1st MBBS Students Research Articles

Exploring the correlation between attendance and academic performance in physiology among phase 1st MBBS students: A comprehensive study

: Regular attendance is a fundamental component of professionalism, especially in the context of medical schools. It involves consistently being present at a designated location and plays a crucial role in fostering the exploration of diverse skills deemed essential in the contemporary scientific landscape. Recent medical literature underscores a clear and mutually beneficial link between medical student attendance and academic achievement, particularly within the framework of the Competency-based curriculum introduced by the National Medical Commission (NMC). This curriculum prioritizes the development of necessary competence through mandatory clinical contact and skills. Despite the mandate imposed by medical universities, absenteeism remains a significant challenge in medical schools. University policies outline specific expectations, including reporting times, allowed break durations, and daily expected working hours, approved by the College Committee across all campuses. Emphasizing the importance of learning activities, the NMC requires attendance for all assessments, ranging from exams and Readiness Assurance Tests (RATs) to quizzes and Objective Structured Clinical Examinations (OSCEs). The study was conducted in the Department of Physiology at GMC Baramulla and its associated hospitals. A total of 198 students from the 2019–20 batches of the first year MBBS, who participated in all internal assessments for both theory and practicals, were included in this study.: The retrospective observational study involved retrieving attendance and theory plus practical marks from all internal assessments conducted on 198 students of 2019–20 batches of first-year MBBS. Two groups were established on attendance: Group A < 75% theory and < 80% in practicals, and Group B > 75% in theory and > 80% in practicals, The mean marks were compared with their attendance. Karl Pearson correlation coefficient was utilized to assess the strength of the association between the two. Correlation studies were conducted based on gender and residence (hosteller vs. non-hosteller), revealing that female students and non-hostellers exhibited higher attendance and scores in both internal assessments and university examinations. Significantly higher marks in internal assessment and University examination were observed in students with high attendance percentage both in theory and practical’s.: There was a significant positive association between attendance and the performance of students in both theory and practical aspects of physiology among Phase 1st MBBS students.

Comparative study of outcome of the Teaching methods for Early Clinical Exposure in 1st Professional MBBS students: Ward side patient demonstration method Vs Video & Dummy patient demonstration method

Background: Early Clinical Exposure (ECE) is a newer concept of teaching learning methodology which provides clinical perspective and relevance to learning of basic sciences. ECE also orients towards actual clinical scenarios and helps the medical students to correlate their theoretical knowledge with real life situations right from the first year of medical college. Aims and Objectives: This study aimed to compare the outcome of teaching methods for Early Clinical Exposure in 1st Professional MBBS students and to assess the effect and efficiency in their performance. Materials and Methods: This prospective comparative study was carried with a sample population of 50 students of MBBS 1st prof. 2021 batch who were selected by random allocation method and divided into two groups of 25 students each, one acting as Bedside ECE group and other as Virtual ECE group. Pre training evaluation was performed at the beginning of study and Post training evaluation was performed after three months. The student’s feedback was taken regarding advantages, disadvantages and suggestions for further improvement. Results: A statistically significant difference was observed between the Bedside ECE and Virtual ECE group at post training in theory (t=15.682, p<0.001), practical (t=12.671, p<0.001) and total (t=17.460, p<0.001) marks of the students after 3 months training. The mean scores of participants were significantly improved more in the Bedside ECE group (39.92±3.23) as compared to Virtual ECE group (23.04±3.60). Analysis of students’ feedback revealed that Bedside ECE was found to be more interesting method of teaching as compared to virtual methods and helped to develop empathy towards the patients as well as motivated them to read more about the topic and helped in retention. Conclusion: Direct contact with patient has been seen to play a crucial role in development of clinical reasoning, communication skills and professional attitudes. The concept of Bedside Early Clinical Exposure goes longway in helping young minds in grasping clinical and theoretical concepts better by involving all domains of learning. KEY WORDS: Competency Based Medical Education, Early Clinical Exposure, Empathy, Reflection, Bedside ECE, Virtual ECE

