[Call for Book Chapter]Artificial Intelligence (AI) for Precision Medicine in Treating Rare Disorders:

A Roadmap for Healthcare Practitioners in treating rare disorders is a groundbreaking exploration of the convergence of artificial intelligence (AI) and precision medicine, revolutionizing the future of healthcare. This comprehensive book offers a unique perspective on how cutting-edge AI technologies are reshaping the field of medicine, enabling personalized and targeted treatment approaches with unprecedented accuracy and efficiency.

Drawing upon the latest advancements in AI and its applications in healthcare, this book delves into the realm of deep precision medicine. It explores the synergy between AI algorithms, big data analytics, and genomic profiling, unraveling the potential for precise diagnosis, prognosis, and treatment selection across various diseases.

Through real-world case studies and expert insights, readers will gain a deep understanding of the role of AI in deciphering complex molecular data, identifying novel therapeutic targets, and predicting patient responses to various treatments. The book explores how AI-driven models can optimize drug discovery, streamline clinical trials and improve patient outcomes by enabling tailored interventions based on individual genetic profiles, biomarkers, and clinical data in treating rare diseases.

Covering a broad spectrum of topics, including machine learning, deep learning, NLP, and medical imaging analysis, this book provides a comprehensive roadmap for healthcare professionals, researchers, and students to navigate the integration of AI and precision medicine. It also delves into the ethical and regulatory considerations surrounding AI in healthcare, ensuring responsible and equitable implementation of these transformative technologies.

Submission Procedure:

The researcher can submit the book chapter directly through an e-mail address ( The book will be published in CRC affiliated publishing house. There is no publication charges.


Epistemology and Diabetic Care

Dear researchers, academics, and professionals,

We are pleased to announce the Call for Papers for the upcoming topic title as “Epistemology and Diabetes Care”.
This topic aims to bring together scholars and experts from various disciplines to explore the intersection of epistemology and diabetes care.
We invite you to submit your original research papers and contribute to this intellectually.
Scope and Themes:
The Epistemology and Diabetes Care issue seeks to delve into the philosophical and theoretical aspects of knowledge generation, acquisition, and dissemination in the field of diabetes care.
We encourage submissions that explore the following themes:
Epistemological foundations of diabetes research: Examining the underlying assumptions, methodologies, and paradigms in diabetes care research and their impact on knowledge production.
The role of evidence-based practice: Exploring the use of empirical evidence and its integration with clinical expertise and patient values in diabetes care decision-making.
Patient perspectives and knowledge: Investigating the epistemic role of patients in the management of their own diabetes, including the challenges they face and their contributions to knowledge creation.
Ethics and epistemology in diabetes care: Addressing ethical considerations related to knowledge acquisition, communication, and implementation in the field of diabetes care.
Epistemic injustices in diabetes care: Examining the presence of epistemic biases, inequalities, and injustices in the diagnosis, treatment, and management of diabetes.

Submit your manuscript here.

Research Research Survey

A Retrospective, Non-Interventional, Multi-Centre Cohort Study on Olfactory and Gustatory outcomes among Long COVID-19 patients

Patient information sheet

You are invited to participate in a research study being and looking at the incidence of sensory symptoms in participants who have COVID-19 symptoms developed during or after an infection and continuing for more than 12 weeks; and/or ongoing symptomatic COVID symptoms between 4 and 12 weeks after the start of acute symptoms. We will also study the incidence of psychological symptoms in post-covid participants. In addition, recent literature suggests that some patients who survive COVID-19 are likely to have some psychological and neurological symptoms.  

1.What is the purpose of the study?

To screen post-COVID-19 patients OR long COVID-hauler for olfactory, gustatory and psychological symptoms . The current study is design to collect the data two times (12 month each) during 24 months of the study. The knowledge will assist in deepening understanding of the long-term or Post-exposure impact of COVID-19 population thus facilitate strategies, prevention and treatment of olfactory, gustatory and psychological symptoms.

2.Who is conducting this study?

The current study involve multi-center research team at private Traditional and Chinese Medicine (T&CM) clinic in collaborated with Xiamen university Malaysia MoU’s (T&CM) private sector to observational study with Long COVID-19 patients.

3.Why have I been invited to participate in this study?

According to the NICE guidelines on long-COVID-19; Post-COVID-19 syndrome (symptoms developed during or after an infection and continuing for more than 12 weeks; and ongoing symptomatic COVID (symptoms between 4 and 12 weeks after the start of acute symptoms) is the definitions of the current study.

4.What if I don’t want to take part in this study or if I want to withdraw later?

Participation in this study is voluntary and your decision will not affect the medical management.  If you wish to withdraw from the study you can do so at any time without justifying your decision.  If you do withdraw from the study, all of the data already collected about you as part of the study will be destroyed and no data or information collected will be used in anyway by the researchers or sent outside this institution. No additional information will be collected for the purposes of this study and you will not be contacted again.

