Proficiency, Clarity, and Objectivity of Large Language Models Versus Specialists' Knowledge on COVID-19 Impacts in Pregnancy: A Cross-Sectional Pilot Study.

Background: The COVID-19 pandemic has significantly strained healthcare systems globally, leading to an overwhelming influx of patients and exacerbating resource limitations. Concurrently, an "infodemic" of misinformation, particularly prevalent in women's health, has emerged. This challenge has been pivotal for healthcare providers, especially gynecologists and obstetricians, in managing pregnant women's health.

Street Pharmacology: Toxico-Dermatology of Injection Drug Use.

Street medicine is a point-of-care, mobile approach that services the needs of unhoused individuals who are otherwise unable to access medical care in traditional settings. The prevalence of injection drug use combines with the pipeline of illicit substances, to produce a constellation of severe, potentially life-threatening dermatological disorders unique to this population. This review applies principles of clinical pharmacology to clarify the mechanisms underlying the dermatological toxicity of xylazine, desomorphine, and 3,4-methylenedioxymethamphetamine (MDMA).

Diagnostic and prognostic potential of left atrial strain in cardiovascular disease: a narrative review.

Left atrial strain (LAS) was recently introduced as a parameter that reflects on left atrial function. Consequently, changes in LAS can inform the development of cardiovascular diseases, hence providing a window for non-invasive and cost-effective testing of these diseases and their complications at early stages of development, potentially offering a segway towards preventive interventions. LAS has yet to be implemented into standard practice.

Differentiating the neurobiological correlates for reading gains in children with reading difficulties with and without attention-deficit/hyperactivity disorder using fMRI.

Objective: Reading difficulties (RD) frequently co-occur with attention-deficit/hyperactivity disorder (ADHD), and children with both RD + ADHD often demonstrate greater challenges in reading and executive functions (EF) than those with RD-only.

Methods: This study examined the effect of a 4-week EF-based reading intervention on behavioral and neurobiological correlates of EF among 8-12 y.o.