Use of Badges as Achievements to Enhance Online Learning

Background and Aim: Digital badges are electronic symbols used as microcredentials to document achievement or skills mastered such as course completion, professional development participation, or training completion. The use of digital badges is trending upward in higher education. This study was undertaken for digital badge creation and implementation and investigated the effects of a digital badge system, on three aspects of undergraduate learners: levels of intrinsic motivation, participation in online learning, and general attitudes toward digital badges. This study aimed to implement digital badges for online learning by medical undergraduates and evaluate student perception regarding digital badges. Materials and Methods: A study was conducted on 150 students of 1st MBBS 2020–2021 batch. WordPress platform was used to design website with additional plugins for registration, discussion forum, and achievement badges. Students were sensitized to digital badge system. Students gained points for posting replies to online discussion, viewing content and clarifying doubts, answering quizzes, and online submission of assignments. Using the points scored, a scale was designed for awarding badges. Student feedback on Likert scale and perception regarding satisfaction, and motivation toward academics by digital badges were collected and analyzed. Results: Participants had positive perceptions of the badges, finding them authentic and innovative. The respondents agreed that digital badges helped to set goals and motivated to achieve these goals. Most students who earned digital badges agreed that badges helped increase their confidence in course material (78%), focus on specific learning objectives (65%), look deeper into course competencies (71%), and motivated to attend online classes regularly (83%). Conclusion: The digital badges were positively received by students who commented favorably about digital badges in their learning. Digital badges were perceived by students as a positive adjunct to learning and may provide a novel mechanism to enhance online learning.

Impact of sudden change to online teaching during COVID-19 pandemic on mental health of medical students using the DASS-21 scale

Abstract Background: The COVID-19 pandemic has influenced almost every aspect of life, education being no exception. The sudden shift of teaching and learning using virtual methods was not an easy task. While medicine needs not just knowledge but also skills there were many questions regarding the efficacy of online classes. Aims: To study the impact of the sudden change of teaching method on the mental health of medical students using the DASS 21 questionnaires. Methods and Material: It was a cross-sectional study. This study was done among the 1st, 2nd and 3rd-year medical students over a period of 5 months. Pre-structured DASS-21 questionnaire was used to assess the mental health of these students. We have excluded all the students who already had a history of anxiety, stress, and depression before the corona virus pandemic. Results: Out of 122 students, 34 (27.9%) were males and 86 (70.5%) belonged to the age group 18-21 years. Depression, Anxiety and stress were more among the 1st MBBS students. Conclusions: Sudden changes in the mode of teaching are not easily accepted by the students. The transition should be well-planned.

A study of diagnostic parameters in assessment of metabolic syndrome (MetS) among medical students

Introduction and Aim: Because lifestyle changes and treatments can reduce the incidence of type 2 diabetes and coronary vascular diseases (CVD), early detection of metabolic syndrome (MetS) is crucial. Using the new International Diabetes Federation (IDF) criteria, the study aimed to determine the prevalence of MetS and evaluate the known risk factors. Methods and Materials: The current study was a cross-sectional quantitative study among students of 1st MBBS in Mahavir Medical College and Hospital, Vikarabad, Telangana, India. The study included 150 students of both genders. Anthropometric measurements, blood pressure, fasting blood sugar, lipid profile, demographic details, and risk factors were evaluated. Data was processed using SPSS version 20. P-value <0.05 was considered for statistical significance. Results: In total, 148 students aged 19 years (mean age 18±4), were included in the study. Among them, 66 (44.59%) were males and 82 (55.4%) were females. The comprehensive prevalence of (MetS) was 28.35%. Females have a high risk at 37.8% when compared to males at 18.8%. Additionally, a high prevalence of overweight and obesity, high blood pressure, and low HDL were found to be the primary causes of MetS. Conclusion: Due to the high prevalence of metabolic syndrome among medical students in their early years. Unhealthy habits and a lack of awareness could be to blame for this. Hence health education and early detection followed by lifestyle interventions are imperative in the early phase of their medical education to decrease the prevalence.

