Abstract Background: Cervical cancer is the most common cancer in women worldwide, and early diagnosis of cervical malignancies is the key of treatment and an effective screening method. Histopathology and immunohistochemistry are the gold standard for diagnosing cervical lesions. The immunohistochemistry expression of p16 together with the proliferative marker Ki-67 correlates well with the degree of cervical intraepithelial lesions and malignancies. Aims and Objectives: The present study was undertaken to study and compare the expression profile of protein p16 and Ki-67 in cervical intraepithelial and malignant lesions and its correlation with human papilloma virus (HPV) infection. Settings and Design: The present study was a prospective case–control study in a tertiary referral center. Materials and Methods: We evaluated and compared the immunohistochemical expression profile of antigens p16 and Ki-67 in 60 cases of histologically diagnosed cervical intraepithelial and malignant lesions (cervical carcinoma 24 cases, highgrade squamous intraepithelial lesion 16 cases, lowgrade squamous intraepithelial lesion 10 cases, and 10 cases of chronic cervicitis as control). Results: The mean labeling index of p16 and Ki67 was higher in cervical carcinoma (8.75 ± 0.84) than high-grade intraepithelial lesions (7.43 ± 1.93) and minimum in low-grade intraepithelial lesions (2.7 ± 2.58). Similar results were seen for Ki-67. The combined detection of p16 and Ki-67 increased the specificity to 87.5% and sensitivity to 100%. Conclusion: The study concludes that p16 and Ki-67 expression can help to distinguish between premalignant and malignant cervical lesions and p16 may be used as a prognostic marker for detecting HPV in cervical neoplastic lesions.

Abstract This case was collected as a part of the pharmacovigilance elective under the Department of Pharmacology, CMC, Ludhiana. Intravenous immunoglobulins (IVIGs) are routinely used in clinical practice for several autoimmune diseases. In this case, the patient was started on IVIG at a dose of 30 mg following which the patient had breathlessness.

Abstract Background: Contraceptive use remains low in Nigeria despite various interventions. The COVID-19 pandemic further impacted sexual and reproductive health, especially in low- and middle-income countries. This study examined the knowledge, attitudes, practices, and effects of the COVID-19 lockdown on family planning among married women in Enugu State, Nigeria. Methods: A cross-sectional survey was conducted with 500 married women randomly selected from district hospitals in Enugu State. Data were analyzed using descriptive and inferential statistics in SPSS version 25. Results: Among the 500 participants, 235 (52%) were aged 31–40 years, and 255 (56.5%) desired 4–6 children. Good knowledge, positive attitudes, and contraceptive use were reported by 243 (53.9%), 283 (62.7%), and 287 (63.6%) women, respectively. Factors associated with good contraceptive knowledge included age (P = 0.013), education (P < 0.001), husband’s education (P = 0.001), occupation (P < 0.001), and salary (P < 0.001). Due to COVID-19 restrictions, 163 (36%) women missed clinic appointments, 91 (20.2%) began using family planning during the lockdown, and 181 (40.1%) experienced unintended pregnancies. Conclusion: This study reveals that knowledge, attitudes, and practices surrounding family planning remain suboptimal, with COVID-19 restrictions negatively impacting access to family planning services in Enugu State. Future health strategies could include remote contraceptive service delivery during movement restrictions.

Abstract Background: Pedagogy is a crucial art where teachers facilitate and enhance the learning process. Physiology, as a conceptual subject in medical education, can benefit from effective teaching strategies. Innovations and new teaching methods are continually being explored to increase student interest in physiology. One such initiative is the pedagogy competition, designed to boost engagement and motivation among undergraduate medical students, while also fostering critical thinking and self-directed learning. However, the impact of these competitions on student learning outcomes and perceptions has not been thoroughly examined. Therefore, this study investigates the effectiveness of pedagogy competitions on learning outcomes and perceptions among medical undergraduates. Materials and Methods: A questionnaire-based quasi-experimental cross-sectional study was conducted with 1st-year MBBS students (n = 70). Students (n = 35) who participated in the pedagogy competition were classified as active learners, while those (n = 35) who did not participate served as passive learners. A validated questionnaire containing both closed-ended and open-ended questions related to the pedagogy competition was administered. The data were then tabulated and analyzed. Results: The concept of pedagogy competitions was familiar to 87% of active learners and 50% of passive learners. Both groups believed these competitions positively impacted their learning experiences, enhancing motivation, improving comprehension, and encouraging exploration beyond the standard curriculum; however, the degree of acceptance was significantly higher among active learners. Both groups also agreed that participation in pedagogy competitions improves communication skills, and they were neutral regarding whether the experience caused added stress. Conclusion: The study found that both active and passive learners viewed pedagogy competitions positively, citing increases in motivation, understanding of complex concepts, and exploration beyond the curriculum. Active learners rated these benefits more highly. Both groups agreed that the competitions improved communication skills and were neutral about potential stress. In addition, the competition fostered self-directed learning and facilitated peer interaction.

