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Use of Gabapentin in Management of Acute Pain After Surgery: Review of Literature
Amir Hossein Eskandari, Sadaf Alipour,
Volume 13, Issue 3 (Aug & Sep 2019)
Abstract
Background and goals: Breast surgery is one of the most common surgical operations performed worldwide as well as in Iran. Acute postoperative pain is managed by different therapeutic modalities in these procedures, and opioid are the most frequently used option; however their adverse consequences imposes restriction of use.  The goal of this article is to review the effects of gabapentin on postoperative pain and opioid use in breast surgeries.
Materials and Method:  PubMed, Ovid Medline, and Scopus databases from 2000 to 2019; as well as Google scholar, first 350 results, were searched for all clinical trials and review articles about the subject, using various related keywords. Sixty-two articles were reviewed by 2 researchers and finally data from 22 papers were gathered and assessed.
Results: This review demonstrates that gabapentin is effective in reducing acute postoperative pain after operations of the breast. Also, rate of opioid consumption, an important objective in the period after surgery, is reduced by use of opioids.
Conclusion: This study prompts the effectiveness of gabapentin in controlling postoperative pain in breast operations; since this drug is very seldom used for this purpose in our country, we propose that medical staff consider it as a powerful option after breast procedures. 

FAS and ACC dysfunction in visceral Adipose Tissue
Ehsan Khalili, Naghmeh Janat Alipour, Reza Meshkani, Karamolah Tolabi, Solaleh Emamgholipour,
Volume 14, Issue 2 (Jun & Jul 2020)
Abstract
Background and Aim: A great interest for determining the particular mechanisms underlying lipogenesis and adipogenesis has been raised among researchers in order to fight obesity. We aimed to investigate the gene expression of FAS and its role in regulation of lipogenesis and adipogenesis in visceral adipose tissues from obese and normal-weight subjects.
materials and Methods: A total of.participants including 40 obese patients(BMI≥35 kg/m2 according to WHO criteria) and 20 healthy subjects(BMI=18.8-24.9 kg/m2 according to WHO criteria) were recruited from who were referred to Erfan, Loghman Hakim, Sina, and Imam Khomeini hospitals bypass or sleeve gastrectomy surgeries in obese ones and elective surgery in controls. Participants were all woman aged from 20-50 years and postmenopausal subjects were not included in this study. Isolated total RNA from adipose tissue was used to synthesize complementary DNA(cDNA) and quantitative real-time PCR was performed for analyzing the gene expression of FAS, and ACC. Data was normalized to geometric means of GAPDH and β-actin expression levels.
Results: in VAT from obese subjects, gene expression of FAS was higher than in those from controls. We found a positive correlation between genes expression of FAS and ACC with obesity indices.
Conclusion: It appears that obesity is associated with dysregulation of FAS genes involved in lipogenesis and adpogenesis.

Perceptions of Operating Room and Anesthesia Students and Instructors Regarding the Impact of the Hidden Curriculum on the Promotion of Professional Ethics
Mahnaz Moghadari Koosha, Iraj Salehi, Elaheh Mousavi, Mohammad Reza Safari, Nasim Alipour, Hossein Vakili Mofrad,
Volume 19, Issue 4 (11-2025)
Abstract
Background and Aim: The hidden curriculum is considered the most powerful means of transmitting professional values. Given the critical importance of managing the hidden curriculum to institutionalize professional ethics and professionalism within health higher education institutions, the present study was conducted to explore the perceptions of operating room and anesthesia students and instructors regarding the impact of the hidden curriculum on the promotion of professional ethics.
Materials and Methods: This study was conducted using a qualitative approach based on conventional content analysis. The study population included final-year students and instructors from the operating room and anesthesia disciplines at Hamadan University of Medical Sciences. Participants were selected through purposive and theoretical sampling methods. Data were collected via in-depth, semi-structured interviews. Data saturation was achieved after conducting 24 interviews. The data analysis followed the qualitative content analysis approach proposed by Graneheim and Lundman (2004), and was carried out in seven steps: 1. familiarization with the data, 2. identification of meaning units, 3. initial coding, 4. formation of subcategories, 5. development of categories, 6. extraction of themes, and 7. final review.
Results: The content analysis of the interviews resulted in the identification of 456 initial codes. Following refinement and consolidation, these codes were organized into four overarching categories and ten subcategories. The main categories comprised: ‘Components of the hidden curriculum in professional ethics education’, ‘Mechanisms through which the hidden curriculum exerts influence’, ‘Consequences of the hidden curriculum’, and ‘Strategies for enhancing professional ethics’. The findings indicated that the hidden curriculum, manifested through the behavioral patterns of faculty members and instructors, organizational culture, and interpersonal interactions, plays a pivotal role in shaping students’ ethical attitudes and behaviors. Furthermore, the hidden curriculum, through processes of unconscious learning, reinforcement or erosion of formal values, and the manner in which rules are implemented, can yield both positive outcomes—such as the development of ethical decision-making skills—and negative outcomes, including diminished ethical sensitivity.
Conclusion: This study revealed that the hidden curriculum in operating room and anesthesia education functions as a dual-force phenomenon. On one hand, it fosters the development of professional ethics through constructive role modeling and authentic clinical experiences. On the other hand, it can contribute to ethical erosion by conveying contradictory messages and unhealthy norms. Achieving sustainable ethical learning requires active management of the hidden curriculum through three key strategies: aligning the formal and hidden curricula, empowering instructors as agents of ethical value transmission, and shifting the organizational culture paradigm toward learning from error.

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