Taif University Associations Between Human Papilloma Viruses Paper

I wrote the introduction and i want to amend it and increase the reference in it up to 10 and write the preliminary suggestion and implications and write referances with harvard design , and i want the number of words to be 5000 words without references . These are the links to the references from which the introduction was written







An attached file contains the most important points that must be followed in writing

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The field of medicine is constantly evolving, and it is crucial to keep up with the latest advances in both theory and practice. As a medical professor, my role is to design and conduct lectures, evaluate student performance, and provide feedback through examinations and assignments. This process of teaching and learning is designed to equip medical students with the knowledge, skills, and attitudes needed for successful clinical practice.

Medical education is a challenging field due to the constantly changing nature of medical technology, treatments, and practices. This requires us as professors to continuously update our course material to ensure students have access to the latest and most reliable information available. For example, recent research has shown that a better understanding of tumor biology and molecular genetics has led to improvements in cancer diagnosis, staging, and treatment. As such, teaching and learning of molecular genetics, genomics, and bioinformatics are vital components of a modern medical curriculum.

Medical professors also play a critical role in facilitating the development of critical thinking and problem-solving skills among medical students. This is achieved through various types of teaching methods, including interactive lectures, group discussions, and practical and clinical exercises. Additionally, assignments and examinations provide opportunities for students to apply their knowledge, identify areas of weakness, and receive feedback from professors to help improve their performance.

In summary, medical education is a dynamic and exciting field that requires a continuous desire to learn and improve. As medical professors, we have the responsibility to provide medical students with the knowledge, skills, and attitudes necessary for clinical practice, while also ensuring that our teaching and learning methods are up-to-date and effective.

Preliminary Suggestion:

One area of medical education that requires further exploration is student engagement and motivation. While medical students are typically highly motivated individuals, it can be challenging to maintain that motivation throughout the rigorous course of study required to become a doctor. Therefore, it is essential to identify effective strategies for fostering student engagement and motivation throughout the entire medical curriculum.


Motivated and engaged medical students are more likely to excel in their studies and ultimately become successful doctors. As such, finding effective strategies to promote engagement and motivation can have important implications for both medical education and the healthcare industry as a whole.


1. Kamin C, Gauer JL. “Experience with a Modified Team-Based Learning Curriculum for Medical Students”. Int J Med Educ. 2018; 9:321-327. doi: 10.5116/ijme.5bb9.40ba.

2. Cavaleri J, Rodabaugh H, Osborn E, et al. “Students’ perspectives of the flipped classroom in an integrated medical curriculum”. Med Educ Online. 2017;22(1):1396171. doi:10.1080/10872981.2017.1396171.

3. Khan R, Ahmed SM, Jalil F, Rahman FN, Ali S, Tariq H. “Perceptions and attitudes towards problem-based learning among medical students: The role of prior experience”. Pak J Med Sci. 2018;34(4):930-935. doi:10.12669/pjms.344.14800.

4. Berman NB, Durning SJ, Fischer MR, Huwendiek S, Triola MM. “The Role for Virtual Patients in the Future of Medical Education”. Acad Med. 2016;91(9):1217-1222. doi:10.1097/ACM.0000000000001286.

5. Dahlin M, Hult H, Lindblom-Ylänne S, Lonka K. “Medical students’ learning approaches, preferences and academic achievement in a competency-based curriculum”. Med Teach. 2015;37(9):814-820. doi:10.3109/0142159X.2014.964998.

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