1st-year Students Research Articles

THE IMPACT OF STRESS ON ACADEMIC PERFORMANCE OF FIRST-YEAR MEDICAL STUDENTS

Objective: Anxiety is not uncommon in students pursuing professional and other courses. It makes us tired very early, as well as becoming the main cause of stress in young adults. Cognitive function may be affected during or after a stressful event. Our primary objective is to determine the prevalence of anxiety among medical students at Tirunelveli Medical College (TVMC), Tirunelveli. Methods: A cross-sectional study was carried out among 150 1st-year medical students of TVMC who had spent more than 6 months in college. We assessed the students during the period without and during the period with examinations. Anthropometric variables of students included are age, gender, weight, height, and body mass index. The prevalence of anxiety was determined with a structured, validated questionnaire. We used the Hamilton Anxiety Scale (HAM-A), which has a cut-off score for various levels of anxiety. The students were subjected to the questionnaire both before and during the examination. All 150 students completed the questionnaire. Anthropometric parameters are age-matched. Results: Data were analyzed using a paired “t” test. A high prevalence of anxiety (p<0.001) among medical students was found. Conclusion: Female students were found to be more prone to anxiety than male students, and there was a significant association between the prevalence of anxiety and the examination period. This study finds a significant number of students with high anxiety scores indicating emotional distress, which may result in poor academic performance.

A cross sectional study to assess knowledge and self-expressed practices regarding universal precautions among nursing students

Background: Each year, 2 million healthcare workers (HCWs) are exposed to HBV, 9 million to HCV and 1 lakh 70 thousand to HIV. To reduce disease transmission, blood and body fluid precautions were recommended in 1983 by the United States Centre for Disease Control (CDC). Objective was to assess the knowledge and Self-Expressed Practices (SEPs) regarding universal precautions among B.Sc. Nursing (BSN) students and the association between knowledge and SEPs. Methods: A descriptive approach and cross-sectional study design was used. A total of 200 students from BSN 1st year, 2nd year and 3rd years 60, 70 and 70, respectively, consented to participate in the study. Bio-data profile, a self-structured questionnaire to assess knowledge and a Likert scale to assess SEP. Results: Only 2.9% of students of BSN 2nd year fall in the adequate knowledge category, whereas 56.67 % (n=60) students of 1st year, 71.5% (n=70) students of 2nd year, and 68.6% (n=70) students of 3rd year belonged to moderate knowledge category. 86.67% of students in BSN 1st year, 78.57% of students 2nd year and 68.57% of students 3rd year fall in the adequate SEPs category. Only BSN 3rd year students showed a significant association between knowledge and SEPs sum total score (p=0.02). Conclusions: Maximum students had moderate knowledge, but SEPs were in an inadequate category. Students repeatedly receive training regarding universal precautions as they are the future of the health care system, and continuous surveillance of occupational hazards should be conducted to ensure safety and awareness among students and other Health Care Workers (HCWs).

The Effectiveness of a Technical Communication Module for Automobile Manufacturing Students at Vocational Colleges

This study employs a one-group pretest and posttest design to assess the written and oral technical communication (TC) skills of students in vocational colleges in China. Fifty-nine 1st-year students in automotive engineering participated in a 3-week implementation of a TC module. To measure learner differences, students took oral and written tests before and after the intervention, respectively. Results showed that the module effectively improved students’ written and oral TC skills. In addition, findings from interviews with participants and English teachers indicated that the TC module is suitable from a pedagogical perspective.

Internet Addiction Amongst Students of a Medical College in Central India: A Cross-Sectional Study

Internet addiction is an upcoming problem that has been considered as an important public health problem and the position of India comes after China, US and Japan in terms of highest number of internet users. To assess the usage of internet among students of Medical college and to classify levels of internet addiction. A questionnaire based crosssectional study was planned. Students of 1st year, 3rd year and interns were selected to participate in study. Young’s Addiction Test was used as a tool to assess and classify internet addiction. Data was entered and analysed in Epiinfo7. 49.75% (199) students has mean score between 50-79 which indicates moderate dependence on internet whereas 36.50 (146) students has mean score of 31-49 and 3.75% (15) students show mean score between 81-100 which indicates mild and severe dependency on internet respectively. 10% (40) students has mean score between 0-30 which indicates normal internet usage. the internet usage among medical students is on rise which should be taken care of with care and special program should be taken to create awareness amongst students.