5.What does this study involve?

Participation in this study involves allowing the study investigators to interview. The study involve questionnaire.  The recruitment was made initially according to eligible criteria. One of the research investigators will meet you at private Traditional and Chinese Medicine (T&CM) clinic. A follow up survey will be done at 12 months after first survey. The follow-up survey will be in the form of telephonic interview answering a series of questions in-case if participant unable to visit the clinic. This will assist us to determine if there have been any changes during that course of time. The research will be using a set of screening tools (questionnaire) called Post Traumatic Stress Scale (PTSS-14); Impact of Events Scale-Revised (IES-R); Depression Anxiety Stress Scales (DASS 21). The following tools measure some of the symptoms you may be experiencing as a result of being through post-COVID-19.  

6.Will my taking part in this study be kept confidential?

You have the right to privacy and all information that is collected during this study is confidential to the extent permitted by the applicable laws and regulations.  Your study data will be made anonymous by the assignment of a unique number to you alone.  All data collected from you will then be identified by this number. No data which could be used to identify you will be transferred from your medical notes. The medical information collected during this study will then be transferred into study database(s) and processed to allow the results of this study to be analysed and reported or published for scientific purposes. Paper records including contact information will be stored in locked room accessible only to authorized study personnel.  Electronic information will be kept on password-protected computers accessible only to authorized study personnel. Your identity will be kept confidential at all times. Your personal information will only be disclosed with your permission, except as required by law.

7.Are there risks to me in taking part in this study?

No questions will be asked of you about any specific instances or memories of your time during COVID-19 pandemic. However, it is possible that you may experience some discomfort or distress as you may recollect some unpleasant memories during your COVID-19 time. Participation in the study will ensure that distress can be potentially diagnosed and appropriate referral made. In the unlikely event that you do feel distressed by any of the questions, we would encourage you to discuss any concerns with the study coordinator or your General Practitioner.

8.Will I benefit from the study?

This study aims to look at the olfactory, gustatory and psychological simpact of post-COVID-19 and gain further medical knowledge. This study may help to improve treatment for others with similar conditions, and the results of the study will be published in a major international medical journal. You may not receive any direct benefits from this research.

9.Will taking part in this study cost me anything, and will I be paid?

Participation in this research study will not cost you anything. You will not be paid or receive any financial benefits from taking part in this research study.

10.What happens with the results?

The results obtained will be collated and published in medical journals, conference presentations and other professional forums.  In any publication, information will be provided in such a way that you cannot be identified. Results of the study will be provided to you, if you wish.

11.What should I do if I want to discuss this study further before I decide?

When you have read this information, the study investigator will discuss it with you and clarify any queries you may have. If you would like to know more at any stage, please do not hesitate to contact the study coordinator.


Connecting Western and Eastern Medicine

Class Activities

Identification of common available medicine at every home

Topic: Identification of common available medicine at every home
Time: 30-50 minutes
To identify commonly available medicine at your home or at your hostel room.

Materials identify
• Medicine hunt document; Potential uses of Medicine; Potential harmful effect of medicine.

1. The class will be divided into small groups to search the medicine present at your house and prepare the document as Microsoft word file “medicine hunt” document. Allot 5-10 minutes for this task to search medicine available at home or incase at your room in hostel.  

2. The group members will search individually.

3. Incase, if you unable to find the medicine at home or hostel room then search online medicine you know.

4.After finding the medicine at home/hostel room/online search, take the picture of medicine or download the picture in case search online.

5. After that students will share the pictures with their group members and discuss on which medicine they want to include in the list or want to exclude.

6. Every group member is required to search 2 medicine individually and then lateron compile as one documents.

7. After 15 minutes, the group will prepare one document. Let’s suppose, if 5 members in one group then the group need to prepare the documents contain 10 medicine name (5×2=10).

8. Duplication of medicine identified is not allowed.

9. Once they have prepared the documents, spend 10-15 minutes identifying the answer of the questions given below.

The activity might raise some of the following questions:

  • What is the potential benefits of medicine you find at home/hostel room/search?
  • What is the potential harm of medicine you find at home/hostel room/search?

10. The group will discuss at the end of the following questions or 10-15 minutes

  • “ Why a society leads to take deviant drugs?”
  • Can we able to make a drug free society?

 The group required to discuss together within 10-15 minutes and write down a single answer inside document. Every student must open their mic while discussing the question. The webcam is optional to open during discussion.

11. To facilitate the process, the student can identify the group leader who can moderate the whole activity.

12. The lecturer will monitor each group and will give marks based on communication and performance. The marking is not part of continuous assessment or examination. The marks will determine the winner of this activity and the winner will receive a surprise gift at the end of the semester.

