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Teratogenicity01:07

Teratogenicity

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The ability of a drug to produce structural deformations and functional abnormalities in the developing embryo or the fetus is called teratogenicity, and the drug producing this effect is known as a teratogen. Teratogenic effects include stillbirth, miscarriage, intrauterine growth restriction, and neurocognitive delay. A teratogen may affect the embryo at different stages of development, which is important in determining the type and extent of the damage. During blastocyst formation, the early...
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Fertilization01:38

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During fertilization, an egg and sperm cell fuse to create a new diploid structure. In humans, the process occurs once the egg has been released from the ovary, and travels into the fallopian tubes. The process requires several key steps: 1) sperm present in the genital tract must locate the egg; 2) once there, sperm need to release enzymes to help them burrow through the protective zona pellucida of the egg; and 3) the membranes of a single sperm cell and egg must fuse, with the sperm...
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Infertility in Females01:28

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Female infertility is defined as the inability to conceive after a year of regular, unprotected intercourse and affects about 10–15% of couples worldwide. The primary cause of female infertility is ovulatory disorders, which hinder the release of eggs. These disorders can be classified as hypothalamic amenorrhea, polycystic ovarian syndrome (PCOS), premature ovarian failure, and hyperprolactinemic anovulation disorders.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Modeling in Therapy01:26

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Rational Emotive Behavior Therapy01:24

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Cognitive-behavioral therapies (CBTs) are grounded in the belief that our thoughts profoundly influence our emotions and actions. Advocates of CBT emphasize three core assumptions: first, that cognitions are identifiable and measurable; second, that they are central to psychological functioning; and third, that irrational or maladaptive beliefs can be replaced with rational and adaptive ones. This transformative approach to therapy has paved the way for specific models such as Albert...
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Related Experiment Video

Updated: Mar 17, 2026

Treatment Model for Young Patients with Psychogenic Erectile Dysfunction and Resultant Infertility
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Beyond Paternalism: Rethinking Teratogen and Fertility Counseling Education from a Learner Perspective.

Lucy Frucht1, Nikita Kakkad1, Samantha Keller1

  • 1New York University Grossman School of Medicine, New York, New York, USA.

Teaching and Learning in Medicine
|March 16, 2026
PubMed
Summary

Medical students need better education on prescribing teratogenic medications, focusing on reproductive justice and patient-centered care, not just blanket warnings. This ensures future physicians provide inclusive, trusting reproductive health services.

Keywords:
Teratogenicityclinical ethicsmedical educationpatient-centered carereproductive justice

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Area of Science:

  • Medical Education
  • Reproductive Health
  • Pharmacology

Background:

  • Current medical education on teratogenic medications often uses overly broad warnings or rigid contraceptive mandates.
  • This approach fails to address patient diversity, reproductive goals, and individual risk, undermining reproductive justice principles.

Purpose of the Study:

  • To highlight the inadequacy of current medical student education regarding teratogenic medication prescribing.
  • To advocate for a more nuanced, patient-centered approach that incorporates reproductive justice and contraceptive counseling.
  • To underscore the need for improved training in managing the complexities of teratogenic medication use in individuals with childbearing potential.

Main Methods:

  • Analysis of medical student educational experiences and observed clinical practices.
  • Presentation of three illustrative anecdotes showcasing the gap between preclinical instruction and clinical care.
  • Review of existing literature on teratogenic medication prescribing and medical student knowledge.

Main Results:

  • Medical students receive limited, often oversimplified instruction on teratogenic medications, contraception, and fertility.
  • Clinical observations reveal more nuanced patient-provider discussions that prioritize reproductive justice and patient trust.
  • There is a lack of empirical data on medical students' counseling skills in this area, suggesting varied training outcomes.

Conclusions:

  • Medical education must evolve to provide comprehensive training on reproductive counseling and contraceptive care for patients on teratogenic medications.
  • Improved education is essential for equipping future physicians to provide inclusive, affirming care and build patient trust.
  • Formalizing best practices for teratogenic medication counseling will enhance physician competency and patient outcomes.