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Medical parasitology is a specialty of medicine that studies, diagnoses, as well as treats parasitic illnesses in humans. Numerous parasites still require human microscopic testing, which is a time-consuming operation that requires expert personnel. The creation of artificially intelligent machines that can carry out duties that traditionally need cognitive abilities is the focus of the fast-developing discipline called artificial intelligence "AI". Consequently, the usage of AI has established itself as a potent tool across a number of sectors, and its application in medical parasitology shows considerable promise. The present article seeks to offer a complete overview of the existing and potential AI tasks and applications in medical parasitology. Researchers explore AI implementation techniques including neural networks, computer vision, and processing of natural languages in parasite detection, diagnosis, classification, drug discovery, and epidemiological investigations. Furthermore, they emphasize the challenges and potential perspectives for integrating artificial intelligence in this industry. [ABSTRACT FROM AUTHOR]

Objectives: Student-centered educational strategies like problem-based learning (PBL), case-based learning (CBL), team-based learning (TBL), and seminars enhance group and self-learning. This study was carried out to evaluate students' achievements in anatomy topics delivered through TBL sessions and seminars and to survey student preferences regarding these two modalities in anatomy learning., Methods: TBL was conducted through individual readiness assurance tests (IRATs), group readiness assurance tests (GRATs), mini-lectures, and application exercises. Seminars included pretests, peer lecturing, and posttests. The performance of 117 students in three TBL sessions and three seminars was compared after standardizing the questions. The students were second-year (42), third-year (40), and fourth-year (35) students at the College of Medicine, University of Bisha, KSA, during the 2019/2020 academic year., Results: A gradual increase in the means of TBL grades was noticed among second-, third-, and four-year students (means ± SD: 68.6 ± 9.56, 82.8 ± 12.25, and 92.7 ± 4.70, respectively), but their seminar grades were nearly stationary (means ± SD: 80.0 ± 9.66, 85.11 ± 10.16, and 85.9 ± 8.80, respectively). Cohen's d -test to check the strength of the relationship between the two activities showed 1.03, 0.16, and 0.74 in the same order. We statistically analyzed perception and preference questionnaire results received from 39, 35, and 28 second-, third-, and four-year students, respectively. The majority of the students selected TBL as their preferred learning modality. However, their acceptance of the seminars was very poor., Conclusions: It can be concluded that TBL is more beneficial to the students, even in practical sciences like anatomy, most likely because group peer teaching enhances the sense of collegial competition, as opposed to the self-learning nature of seminars, which might suppress the sense of competition., (© 2022 [The Author/The Authors].)