13. The format of the document will be Time new roman, font size 12, 1.5-line space, APA reference format.

14- Marking rubric for class activity has presented below

Marking criteriaExcellent (5)Very good (4)Good (3)Neutral (2)Fair (1)Poor (0)
All students have participated actively during the discussion.      
The students answer their all questions inside the documents.      
Each student identified two medicine.      
Students have a positive attitude during class activity.      
The document prepared well organized with according of required format.      

Credit: Dr. Muhammad Shahzad Aslam

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Class Activities

Knowledge, doubt, certainty, evidence

Grade level: Beginner
Time: 50-60 minutes
To raise questions about the nature of knowledge and foster a discussion around the nature and impact of certainty and doubt in everyday contexts.

Materials needed:
• Epistemic scavenger hunt document (at least 2 )
• Orienting quotes
• Visual prompts

1. Before presenting participants with one or more of the prompts outlined above, have them gather into pairs or small groups to think about, discuss, and prepare the “epistemic scavenger hunt” document. Allot 5-10 minutes for this task to search quote or visual prompts on Knowledge, doubt, certainty, evidence.

2. The group members will search individually and select the best to distribute one or more visual prompts and/or orienting quotes. Give participants a few minutes for them to think about the prompts and/or quotes in silence before opening up space for group discussion. Encourage them to write down their thoughts during this silent period. You can also have participants turn and talk with a partner for a few minutes and then share out aspects of their conversation. Allot about 25 minutes for this part of the activity.

3. As the conversation closes, ask participants to independently complete the epistemic scavenger hunt independent sheet. Allot 5-10 minutes for this.

4. Once they have filled out a new epistemic scavenger hunt, spend the last 10-15 minutes engaging in a discussion around how their answers have changed since the first time they did the scavenger hunt. If their answers did change, inquire into their thought processes. If their answers did not change, ask them to consider what evidence might sway(control/hold) their beliefs.
The activity might raise some of the following questions:
• Do we only make decisions once we are certain of something?
• What is the nature of the balance between action and contemplation (Act of thinking)?
• Is it wise to contemplate at the expense of action? How might contextual differences impact this?
• What are potential impacts of “fools and fanatics” taking quick action while other “wiser people” are still contemplating which decision to make?


Epistemic Scavenger Hunt

Write down at least 2 thing that fits into each category as well as a short explanation of the evidence that justified this decision.

• What is something that you know for certain? How do you know about it?
• What is something you are sure no one could never know? Why can’t we know about it?
• What is something that you were certain about in the past that you now have doubts about? Why are you no longer certain?
• What historical knowledge is no longer considered knowledge? Why was this once believed and why is it no longer accepted?

Orienting Quotes
Quote 1:
“The whole problem with the world is that fools and fanatics are so sure of themselves while wiser people so full of doubts.” – Bertrand Russell
This quote is intended to provoke a discussion around the roles of doubt and certainty that might stimulate thinking around what the impact of brash certainty is within the problems we face as a society. This quote also brings forth a Socratic view of wisdom, defined by awareness of one’s own ignorance, potentially facilitating dialogue around the balance between wondering, humility and doubt, and decisive action in the world

Quote 2:
“Most of the greatest evils that man has inflicted upon man have come through people feeling quite certain about something which, in fact, was false.” – Bertrand Russell
This quote invites an historical look at knowledge production and contemplation of the ills that have been produced (or reproduced) through knowledge claims that were later revised or discarded completely (e.g. craniometry, polygenism, drapetomania, miscegenation, racial typologies, etc.).

Visual Prompts
Visual 1:

This visual, from a popular and endearing comic strip, addresses a common theme in popular culture around the relationship of knowledge, doubt, certainty, and decision making. A core theme harkens back to Socratic views of wisdom where one becomes increasingly aware of what they do not know and a kind of “analysis paralysis” that might lead one to consider the possibility that “ignorance is bliss.”

Visual 2:

This visual brings recent psychological findings to bear on the issues introduced above. Consider introducing student to this image with use of the following description.
Dunning and Kruger’s overarching hypotheses is “that people, at all performance levels, are equally poor at estimating their relative performance.”
The Dunning–Kruger effect is a cognitive bias wherein people of low ability suffer from illusory superiority, mistakenly assessing their cognitive ability as greater than it is. This illusory superiority derives from the inability of low-ability persons to recognize their own ineptitude. Without this metacognitive self-awareness, low-ability people cannot objectively evaluate their actual competence or incompetence.
This cognitive bias applies inversely to those of expert experience, thus persons of high ability tend to underestimate their relative competence and mistakenly presume that tasks that are easy for them to perform are also easy for other people to perform. As Dunning and Kruger articulate: “the miscalibration of the incompetent stems from an error about the self, whereas the miscalibration of the highly competent stems from an error about others.”

Contributed by Jordan Sherry-Wagner

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