Aggarwal, Jyoti Nath Modi, Sujata Sethi","doi":"10.4103/ijabmr.ijabmr_208_24","DOIUrl":"10.4103/ijabmr.ijabmr_208_24","url":null,"abstract":"<p><strong>Background: </strong>Mentoring helps in the personal and professional development of mentees and helps them develop self-confidence in their work. Final-year undergraduate medical students face many challenges but they also have to gain the confidence to start working independently and plan their careers in the near future. In the coronavirus disease scenario, many of these challenges were amplified, and final-year students were in greater need of mentoring. Even though mentoring had been introduced under the new curriculum in 2019, formal online mentoring programs were nonexistent in most Indian medical colleges. Therefore, it was aimed to implement and evaluate an online mentoring program for final-year undergraduate medical students.</p><p><strong>Materials and methods: </strong>This prospective study was conducted with 16 mentees allotted to the principal researcher. A needs assessment survey was conducted before finalizing the program. A mentoring module was designed, and subsequently, five rounds of individual mentoring sessions were conducted on \"Google Meets.\" Feedback was obtained from the mentees and analyzed.</p><p><strong>Results: </strong>Most mentees (93.8%) agreed that an online mentoring program should be introduced. The mentees were satisfied with the online mentoring program (5-point Likert Scale; median = 4) and felt that they had received motivation and gained confidence to overcome challenges. The majority of the respondents (80%) felt supported during mentoring, whereas 86.67% agreed that they were able to harness their positive attributes and started working toward their goals.</p><p><strong>Conclusions: </strong>The online mentorship program was successful in improving the confidence of the medical students in dealing with academic and nonacademic issues.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"214-219"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Communication Board on Level of Satisfaction among Mechanically Ventilated Patients at Intensive Care Unit in a Tertiary Hospital.","authors":"Shilpa Sidhu, Kiranpreet Kaur, Akashpreet Kaur, Gopal Singh Charan, Maninderjit Kaur","doi":"10.4103/ijabmr.ijabmr_351_24","DOIUrl":"10.4103/ijabmr.ijabmr_351_24","url":null,"abstract":"<p><strong>Introduction: </strong>Critical care nurses are crucial in managing critical patients, facing challenges with advanced technology, alarms, ventilators, and multiple laboratory investigations. They must effectively communicate and manage patients on mechanical ventilation (MV), a lifesaving intervention for those needing oxygenation and ventilation support to ensure patient satisfaction.</p><p><strong>Materials and methods: </strong>The study employed a quasi-experimental design with 80 mechanically ventilated patients selected through purposive sampling. Data were collected using demographic and clinical pro forma and a predesigned four-point Likert satisfaction scale comprised 14 items. The intervention group utilized a communication board, while the conventional group received routine care. The aim was to evaluate satisfaction levels in both groups, followed by a posttest on the 5^th day using the same instrument.</p><p><strong>Results: </strong>The pretest revealed mean satisfaction scores of 32.47 ± 6.48 and 33.95 ± 6.41 for the intervention and conventional groups, respectively, with a mean difference of 1.47, considered statistically nonsignificant (<i>t</i> ₇₈ = 1.023, <i>P</i> = 0.310). Conversely, posttest scores showed 37.85 ± 8.23 and 34.32 ± 6.18 for the intervention and conventional groups, respectively, with a mean difference of 3.53, indicating statistical significance (<i>t</i> ₇₈ = 2.164, <i>P</i> = 0.034). Hence, the communication board intervention significantly enhanced satisfaction scores among mechanically ventilated patients, underscoring its positive impact on nursing care in terms of patients' satisfaction.</p><p><strong>Conclusion: </strong>Effective communication is crucial in intensive care unit patient care, especially for those unable to speak due to MV. Utilizing communication boards significantly enhances patient satisfaction, highlighting the need for ongoing innovation in critical care nursing.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"284-289"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction of Formal Training of Interns in Breaking Bad News in an Empathetic Manner through a Structured Module.","authors":"Upinder Kaur, Rajiv Mahajan, Mridul Madhav Panditrao, Kamaljeet Kaur","doi":"10.4103/ijabmr.ijabmr_245_24","DOIUrl":"10.4103/ijabmr.ijabmr_245_24","url":null,"abstract":"<p><strong>Background: </strong>Due to lack of formal training, young doctors cannot deliver bad news in a way that is expected by patients and their attendants, thereby jeopardizing doctor-patient relationship.</p><p><strong>Aim: </strong>The aim of this study was to train interns about \"breaking bad news\" to the patients using a structured module.</p><p><strong>Materials and methods: </strong>A workshop comprising interactive lectures and videos followed by debriefing, and discussion was conducted for interns. Pre/posttest, workshop feedback evaluation, and a group activity based on article case were conducted, followed by discussion. An assessment of skills based on a checklist was done after 15 days of workshop in simulated conditions.</p><p><strong>Results: </strong>There was a significant difference in scores of written tests taken by all 56 participants before and after the session (<i>P</i> < 0.0001). Almost all of them agreed that their ability to break bad news has improved, and they feel confident in breaking bad news after attending this session. During the assessment of the skill of breaking bad news, most of them fell into the category of beginner after attending the workshop with a median of 2.</p><p><strong>Conclusions: </strong>A structured module is an effective method in improving the skills of the interns in sharing bad news with the patients.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 4","pages":"290-293"},"PeriodicalIF":0.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11691104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142921604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aberrant Right Coronary Artery from the Left Coronary Sinus Presenting with Inferior Wall Myocardial Infarction.","authors":"Saket Satyasham Toshniwal, Satyasham S Toshniwal, Sunil Kumar, Sourya Acharya","doi":"10.4103/ijabmr.ijabmr_528_23","DOIUrl":"10.4103/ijabmr.ijabmr_528_23","url":null,"abstract":"<p><p>Coronaries arise normally from the aortic sinus which consists of one anterior and two posterior cusps of which the right coronary artery (RCA) arises from the anterior cusp and the left coronary artery arises from the left posterior cusp. Abnormal origin of coronary arteries is very rare and counts for about 2.33% of prevalence and below 1% incidence and are comparatively very difficult to diagnose through routine investigations. Till date, only one case has been reported in the literature where the culprit vessel was the victim as seen in our case. We report a case of a 68-year-old male, who underwent coronary angiography for his anginal chest pain, was diagnosed with coronary artery disease with an \"abnormally arising RCA\" from the left coronary cusp with a proximal stenotic lesion in the anomalously arising RCA, which was confirmed on multidetector computed tomography three-dimensional reconstruction volume-rendered imaging.</p>","PeriodicalId":13727,"journal":{"name":"International Journal of Applied and Basic Medical Research","volume":"14 3","pages":"199-201"},"PeriodicalIF":0.8,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11412564/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142286310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}