Research on addiction to social media and mobile phones among 1st-year medical students

Background: In the past few years, there is alarming rise in the technology which includes advancement in the speed of internet, development of various online games, introduction of several new applications, and also debut of many social media applications. Because of this today, a lot of people, majorly including the youngsters, are getting addicted to social media which is bearing a negative impact on their academic performance and personal life. Many individuals are so much addicted to this social media that they cannot stay even a single hour without using it, also using mobile phones. The continuous usage of social media leads to increased screen time, and hence leads to prolonged gazing of the screen, which has a negative impact on the vision, can lead to headache, blurring of vision, redness of eyes, dryness of eyes, and sometimes even severe conjunctival irritation. Individuals will be so much glued to the screen that, they hardly change their body posture which may lead to the onset of cervical spondylosis and lumbar spondylosis at a very young age and also using more mobile phone. Aims and Objectives: This study was designed to estimate the prevalence of technology addiction, usage of social media, and dependency on them. Materials and Methods: This was a cross-sectional study conducted among 150-year medical students. The questionnaire was being prepared using Google forms which included questions on how often do they use the social media and for what purpose they use social media; there were also questions regarding the ill effects the social media is causing on their lifestyle including their academical performances and social connectivity with family members and friends and also on their physical and mental health. The consent from the participants was also taken in the Google forms after ensuring that there is no harm for them while they are a part of this study. Results: The results showed that the majority of the 1st-year medical students are very much addicted to social media; about 94.6% of the study subjects use social media daily. Furthermore, many of them prefer to use Instagram as a major source of entertainment. Conclusion: This study showed that the 1st-year medical students are more addicted to social media, have increased screen time and majority of them spend time in watching more and more reels on Instagram. We can also conclude that the addiction to social media is bringing a lot of health hazards and loss of cognition among students and disturbs their mental health and personal life.

Effectiveness of a Competency-based Foundation Course in Enriching Medical Education: Insights from First year MBBS Students

Background: The medical profession requires extensive knowledge and skills, making it a demanding and challenging profession. To help 1st-year medical students from diverse cultural and social backgrounds transition from a highly protected school environment to a professional course, a 1-month orientation program has been introduced by the National Medical Council in India. Objectives: This study aimed to evaluate the feedback of 1st-year medical students on the competency-based medical education foundation course. Methodology: A cross-sectional study was conducted on 525 1st-year MBBS students from the 2022 to 2023 batch in various medical colleges across different states. A predesigned, structured, and validated questionnaire was used to obtain feedback from students on a 5-point Likert scale. Results: The feedback of 525 students was obtained and analyzed. The majority of students in all states reported 75%–100% orientation on the role of doctors in society, family practice, and national health policies. Basic life support skills were highly appreciated by most students (>55%) in all states. Computer skills were also found to be useful by the majority of students (61%). Most students (100%) reported sensitization and awareness of medical ethics and the availability of student support systems after attending the course. Field visits were rated as extremely useful, and the majority of students (52.9%) had exposure to sports and extracurricular activities. Conclusion: The foundation course aims to develop the necessary skills and leadership qualities that are essential for the overall development of an individual and an efficient doctor. Majority of the students rated the foundation course as very useful, indicating it to be a useful teaching program aiding in a smooth transition and adaptation to the various challenges throughout their professional course.

Comparison of symposium versus didactic lecture in learning physiology topics among 1st-year MBBS students

Background: The new competency-based medical education represents a paradigm shift from a teacher-centered to student-centered learning. Symposium ensures the active participation of students as compared to didactic lectures (DL). It is necessary to introduce methods that encourage the active participation of students. Aims and Objectives: The aims and objectives of the study are to compare the effectiveness of symposium and DL as teaching methods among 1st-year MBBS students and to evaluate the feedback regarding the teaching methods from students. Materials and Methods: A quasi-experimental study was conducted among 100 1st-year MBBS students to evaluate the effectiveness of symposium and DL as teaching methods in physiology. Six relevant topics in physiology were chosen. A pre-test in the form of MCQ was used to assess knowledge regarding the topic. Students were divided into groups “A “and “B” based on their roll numbers. Group “A” attended the symposium, while the group “B” students attended DL. At the end of the session, the same questionnaire was provided to all students (post-test) to assess the knowledge gained. The groups crossed over after three topics. Feedback was taken from students at the end of six sessions. Statistical analysis was performed using IBM SPSS version 20.0 software. Wilcoxon Signed Rank test was used to test the statistical significance of the difference in the mean of different tests from baseline to post-test findings, and a Mann–Whitney U-test was used for comparing the feedback score between two teaching methods. Results: There was a statistically significant increase in the post-test scores in the symposium group in three topics. On evaluating the feedback form, 93.2% of students opined that symposium-based learning was more interesting. Also, 54.1% of students preferred symposium over DL. Conclusion: Symposium is an effective learning method that improves students’ learning outcomes in physiology.