Students’ reflection on immediate feedback during formative assessment

Background: Providing immediate feedback to students has shown improvement in students’ knowledge, understanding, and confidence as it helps in identifying lacunae and loopholes in learning process. Despite the usefulness of feedback, common complaint from students is that they usually do not receive feedback immediately in their learning process. We also face similar situation with our students in institute. The aim of this study was to find out effect of giving immediate feedback and explore the views of medical students on immediate feedback during formative assessment. Aims and Objectives: The aims of this study were to evaluate the effect of immediate feedback on the medical students’ learning in medical education. Materials and Methods: The study was conducted in Department of Physiology, GMERS Medical College, Valsad on 183 students of 1st MBBS after ethical approval. Two types of modules were prepared on using “Hot Potatoes” software version 6.3. Module-1: Test 1 without feedback: consist of 20 MCQs and Module-2: Test 2 with feedback: consist of 20 MCQs, provide immediate feedback for each option of MCQ. Two modules were given one by one on WhatsApp group on mobile phone. Reflection writing and feedback from students were taken after that. Results: The qualitative data collected provided important information about the immediate feedback. Feedback responses of students on the questionnaire were analyzed using Likert scale. The Likert scale values were in strongly agree/agree part for Module-2 (with feedback). The students believed that immediate feedback was very helpful in clearing concepts, finding out lacunae, improvement in confidence, and self-learning. An excellent way for self-assessment and improved their deeper understanding of content areas. The students enjoyed innovative way of learning compared to conventional learning. Conclusion: Immediate feedback using this type of feedback modules should be implemented to improve students’ knowledge, understanding, memory, and confidence and can be used as self-directed learning tool.

TWO-POINT DISCRIMINATION ON THE PALMAR SURFACE OF HANDS IN MBBS STUDENTS: INFLUENCE OF BMI, GENDER AND AVERAGE VALUES

Aim: In our study, we attempted to measure the average two-point discrimination values on the pulp of all distal phalanges and the mid-palmar surface of the hands of Healthy MBBS Students and its inuence on BMI and Gender. Study Population & Methodology: We conducted this experiment using a two-point esthesiometer on 100 healthy 1st MBBS students (Females 52, Males 48) aged between 18-20 years from Guntur Medical College, Andhra Pradesh. Based on the BMI we classied subjects under ve categories as per WHO ASIAN-BMI SCALE. Results: Average two-point threshold value in females for right and left rst distal phalanx 3mm, 2.76mm, for second distal phalanx 1.92mm, 2.38mm, for third distal phalanx 2.69mm, 2.26mm fourth distal phalanx 2.84mm, 2.38mm, fth distal phalanx 3.30mm, 2.84mm, mid palmar surface 6mm, 6.76mm respectively. From our study, the two-point threshold is more for the mid-palmar surface. Two-point discrimination has a positive correlation between the right and left palmar surface of the hand but the relationship between variables is weak in the distal phalanges and moderate in the mid-palmar surface. As per BMI, the Two-point discrimination threshold has a positive correlation in the left rst distal phalanx, right and left fourth distal phalanges, right fth distal phalanx and right mid palmar surface. We see an association between gender and the two-point discrimination threshold in the right and left rst distal phalanx and the remaining areas don't have any association.

“PREVALENCE AND MORPHOLOGY OF PALMARIS LONGUS AND HARVESTING ITS TENDON FOR RECONSTRUCTIVE SURGERY – A CADAVERIC STUDY.”

Introduction: Palmaris longus is often described as one of the most variable muscles in the human body and is phylogenetically classied as a retrogressive muscle. Being a primitive muscle, its bro-fascial distal component along with the palmar aponeurosis represents phylogenetic degeneration. Palmaris longus is one of the most desirable tendons in reconstructive surgery, as it is a supercial muscle that makes the process of harvesting easier and safer. The study aims to know the prevalence and morphology of the Palmaris longus muscle and to determine the proximal incision site for harvesting the tendon of Palmaris longus. Materials and methods: Source of data: A study was conducted on 100 upper limbs (50 right and 50 left) from embalmed cadaver allotted for 1st MBBS students. Method: Dissection and observation of the status of prevalence and morphology of Palmaris longus muscle were done and this data was used to frame the site of incision for harvesting its tendon. The data of prevalence in Results: which out of 100 upper limbs, 90 limbs showed normal morphology and 10 limbs (5 right and 5 left) showed complete agenesis. The mean belly length, belly width and tendon length, tendon width on both limbs were tabulated. Based on the observations a formula to determine the proximal incision site was derived. Conclusion: The variations of Palmaris longus is more common, the surgeons should have proper knowledge about prevalence, morphology and site of incision for harvesting Palmaris longus tendon for reconstruction surgeries.

