No one can doubt any longer that culture is crucial to medicine. The evidence for health disparities across ethnic and racial groups as well as for cultural influences on health care practices is too impressive to overlook. Yet the concept of culture and how it is employed in medicine today is quite different from the way culture is now regarded in anthropology, the discipline that originated and popularized the concept. Rather than understand culture as a "timeless" ethnic stereotype applied to patients-which is a common but dangerous practice-physicians need to understand how culture influences doctors as much as patients. And physicians need to understand that culture is not only about differences in dress, etiquette and diet, but also and most profoundly, about what really matters to people. That is, culture is about the changing moral experiences of patients, families, and practitioners, and how those moral experiences powerfully affect the doctor-patient relationship. This article suggests that there is a moral crisis in today's medicine that reflects global cultural transitions. This crisis must be addressed if practitioners are to provide care at the highest moral and human level.
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PLoS One
January 2025
Institute for Human Development, Aga Khan University, Nairobi, Kenya.
Introduction: Children growing up in arid and semi-arid regions of Sub-Saharan Africa (SSA) face heightened risks, often resulting in poor developmental outcomes. In Kenya, the arid and semi-arid lands (ASAL) exhibit the lowest health and developmental indicators among children. Despite these risks, some children grow up successfully and overcome the challenges.
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January 2025
Population Health Research Institute, St George's, University of London, London, United Kingdom.
Aims: Type 2 diabetes (T2D) is more common in certain ethnic groups. This systematic review compares mortality risk between people with T2D from different ethnic groups and includes recent larger studies.
Methods: We searched nine databases using PRISMA guidelines (PROSPERO CRD42022372542).
PLoS One
January 2025
College of Agriculture, Guizhou University, Guiyang, China.
The impact of straw and biochar on carbon mineralization and the function of carbon cycle genes in paddy soil is important for soil nutrient management and the transformation of carbon pools. This research is based on a five-year field experiment with four treatments: no fertilizer application (CK); chemical fertilizer only (NPK); straw combined with chemical fertilizer (NPKS); and biochar combined with chemical fertilizer (NPKB). By integrating indoor mineralization culture with metagenomic approaches, we analyzed the response of organic carbon mineralization and carbon cycle genes in typical paddy soil from Guizhou Province, China, to different fertilization treatments.
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January 2025
Institute of Anatomy, Faculty of Medicine, University of Zurich, Zurich, Switzerland.
Peru is among Latin American countries with the largest Indigenous population, yet ethnical health disparities persist, particularly in the Amazon region which comprises 60% of the national territory. Healthcare models that include Indigenous medicine and traditional healers present an important avenue for addressing such inequalities, as they increase cultural adequacy of services, healthcare access, and acknowledge Indigenous Rights for their perspectives to be represented in public healthcare. Understanding the underlying epistemologies of Indigenous medicine is a prerequisite for this purpose.
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January 2025
Faculty of Medicine, Department of Simulation Medicine, Masaryk University, Brno, Czech Republic.
This study aims to provide an updated overview of medical error taxonomies by building on a robust review conducted in 2011. It seeks to identify the key characteristics of the most suitable taxonomy for use in high-fidelity simulation-based postgraduate courses in Critical Care. While many taxonomies are available, none seem to be explicitly designed for the unique context of healthcare simulation-based education, in which errors are regarded as essential learning opportunities.
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