Akhras, Aya

INTRODUCTION: The impact of glucagon-like peptide-1 receptor agonists (GLP-1RAs) on colonoscopy bowel preparation is unclear. METHODS: We searched multiple databases for studies comparing bowel preparation quality between GLP-1RA users and the control group. Using a random-effects model, we calculated pooled odds ratios and mean differences with 95% confidence intervals (CIs). Inadequate bowel preparation (IBP) rate was the primary outcome, and Boston Bowel Preparation Scale mean score was the secondary outcome. RESULTS: Five studies with 10,833 patients (n = 5,434 GLP-1RAs vs n = 5,399 control) were included. The IBP rate was higher in the GLP-1RAs group compared with the control group (odds ratios 2.10, 95% CI 1.41–3.13, P = 0.0003). Furthermore, the mean Boston Bowel Preparation Scale score was lower in the GLP1-RAs group compared with the control group (mean differences −0.34; 95% CI −0.51, −0.17; P = 0.0001). DISCUSSION: Our findings suggest that using GLP-1RA increases the risk of IBP.

Abstract Objective The primary objective of this proof-of-concept cross-sectional study was to identify a framework for appraising the learning-approaches of undergraduate medical students in a competency based medical curriculum and correlating the results with teaching-approaches, as well as academic performance. The study was pursued at MBRU, which is a medical school in the Middle East with an undergraduate entry medical program. Results Our framework was blueprinted using the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire, to which we made some modifications such that the overall cogency of the questionnaire wasn’t affected. Initial results with modified ASSIST at MBRU showed that most of our students adopted Deep or Strategic-learning approaches. This observation is in line with other studies in the literature, which shows that modified ASSIST is a suitable tool for mapping generic learning approaches with teaching approaches. Further, based on the insights from our initial results following the implementation of modified ASSIST, we have considered specific pedagogical strategies, in practice at MBRU, which cater to the generic learning approaches of majority of our undergraduate medical students. These pedagogical approaches, A. Feynman’s Technique; and B. Blended learning strategies, if implemented suitably in a curriculum will transform “Surface-learners” to “Deep/Strategic-learners”.