Implementing objective structured practical examination as a formative assessment tool for practical skills in 1st-year MBBS students: A comparative study in the physiology department at Surat Municipal Institute of Medical Education and Research, Surat

Background: It is a well-known fact that assessment drives learning. One of the most important aspects of training a doctor is the acquisition of practical skills. The conventional practical examination (CPE) fails to guarantee the development of the skills expected from students by the end of the course. In addition, the scoring is affected based on the examiner’s variability for different students. Objective structured practical examination (OSPE) has been used to evaluate those areas of performance by students. CPE also does not provide any feedback except stating pass or fail. To overcome this problem, an earlier innovation in this regard is the OSPE described in 1975 and greater detail in 1979 by Harden and his group. The OSPE is now an accepted tool in the assessment of practical skills in both pre- and para-clinical subjects. In view of this, we have implemented the system of OSPE for the assessment of practical physiology in the Department of Physiology at SMIMER College in Surat. Aims and Objectives: The study aims to introduce OSPE as a formative assessment method for 1st-year MBBS students within the physiology department. It involves conducting a comparative analysis between CPE and OSPE to evaluate the efficacy of these assessment methods. In addition, the study seeks to assess students’ satisfaction with the implementation of OSPE for evaluating practical skills and to investigate faculty perceptions of OSPE as a formative assessment tool. Materials and Methods: The study was conducted in the physiology department of SMIMER on 138 students of 1st-year MBBS. The first CPE was conducted on 46 students each on 3 alternate days over a period of 1 week by six faculties. The students underwent a second evaluation of the same practical skills, next week through the OSPE method. Feedback from students and faculties was taken separately. CPE was compared with OSCE statistically to find the significance of the difference in means between the marks of these two methods. Results: The results indicate that while students achieved higher marks in the conventional method of practical assessment compared to OSPE, the difference between the two was not deemed statistically significant (P = 0.1). Interestingly, over 80% of students expressed a preference for integrating OSPE into future assessments. Notably, 60% of students perceived OSPE as potentially easier to navigate than traditional practical assessments, while over 80% acknowledged its broader coverage of topics. Furthermore, a significant majority, more than 70% of students, deemed OSPE as a fairer evaluation method compared to traditional approaches. Moreover, a majority of faculty members, exceeding 50%, endorsed the feasibility of conducting OSPE within the Department of Physiology at SMIMER. Their strong consensus highlighted the objectivity and efficacy of OSPE stations in evaluating cognitive and psychomotor skills, surpassing conventional assessment methods. Conclusion: Overall, the findings suggest that while there may not be a statistically significant difference in marks obtained between traditional practical assessment methods and OSPE, there is a strong inclination among students and faculty toward incorporating OSPE into future assessments. Students appreciated the wider coverage of topics in this method. Faculty members recognize the objectivity, validity, and reliability of OSPE but are unsure about its feasibility. The consensus leans toward utilizing OSPE for formative assessment in the future.

Evaluate the impact of foundation course conducted at the level of 1st-year MBBS students at Assam Medical College, Dibrugarh – A student perspective

Background: Since 2019, the Medical Council of India (MCI) has started to introduce Competency-based Medical Education, which highlighted the importance of an 1-month duration foundation course. This period is considered necessary for the students to adapt to the new environment in the college. The present study was done to evaluate the impact of foundation course conducted at the entry level of MBBS students. Aims and Objectives: The objectives of the study are as follows: 1. Evaluate the input of the students on all the topics of the Foundation course modules and 2. Based on student’s input, improve the course for future sessions. Materials and Methods: All the new 1st-year medical students admitted in November 2022 were the study subjects. The guidelines laid down by the MCI were followed when implementing the foundation program. A pre-designed Google Form questionnaire, which included items that were appropriate to the research question, was circulated among the students, and input from them was used to evaluate the program. Feedback was received from students using a three-point Likert Scale. Results: It was observed that after the implementation of the 1-month duration foundation course, knowledge of the students as well as the need and the importance regarding all the modules increased and was found to be extremely significant statistically (P < 0.0001). Conclusion: Overall, the sessions in the foundation were positively received by the students. The information thus gathered will enable us to enhance the program for the following year and fulfill the objectives of the course.