Abstract Introduction: Risky behavior among adolescents is a major public health problem in India and it affects health both at that time and in later years. Poor mental health is strongly related to other health and development concerns in young people notably lower educational achievements, substance abuse, and violence. The aim of this study is to assess the health risk behaviors of male school-going tribal adolescents from Jharkhand, India. Methodology: The present study is a cross-sectional descriptive study design. Schools were selected from rural areas of Ranchi district, Jharkhand. Sociodemographic data sheet and the Global School-based Student Health Survey were administered. Results: A total of 780 male students participated in the study. In the present study, 3.46% of the respondents have felt lonely always during the past 12 months, and 1.15% of the students have seriously considered attempting suicide. In this survey, the prevalence of current alcohol use among students (i.e., drinking at least one drink containing alcohol on one or more of the past 30 days) was 14.35%. In the school survey, it was found that during the past 30 days, 1.41% of the students have used marijuana (cannabis) 20 or more times. During the past 30 days, 18.46% of the students reported that they smoked cigarettes all 30 days. Conclusion: The finding of the study shows that mental health scenarios and high-risk behaviors are prevalent among adolescents from the tribal community; considering their social, religious, cultural, and economic backgrounds, adequate psychosocial intervention plans can be made for early identification and adequate intervention. This information might help policymakers, health professionals, and researchers to incorporate prevention and treatment strategies to reduce risk behaviors and prevent psychiatric disorders among these adolescents.

Abstract Crossed fused renal ectopia is a rare congenital anomaly. If at all detected, it is incidentally only. A 35-year-old female, during investigation for abdominal pain and lower urinary tract symptoms, was found to have an empty right renal fossa and left crossed renal ectopia with fusion on intravenous pyelography and ultrasonography. In our case, renal function was normal. This anomaly is frequently associated with other abnormal situations such as agenesis, vascular malformation, incontinence, a palpable abdominal mass, urinary tract infection, high incidence of stone formation, and genital anomalies. The importance of adequate imaging is being emphasized through this case report.

Abstract Breast cancer is the most common malignancy in females and the leading cause of mortality in females among all malignancies. Distant metastasis to the bone, lungs, liver, and brain are commonly found in them, but gastrointestinal involvement is rare. Direct extrahepatic involvement without the liver is exceptional, and we report one of these rare cases that presented with obstructive jaundice due to metastasis from breast cancer to the periampullary region. This case emphasizes the role of tissue histopathology and immunochemistry profile to include the possibility of biliary localization of metastasis from primary breast cancer as a differential diagnosis of obstructive jaundice.

Abstract Background: Since time immemorable, active teaching and learning in medical education has been concentrating on theory part of the curriculum. However, there are fewer methods of active learning for practical classes. Active teaching and learning are required during revision practical classes as students tend to show lack of interest since the practical is done by them once. To minimize this indifferent and diffident attitude, the idea of peer assisted learning in practical revision sessions is introduced. Materials and Methods: The study was conducted among I phase MBBS students of competency-based medical education curriculum in revision practical session. The total of 38 students participated and were divided into three equal groups. The participant was instructed to frame the questions (at least 5, one should be assessing the practical skill) by discussing among the members of the group on the allotted topic. The participants of the three groups assemble at the end of 20 min, 1 group pose question to other 2 groups in front of teacher. 1 mark is allotted to the group who asked the question if the other 2 groups do not answer. The group who answers the question correctly will get 1 mark and 5 marks to the group which correctly performed the practical skill which was posed by one group. Similarly, chance for asking questions is giving to other 2 groups as well and marks were allotted accordingly. Later, the link of the Google form regarding this study was presented to the participants to gather the perception of this method of learning. Results: Out of the 38 students participated. 89.5% agreed that this activity involved all as a team and 94% of the students said that learning from their peers was useful. 98% of the students said that such activity should be incorporated in revision classes and peer learning is required for practical sessions. It was found that 100% of the students used the laboratory manual for reading. Discussion: During revision sessions, students get an opportunity to understand the topic in depth which will be very useful for students during their practical and viva voce examinations. Hence, equal importance must be given for these revision classes. Conclusion: Peer learning activity during practical revision classes is an efficient way of conducting practical revision classes.

