Multivitamins and minerals (MVMs) are readily available dietary supplements that help prevent nutritional deficiencies and boost energy. This study examined the prescribing and consultation practices of healthcare professionals (HCPs) related to MVM supplements in Pakistan.

This cross-sectional study used a web-based structured questionnaire to collect data from HCPs from February 2021 to January 2022. The study link, which included a consent form and questionnaire, was circulated on social media platforms, and all individuals who provided consent and completed the forms were included in the study.

A total of 524 HCPs participated in the study, with the majority being males, holding MBBS or Fellow of the College of Physicians and Surgeons qualifications, and working in urban settings. Findings revealed that HCPs prescribe MVMs for varied reasons. We assessed differences based on various factors like gender, education level, area of practice and specialty. Most of the differences observed were not statistically significant, except for a few related to area of practice and education level that were found significant. The primary conditions prompting MVM prescriptions included osteoporosis and bone pain (80% for vitamin D and calcium), fatigue and weakness (over 70% for iron) and numbness/tingling (more than half for folate and vitamin B₁₂). Regarding biospecimen analysis before prescribing MVMs, 46% of HCPs required laboratory investigations before prescribing vitamin D and calcium and 60% for iron prescriptions. Common formulations prescribed include cholecalciferol for vitamin D deficiency (62%) and ferrous sulfate for iron deficiency (76%).

Our study findings highlight that the prescribing practices of MVMs by HCPs are primarily in line with the known physiological roles of these supplements. However, a few identified gaps in practices highlight the need for standardised guidelines to ensure patients’ health and well-being.

Generative artificial intelligence (AI) tools are rapidly transforming case-based learning (CBL) within medical education. Despite growing interest, the literature is heterogeneous, fragmented and inconsistent in terminology and methodology. This scoping review aims to systematically map and synthesise evidence on the integration of generative AI in CBL, identifying key themes, educational outcomes, challenges and research gaps to guide future investigations, curricular innovation and policy development.

A comprehensive search strategy, developed with a health sciences librarian, will be implemented across multidisciplinary databases, including PubMed/MEDLINE, ERIC, Scopus, Web of Science, EMBASE and CINAHL, covering publications from 2019 to 2025. Two independent reviewers will conduct title/abstract and full-text screening using predefined eligibility criteria. Data extraction will use standardised charting forms capturing study characteristics, AI applications, educational contexts, outcomes and user perceptions. Data synthesis will involve descriptive statistics and inductive thematic analysis to create an evidence map of generative AI-supported CBL in medical education.

No ethics approval is required, as the review synthesises published literature. Findings will be disseminated through peer-reviewed journals, conferences and stakeholder networks to inform educators, researchers and policymakers.