Physiological impact of a single cup of coffee on systemic blood pressure and heart rate – A randomized controlled trial

Background: Coffee is a prevalent beverage that is consumed on a global scale. This study was done to depict the immediate effects of caffeine on systemic blood pressure (BP) and heart rate (HR) in young healthy, normotensive individuals who consume coffee on an infrequent basis, using validated non-invasive techniques. The acute properties of caffeine have been the subject of numerous studies, and we’ll be exploring the latest findings on this topic. Thus, we think that it is more useful to ascertain if a typical cup of coffee can produce a significant rise in BP and HR. Aims and Objectives: This research aimed to examine the effect of a single cup of coffee on the HR and BP of young healthy adults. Materials and Methods: The study was conducted on 68 participants from 1st-year MBBS students enrolled in the study of those 4 were excluded as two males showed systemic BP of >140/80 and we have excluded two females to maintain an equal male and female ratio. In a randomized double-blind, placebo-controlled study, 64 healthy subjects were first divided into caffeine and placebo groups. One cup of coffee and a placebo drink were administered orally to 64 healthy, normotensive adults, and BP (systolic BP [SBP], diastolic BP [DBP]) and HR were observed. Results: Administration of caffeine shows increased systolic and DBP from 0 to 30 min after coffee intake was significantly higher in the caffeine group than in the placebo group. The mean SBP, DBP at 90 min in the caffeine group was compared to the mean SBP, DBP at 90 min in the placebo group. The mean difference in both was statistically significant with a P < 0.001. Conclusion: The present study concludes that the ingestion of a single cup of caffeinated coffee may elicit a significant increase in both systolic and DBP, as well as in HR, among young, healthy, and sporadic coffee consumers. Notably, such a rise in physiological parameters may interfere with the accuracy of BP measurements taken in the few hours following coffee intake, especially in individuals who consume coffee on an occasional basis.

Self-appraisal of communication skills in phase I medical students – A comprehensive analysis

Background: Effective communication is the cornerstone of quality medical care. Competency-based medical education emphasizes the importance of communication skills training in medical education. Training sessions yield optimal results when participants are cognizant of their specific communication gaps. This study explores the self-appraisal of communication skills among phase one medical students at Jubilee Mission Medical College and Research Institute. Aims and Objectives: The primary objectives of this study are to assess the self-appraisal of communication skills among phase I medical students and to identify specific areas of strength and weakness in various aspects of communication. Materials and Methods: The cross-sectional study at the institution included all 1st-year medical students. Students self-assessed their communication skills using the quest verbal questionnaire, which examined their aptitude in various aspects of communication such as listening, acceptance, empathy, and conveying clear messages. Statistical analysis was performed to assess and categorize skill levels. Results: Analysis indicated that a significant majority of students (74.74%) identified themselves as having good communication skills, with varying strengths in different aspects of communication. Notably, acceptance was a prominent skill among participants, while sending clear messages appeared to be an area needing improvement. Conclusions: The present study identified the gaps in their listening skills and sending clear messages and based on these results, medical education programs might contemplate the incorporation of hands-on communication skill exercises and early-stage simulations within the curriculum. Attitudes, ethics, and communications sessions on communication skills when planned for students of different phases would be beneficial, for both the facilitators and students, if self-appraisal of students’ skills is done.

