Journal of Innovations in Medical Research

Systematic Comparison of Short-Term Insemination and Conventional Insemination IVF: Influencing Factors, Embryo Developmental Quality and Pregnancy Outcomes

Yunyue Tan — 2025-12-30

In in vitro fertilization-embryo transfer (IVF-ET), the selection of insemination duration is a key variable affecting pregnancy outcomes. This paper systematically compares the differences between two insemination strategies, namely short-term insemination (4-6 hours) and conventional IVF (16-18 hours), in terms of influencing factors, embryo development and pregnancy outcomes, aiming to provide evidence-based basis for the selection of individualized insemination protocols. Studies have shown that the choice of insemination method should be based on a comprehensive assessment of patients’ clinical characteristics, oocyte status and sperm function parameters. Analysis of embryo development kinetics indicates that embryos from short-term insemination have more synchronous pronuclear formation and early cleavage, and a shorter time to blastocyst formation. However, there is no significant difference in the overall blastocyst formation rate and live birth rate between the two methods. By reducing the exposure time to reactive oxygen species, short-term insemination shows advantages in populations with high oxidative stress (such as polycystic ovary syndrome (PCOS) and oocytes derived from small follicles) and specific male factors (such as oligozoospermia and asthenospermia). It can improve fertilization rate, high-quality embryo rate and early pregnancy rate, and may reduce the risk of early miscarriage. In contrast, conventional insemination may be more conducive to embryo implantation and maintenance of continuous pregnancy in women with high oocyte maturity (MII rate > 80%) and advanced age (≥38 years old). Current studies have limitations such as insufficient standardization of laboratory procedures and high population heterogeneity. In the future, it is necessary to further clarify the optimal insemination strategy for different populations through unified operation standards, refined stratified studies and long-term follow-up, so as to promote the precision and individualization of IVF insemination protocols.

Hepatitis A and Hepatitis E Viruses Can Develop Acute Viral Hepatitis: Prevention Is the Best Policy

Haradhan Kumar Mohajan — 2025-12-30

Acute viral hepatitis is caused by hepatitis A virus (HAV) and hepatitis E virus (HEV) that is a great health problem worldwide. Both of the viruses are non-enveloped ribonucleic acid (RNA) and cause a self-limiting viral infection that is transmitted by fecal-oral route, primarily through the consumption of contaminated food and water. Both of the viruses can develop mono-infection or co-infection that is a common cause of viral hepatitis in developing countries. Some common symptoms of both diseases are fever, headache, malaise, nausea, vomiting, diarrhea, anorexia, abdominal pain, dark urine, and jaundice. The HAV is more common cause of acute hepatitis in children, and HEV is responsible for the majority of epidemic and sporadic hepatitis in adults. This study is planned to discuss the transmission and management of HAV and HEV infections to reduce morbidity and mortality for the welfare of the patients.

The Neurodevelopmental Architecture of ADHD: Executive Function, Emotional Dysregulation, and Circuit-Level Mechanisms

R. Carrington — 2025-12-30

Attention-Deficit/Hyperactivity Disorder (ADHD) is a complex neurodevelopmental condition characterized by pervasive deficits in executive control, motivational regulation, and emotional stability. Contemporary neuroscience conceptualizes ADHD as a disorder of distributed neural systems rather than localized dysfunction. This paper examines the neurodevelopmental architecture of ADHD through the integration of cognitive, affective, and circuit-level perspectives. Longitudinal imaging studies demonstrate delayed cortical maturation and disrupted connectivity within prefrontal and parietal regions, contributing to deficits in working memory, inhibition, and sustained attention. Emotional dysregulation is traced to impaired prefrontal–limbic communication, particularly between the amygdala and ventromedial prefrontal cortex, resulting in heightened reactivity and poor affective control. At the systems level, functional network analyses reveal instability across frontostriatal, frontoparietal, default mode, limbic, and cerebellar circuits. These networks exhibit abnormal coupling, reduced segregation, and inconsistent transitions between internal and external attentional states. Genetic and neurochemical studies implicate dopaminergic and noradrenergic dysregulation as primary modulators of these circuit abnormalities. Translational evidence indicates that stimulant and non-stimulant pharmacotherapy partially normalize network activation, while behavioral, cognitive, and neuromodulatory interventions strengthen regulatory circuitry through neuroplastic adaptation. Collectively, these findings support a dynamic systems model in which ADHD emerges from disrupted developmental synchronization across executive and emotional networks. Understanding this architecture offers a foundation for precision interventions targeting the neural mechanisms underlying self-regulation across the lifespan.

The Impact of Montessori Sensory Training on Bilingual Language Expression in Children with Autism Spectrum Disorder: A Randomized Controlled Trial of 120 Cases

Ting Xu — 2025-12-30

Children with autism spectrum disorder (ASD) in bilingual environments commonly experience an “input-output disconnect” dilemma. Traditional instruction relies predominantly on auditory channels, neglecting their tactile processing strengths, resulting in effective classroom attention spans of less than 8 minutes and active communication initiations fewer than 2 times per lesson. This study innovatively constructs a “Montessori Sensory-Bilingual Fusion Model” (MS-BLM), integrating Montessori materials such as sandpaper letters and sensory puzzles with bilingual vocabulary and syntax through a “tactile-language association” mechanism to resolve expressive difficulties. Employing a randomized controlled trial design, 120 children with ASD aged 6–9 years were recruited and assigned to experimental (n=60) and control (n=60) groups for a 6-month, 130-hour intervention. The experimental group utilized modified bilingual sandpaper cards, while the control group received conventional picture-based instruction. Results demonstrated that the experimental group achieved a 60% improvement in bilingual expression completeness (from 0.8 to 2.1 points), compared to 25% in the control group (Drysdale, H., van der Meer, L., & Kagohara, D., 2022). Tactile attention duration accounted for 68% of the mediation effect, with active communication frequency increasing to 4.2 times per lesson and sustained attention extending to 18.5 minutes. Maintenance rate reached 80% at 3-month follow-up. This study validates the causal role of tactile channels in bilingual intervention for children with special needs and yields a comprehensive toolkit (including lesson plans, material blueprints, and assessment scales) with per-student costs under $200, providing an evidence-based, scalable solution for inclusive education settings.