Challenges faced by 1st phase MBBS students during online teaching of competency-based medical education curriculum – COVID times

BACKGROUND: Competency-based medical education (CBME) is a learner-centered, outcome-based approach which motivates self-learning. Currently, the world is experiencing COVID-19 pandemic which led to shutdown of colleges, and hence, online teaching has become a key component in the continuity of medical education. The main aim of the study is to analyze the impact of COVID-19 pandemic on online teaching among 1st-year MBBS students and to assess the challenges faced during this time. METHODS: After obtaining institutional ethics committee clearance, a mixed-method study design was used to collect data from 100 respondents among 1st-year MBBS students of Kurnool Medical College, Kurnool, during the month of September 2020. A prevalidated, semi-structured questionnaire was sent to the participants through Google Forms. The quantitative analysis was done through survey questions on a five-point Likert scale. RESULTS: The reported challenges to online medical education during COVID-19 pandemic were lack of in-person communication (57%), technical issues while attending online classes (49%), difficulty in time management (50%), confusion in understanding course expectations/competencies (44%), and more focused on theory than practicals (59%). Some of them stated that “having online classes is really helpful than not having any classes at all.” CONCLUSIONS: Hence, we conclude that though challenges mentioned above were faced during online teaching of CBME curriculum, effective leadership and student teamwork would be helpful in successful online teaching.

Blood Pressure and anthropometry obesity indices in first professional medical students at a private medical college of Pakistan-a cross-sectional study

Obesity, a significant public health issue, requires immediate attention to prevent obesity-mediated health concerns such as hypertension, metabolic syndrome, and adverse coronary and circulatory events. The present study aimed to determine blood pressure (BP) and anthropometric obesity indices (including BMI, waist circumference, waist-to-hip ratio, and mid-upper arm circumference) of 1st Professional MBBS students in a private medical college in Pakistan, and also to find the association of BP with anthropometric indices. It was a cross-sectional survey conducted at Lahore Medical and Dental College. Institutional Review Board approval was acquired before the study commencement. The duration of the study was from May to August 2022. The study population included all students registered in first-year MBBS who agreed to participate in the study. The present study included 120 participants. The mean ± standard deviation (SD) age of participants was 19.05±0.82 years. Mean systolic and diastolic BP was 116.05±13.21 and 74.85±9.81 respectively. Sixty-seven (56%) participants were having their BP ≥ 120/80 and were identified as pre-hypertensive or hypertensive respectively. Mean ± SD BMI was 22.18±4.31 kg/m2; 67 (55.8%) were having normal BMI, 20(16.7%) were overweight and 33 (27.5%) obese. On the basis of waist circumference; 39 (70.9%) male subjects were normal and 16 (29.1%) centrally obese, whereas 47 (72.3%) females were normal and 18 (23.7%) obese. Overall central obese subjects were 35 (29%). Logistic regression analysis was applied; hypertension was taken as a dependent variable and all-other independent covariates such as anthropometry indices (BMI, waist circumference), gender, age, and residential status were controlled; association of hypertension was significant with gender (p=0.001) and waist circumference (p=0.000). Students need to modify lifestyle strategies for preventing obesity and hypertension.

Design and implement elective module on yoga and yoga-based research in physiology

Background: Elective allows students to think of a career beyond examinations and gives them an impetus to think laterally besides laying down the foundation for future professional pathways. Hence, understanding the importance of electives among medical undergraduates in their academic life is important and electives is not being offered by medical students in India till now. Aims and Objectives: The objectives of this study were as follows: (1) To design elective module on yoga and implement (pilot test) the elective module in 1st MBBS students and (2) to analyze the perception of students and the faculties for the module. Materials and Methods: The study was conducted in the department of physiology among 106 subjects including 1st-year MBBS students and faculty. Faculty sensitization program on the development of the elective module. The evaluation was done by a pre-post standardized validated questionnaire. Perception of faculty (n-05) and students (n-100) taken on Likert’s scale questionnaire by Google form. Results: Results of pre-test and post-test of student’s assessment were compared by paired t-test suggested that outcome is statistically significant with P<0.05 in post-test. Eighty percent of students and 80% of faculties found that the elective module is excellent. Conclusion: The result of the study suggests that the elective module of yoga was well perceived by students and faculty. Electives are learning experiences that will provide the learner with an opportunity to gain an immersive experience of carrier stream, discipline, or research project.

