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Fingerprints and blood samples are important for the identification of individuals and criminals. The present study aims to identify the predominant fingerprint patterns and the association between the fingerprint patterns and ABO–Rh blood groups in Omani population.

A cross-sectional study was conducted on 200 Omani individuals aged 18 years (104 males and 96 females). The imprints of all right and left-hand fingers were taken, and the types of the fingerprints were determined using a standard protocol. The blood group of all the subjects was recorded. Chi-square test was performed to identify the association between the fingerprint patterns and the ABO and Rh blood groups.

The loop fingerprint pattern was the most common in Omani subjects (49.4%), followed by whorl (44.9%) and arch (5.7%) pattern. A significant association (p < 0.001) was found between gender and fingerprint pattern. The loop was the highest occurring pattern in the females (54.6%), while the whorl was more in males (50.0%). The whorl pattern was the most common in the AB+ and O− groups. The loop was a predominant pattern in the A+, A−, B+, B− and O+ groups. The Chi-square test also revealed a significant correlation between different fingerprint patterns and blood groups of the subjects (p < 0.001).

The present study is an outcome of undergraduate student's research project thesis for the Doctor of Medicine (MD) program. The results of the present study may help in creating a data bank for biometrics, which can be useful for diagnosing associated diseases and also help in identification of individuals.

The teaching and learning of anatomy has experienced a significant paradigm shift. The present study assessed the level of knowledge in anatomy in medical postgraduate students and explored the impact of interventions in the form of anatomical videos on knowledge obtained. An awareness of the importance of human anatomy for clinical skills was created to ensure a certain level of competence be achieved by the end of the anatomy course.

Postgraduate medical students were recruited from various specialties on voluntary basis. The first step was to conduct a preliminary screening exam to determine the level of anatomical knowledge. The students were then divided into two groups at random, one of which received no intervention (the control group), and the other of which watched the videos with content that was pertinent to the practical demonstrations (intervention). To assess the effects of the video intervention, a post-test was administered to all students.

Both spot tests (SPOTs) and short answer question (SAQ) components for scores of all the regions from the intervention groups were comparable to the scores obtained by the post-test control group, although the findings were not significant (p > 0.05). However, the intervention group from the abdomen (ABD) region did perform significantly better (p < 0.05) than the screening test score.

The results of the research study imply that interventions like anatomical videos can bridge the postgraduate trainee’s anatomy knowledge gap in a practical method which will immensely help in increasing their knowledge.