Abstract Background: Clinical examination skills are conventionally taught using “see one, do one, teach one” (SODOTO) method, which has recently come under criticism. Peyton’s (four-step) model is claimed to be a better approach for skill teaching; nonetheless, research regarding its effectiveness in ophthalmic clinical skills is scanty. Aim: The study aims to compare the effectiveness of Peyton’s approach and the SODOTO method for acquiring ophthalmic clinical examination skills. Methodology: Forty Phase III Part 1 undergraduate medical students, who volunteered and consented to participate in the study, were divided by lottery method into two groups (Groups A and B), each comprising 20 participants. Pre-validated checklists were used for clinical skills teaching-learning and assessment by ophthalmic clinical evaluation exercise (OCEX). Student’s perception questionnaire sheet was prepared and validated by the subject experts. A pilot study was conducted on the residents. Theoretical instructions about torchlight examination (TLE) and slit-lamp examination (SLE) skills were given to the study participants, and resource materials were shared (on WhatsApp). TLE skills were demonstrated to Group A by the SODOTO method and to Group B by Peyton’s model and assessed by OCEX. The groups were crossed over for the teaching methodologies to teach SLE skills, and OCEX was conducted for assessment. The perception of students was recorded using the feedback questionnaire. Results: OCEX assessment scores of students who were taught clinical examination skills by Peyton’s model were significantly better than the SODOTO scores (P = 0.008). Further, the OCEX score was significantly better (P = 0.001) for students who were taught TLE skills by Peyton’s model. However, no difference was found between assessment scores of SLE skills taught by the SODOTO method and Peyton’s four-step approach (P = 0.88). Students felt more confident in SLE skills taught by Peyton’s model (P = 0.027). Conclusion: Peyton’s four-step model was found to be superior to the traditional SODOTO method.

Abstract Background: The introduction of the objective structured viva examination (OSVE) in anatomy aims to enhance the objectivity, fairness, and efficiency of medical education assessments. Traditional methods often fall short of providing a comprehensive evaluation of students’ knowledge and skills in anatomy. This study explores the implementation of OSVE in anatomy and examines the responses from students and faculty globally. Aim: The aim of this study was to introduce the OSVE in anatomy to minimize bias and improve the standard of medical education. Objectives: (1) To introduce OSVE in anatomy. (2) To prepare a structured question bank for anatomy. Methodology: Study Design: This was an Experimental study. Ethical Considerations: The study was approved by the institutional ethics and research committees. Study Population: First-year undergraduate medical students at Government Medical College, Srinagar, J and K, 2021/2022. Sample Size: 180 first-phase MBBS students. Procedure: Students were assessed using conventional viva examination (CVE) and OSVE after teaching the gross anatomy of the thorax region. Both examinations were scored out of 20 marks. OSVE was standardized with identical questions and timing for all students. Feedback was collected using a five-point Likert scale to gauge students’ perceptions and satisfaction with both methods. Data Analysis: Mean academic scores from CVE and OSVE were compared using a paired t-test, with P ≤ 0.05 considered significant. Student responses were analyzed using SPSS version 20, and the median scores were compared using the Wilcoxon signed–rank test (P < 0.05 significant). Discussion and Conclusion: The implementation of OSVE was favorably received by both students and faculty, who found it more convenient and unbiased. The positive feedback supports its inclusion as a key assessment tool in both formative and summative evaluations. This study demonstrates that OSVE is a feasible and effective method for assessing theoretical knowledge and practical skills in undergraduate anatomy students. Faculty and student feedback underscores the value of OSVE in enhancing educational assessments. The choice of assessment methods should be guided by their suitability for the intended purpose, whether summative, formative, or both.