“Flipped Classroom” teaching-learning method in medical biochemistry 1st professional MBBS students

Background: The flipped classroom is an educational model in which the standard lecture and homework elements of a course are “reversed” or “flipped.” In the current scenario, the new teaching-learning (T-L) method like flipped classroom is an essential requirement due to shifting in medical education from teacher-centric to student-centric as a consequence of the recent changes in medical education called “Competency-Based Medical Education.” The advantage of this teaching-learning method is to motivate students for self-directed learning and provides an opportunity for students to read/view course-related material at their own pace and on their own time before the actual class. Change in T-L method in medical biochemistry is extremely important since 1st Professional MBBS students considered it as tiresome and boring subject and give it least priority in all the subjects of 1st Professional MBBS course. Aim and Objectives: The main objective of this study is to introduce “Flipped Classroom” as an innovative teaching-learning method in medical biochemistry. Materials and Methods: For this study, 76 students were in-rolled and randomly divided them into two equal groups. Two topics from the medical biochemistry were selected, each group given an equal chance to learn by each method, at the end of teaching-learning the MCQ test was conducted and feedback from the student was collected. Results: In topics, the group learned the topic by flipped classroom scored more marks than the other group. The mean score of students, after the didactic lecture and flipped-classroom irrespective of the topic, were 4.43 and 5.39 marks, respectively (P < 0.001). Conclusion: The flipped-classroom method was found useful to improve the score of the 1st Professional MBBS students in medical biochemistry subject and facilitate them to understand the topic more clearly than the didactic lecture.

Introduction and evaluation of “Peer-assisted learning” in department of physiology in first-year MBBS students in Muzaffarnagar Medical College, Muzaffarnagar

Background: Traditional lectures (using PowerPoint presentation or chalk and board) have become less effective, monotonous, and involve less student-teacher interaction. Introducing peer-assisted learning (PAL) may improve learning by increased student-teacher interaction, making interesting, and more effective for better student outcome, producing a competent Indian medical graduate. Aims and Objectives: The aim of the study was to introduce PAL in 1st year MBBS students, to evaluate effectiveness of PAL both from Students and Teachers perspective, and to determine feasibility of PAL in a large batch of 150 students with limited teacher availability. Materials and Methods: Place of study is Muzaffarnagar medical college, Muzaffarnagar, UP. Study was conducted on 80, 1st phase MBBS students (2020 Batch) Ethical clearance from Institutional Ethics committee was obtained. A pre-test and a post-test of ten MCQs were given. Feedback from students and faculty members was also taken. Results: As post-test scores show a significant improvement Pal can be introduced as a TL method in MBBS students. Conclusion: Feedback from both the students and teachers show that a significant percentage agree that PAL is helpful in increasing knowledge, should be included in the teaching methodology in CBME curriculum, is feasible, can be included in internal assessment, and improve critical thinking skills.

Influence of examination stress on pulse rate and blood pressure in first MBBS students

Background: The term “stress” was first coined by the endocrinologist Hans Selye in the year 1930’s. Stress causes imbalance in the sympathetic and parasympathetic functions which can lead to disturbance in the body homeostasis. Medical education in India is vast, extensive and is more stressful. During undergraduate course medical students have to undergo many examinations such as internal assessment and university examinations, examination is one of the most common stressor for students. As performance in examinations determines the future of students, it is important for medical educators to know the prevalence, and causes, of stress among students at different time intervals. Aims and Objectives: The aim of the study was to study the influence of examination stress on 1st MBBS students of BRIMS, Bidar from there admission (no examination) to final university examination on blood pressure and pulse rate. Materials and Methods: The present study was conducted after obtaining the Ethical clearance from the institutional research and ethical committee of Bidar Institute of Medical Sciences, Bidar. The study is carried out in the department of Physiology, BRIMS, Bidar. Out of 150 1st year MBBS students, healthy 102 students aged 17 to 20 years were selected for the study after following the strict inclusion and exclusion criteria. After recording basic physical characteristics, Hemodynamic parameters such as Pulse Rate (Beats per minute), systolic blood pressure (SBP) (mmHg), and diastolic blood pressure (mmHg) were recorded in three sessions, 1st session 1 month after the admission, 2nd session 6–8 days before 1st internal assessment, and 3rd session 6–8 days before final university examinations. The values obtained were analyzed by using t-test. P < 0.05 was considered as statistically significant. Results: Results revealed that there was statistically significant increase in the values of pulse rate (bpm), SBP (mmHg), and diastolic blood pressure (mmHg) in the study subjects when non examination period (1st session) was compared with the values of before 1st internal assessment (2nd session) and before final university examination (3rd session). Conclusion: Thus our study concluded that the values of pulse rate, SBP, and diastolic blood pressure were observed to be higher before 1st internal assessment and before university examinations when compared with after 1 month of their admission to college (i.e., no examination time).

Stress Causing Factors Among Medical Students in Taxila, Pakistan

Medical students undergo various factors causing stress which are major concerns regarding mental disorders and suicidal ideation. In this study descriptive, a survey was conducted by using the convenience-sampling technique among a total of 161 students of 1st and 2nd-year MBBS students. The aims of this study were to evaluate the magnitude of stress-causing factors and to analyze how significantly they are related to stress in medical students. Data collection was done by using Medical Students Stress Questionnaire (MSSQ) with few modifications. Results revealed that among four variables, “heavy workload” and “large amount of content to be learnt” are positively correlated with a value of 0.587. The relationship between these two variables is also significant at both .01 and .05 level of significance. In conclusion, these factors causing stress leads to various stress responses, including physiological as well as behavioral responses.

A study of preferred e-learning methods in understanding various aspects of Attitude Ethics and Communication competency among first MBBS students

Background: Online virtual class and e-content learning has gained importance in the current scenario. Attitude ethics and communication (AETCOM) is an important component of competency-based medical education. Aim and Objectives: Current study was carried out to know the preference of online-based virtual learning classes and e-content learning in comparison to traditional lecture class. Materials and Methods: The present study was conducted on 102 students of 1st MBBS of Sri Siddhartha Institute of Medical Sciences and Research center, who voluntarily participated in the study. Traditional lecture class, online lecture class, and e-content learning class were taken to teach the various aspects of AETCOM competency. Feedback questionnaires were taken on various teaching-learning methods in understanding the AETCOM competency. Responses of the students were analyzed using Microsoft Excel sheet and expressed in percentage. Results: In our study, we identified that the majority of students found beneficial with online lecture and group-based e-learning activity in learning and understanding of AETCOM competency in comparison with traditional class. Conclusion: Introducing the online virtual class and group learning activity might help in better understanding the various components of AETCOM skills among medical students.

Effectiveness of team-based learning tutorials over conventional tutorials in 1st MBBS students studying biochemistry

Effectiveness of team-based learning tutorials over conventional tutorials in 1st MBBS students studying biochemistry

Challenges in learning Anatomy by first MBBS students of 2016-17 batch its difficulties and assessment methods preferred by them - a feedback study

Introduction: The first year MBBS students as they walk into the medical colleges face multiple challenges in the first few months of their course. The subject of medical Anatomy and its subdivisions forms a vast portion of their overall curriculum in first year MBBS with maximum teaching hours. Students face disinterest, lack of understanding, inability to recall and are many a times unable to cope up with the demand of this subject. This study was undertaken to address the problems of students of 1st MBBS in learning Anatomy, methods to rectify these problems and assessment methods and interval as preferred by students. Objectives: 1. To detect the problems faced by students of 1st MBBS in learning Anatomy and view of students to proposed methods of rectification; 2. To analyze the students view regarding assessment methods and interval in Anatomy. Materials and Methods: Study was conducted on 150 MBBS students on completion of 1st MBBS exams by means of structured questionnaire distributed to them. Students were exposed to regular teaching methods in department of Anatomy and feedback of students regarding problems faced in learning Anatomy and their views regarding proposed rectification methods were obtained. The feedback of students on assessment methods and interval was also obtained. The results were analyzed. Results: Students faced problems in learning histology and this was because they were unable to identify slides. They also faced problems in understanding embryology. The assessment methods preferred by them was written test for theory in form of short answer questions [43%] and monthly assessment [55%] To rectify their problems, they felt more active learning methods like quiz, students seminars, and more frequent revisions to be integrated in the curriculum of Anatomy. Statistical analysis of both questionnaire was done using SSPS software and p value was Conclusion: This study thus evaluates the student’s opinion regarding Anatomy and its subdivisions. Thus, it calls for a better planning of the curriculum, assessment techniques, revision schedule, etc. to bring about a more effective and apprehensive teaching and learning of Anatomy. This study thus concludes that an integration of newer technologies with traditional methods of teaching Anatomy and active teaching would be beneficial for the students. Keywords: Feedback, Problems, Assesment, Students, Anatomy.

The effect of mentorship program in enhancing the academic performance of first MBBS students.

Introduction: Mentoring is a natural process, which blossoms from the desire of experienced veterans to give and the thirst of inexperienced novices to grow. Formal faculty mentoring could help the 1st year students to thrive on the complicated situations in a newer environment and excel in their career. This study was designed to evaluate the effectiveness of mentorship program in improving the academic performance of 1st MBBS students.Methods: 148 first MBBS students of Al Azhar medical college, who were admitted for 2017-18 academic year, were included for this interventional study. Mentorship program was started in our college since January 2018 after first internal exam, wherein the students were equally divided among 6 mentors. At the end of 6 months, to assess the effectiveness of mentorship program, a post-exam was conducted and the marks were compared with the pre-program performance. Paired t test was used to compare the marks before and after the program. Furthermore, the perception of mentees on mentorship program was also assessed by a valid questionnaire (score of 1-4). Results: The mean score of students in the exam conducted after mentorship program was significantly higher (p<0.001) than that conducted before commencing mentorship program. This increment in performance is appreciated more in girls rather than the boys. Furthermore, the mentorship program significantly (p<0.001) helped to boost the academic performance in below average students who had scored < 50% marks in pre-program assessment. The effectiveness of the mentorship program was further supported by the students’ feedback. 40.5% of the students agreed and 56.8% of them strongly agreed that mentorship program was effective and beneficial to them.Conclusion: The mentorship program obviously improves the academic performance of students, especially below average performers who need extra care and guidance.

Perception analysis of students and faculty of a recently implemented Interactive Teaching session in Anatomy using ‘Jigsaw Technique’ in a north Indian medical college

Introduction: In the new Competency Based Medical Education curriculum, interactive teaching learning has received a major thrust and it is mandated that two-thirds of the teaching schedules must comprise of interactive teaching sessions. Introduced by Elliot Aronson in 1971, the initial purpose of a Jigsaw classroom was to integrate students from different racial backgrounds. Just like every piece of a jigsaw is important to complete the picture, each student plays an important role in the jigsaw teaching session. Aim: To assess the perception of students and faculty towards a recently conducted Interactive teaching learning session using Jigsaw technique for 1st phase MBBS students in the department of Anatomy. Materials and Methods: All hundred students of 1st phase students of MBBS consented to be a part of the study. A total of 6 facilitators were part of the session. 2 rooms were used with each room having 50 students and seats pre-arranged in 10 groups with 5 seats in each group. Colour coding was followed to facilitate smooth conduct of the session. Students moved from their home groups to expert groups and back to home groups. After this the facilitators randomly selected 1 student from each of the 5 colours and asked them to present their sub-topic in front of the entire group of 50 students. At the end of the discussion, the students were administered an online quiz and an online feedback form. The principal author also conducted individual interviews with the other 5 facilitators to gather feedback. Results: An overwhelming majority of the respondents rated the session very highly. Most of the respondents agreed that apart from gaining knowledge about the topic, attending the Jigsaw session also generated their interest in the topic and motivated them to read further about the topic. Respondents also found the quiz very useful. Conclusion: Cooperative peer assisted learning empowers students and has the potential to reduce student dissatisfaction thereby