A comparative study of teaching-learning with flip classroom method and interactive lectures for 1st-year medical undergraduates in biochemistry

Background: One method used selectively in medical education institutions is the Flipped Classroom Model. According to this paradigm, students receive their first material education at home by completing tasks instead of the typical, boring teacher-centric lectures. (minimum 48–72 h before the session), and spend class time in interactive sessions and group activities. Aim and Objectives: The objectives of the study were to introduce Flip classroom teaching in the subject of biochemistry, compare teaching-learning with the flip classroom method and interactive lecturing in biochemistry for 1st-year MBBS students, and assess the acceptability and feasibility of this method among undergraduates and faculty members. Materials and Methods: A cross-sectional interventional study was carried out and department faculties were introduced to this method. One hundred students of 1st-year MBBS class were included in the study. There were two Groups, A and B, each with 50 students. For Topic I, Group A was taught by the flip classroom method and Group B was taught by the interactive Lecture method. For Topic II, Group A will be taught by the interactive Lecture method while Group B will be taught by the flip classroom method. Pre- and post-tests were conducted for both sessions. Feedback was taken as questionnaires from the students and faculties at the end of the sessions. Results: We found statistically significant differences among both methods from feedback received from the students. Feedback received from the faculties was very positive. The average Likert score was above four in almost all questionnaires. Conclusion: Our research indicates that interactive lectures are not as effective as the flipped classroom approach for teaching and learning. Due to providing material ahead of the lecture, students are more interactive in flipped classrooms and perform well in post-session examinations.

Implementation of novel team-based and flipped classroom technique to promote self-directed learning in the first MBBS students: A mixed-method approach

Background: Globalization has significantly impacted the field of medical education. Medical students need to be more competent to adapt to diverse patient populations and medical practices, understanding the cultural differences, and overcoming the language barriers. While the cognitive domain is important, it cannot fulfill the other domains of learning (affective, psychomotor). Therefore, medical education has to be enhanced to produce well-rounded health-care professionals. Integrating traditional teaching with interactive learning methods can bridge the gap between theoretical knowledge and practical application. Flipping the classroom is one such interactive teaching method that prioritizes the needs, interests, and autonomy of students. By organizing the students into small teams to solve problems and discuss cases, it additionally encourages accountability within the team, which further enhances enthusiasm and commitment to their studies. Aim and Objective: This team-based learning (TBL) in the settings of the flipped classroom (FCR) model can promote self-directed learning (SDL), critical thinking, and pursuing lifelong learning, which was the objective of the present study. Materials and Methods: The study was conducted on 200 undergraduate 1st-year MBBS students, 100 each in the study and control groups. The study group was subjected to flipped classroom (FCR) and the control group to traditional large group teaching. A pre-class assessment (pre-test) using Google Forms, including MCQ, open-ended questions, and case-based physiology, was administered to both the study and control groups of students. In the study group, the team test was conducted in the class. Both groups were subjected to a post-test to evaluate the efficacy of the flipped classroom over the traditional lecture. Qualitative feedback and a focus group interview were taken from the study groups to get the insight of the students regarding the flipped classroom. The incorporation of seminars in the study group further enriched the contents with lucidity of concepts. Results: In the comparison of the pre-test and post-test assessment scores, there was a weighty improvement after the post-FCR session among the study group. Furthermore, the comparison of the pre-test and team-test scores revealed the effectiveness of TBL among the study group students. Thus, the amalgamated approach of FCR with TBL enhances student engagement and comprehension of course material. It also boosts SDL, empowering the students to take ownership of their learning journey. Conclusion: Thus, employing a combination of teaching and learning techniques can be more promising than didactic teaching for cultivating medical students with SDL abilities, and certainly flipped classroom and TBL can improve learning outcomes in medical education, creating a more engaging and stimulating learning environment.

Dermoscopic analysis of skin changes associated with sun exposure among medical students in a tertiary care center in Central Kerala

Background: Skin is an important barrier of the human body, which offers protection from pathogens, UV radiation, and chemical and mechanical injury. Solar UV radiation is the major cause of extrinsic skin aging and it leads to many acute and chronic cutaneous reactions. Dermoscope is an instrument that helps to visualize the morphological features unseen to the naked eye, using the principle of transillumination and magnification of skin. Aim and Objective: The aim of the study was to study the skin changes associated with sun exposure on the lateral and medial aspects of the forearm using dermoscope. Materials and Methods: A cross-sectional descriptive study of 82 1st-year MBBS students belonging to 18–25 years of age was conducted at Government Medical College, Thrissur, after getting ethics committee approval. Sample size calculated was 76. With the help of a questionnaire, personal details and details related to the sun exposure habits of the subjects were obtained. Dermoscopic photographs of the lateral and medial side of the forearm were taken after informed consent. Results: Chi-square test showed significant changes in pigmentation pattern and hair pattern on the lateral side of the forearm among subjects who had sun exposure for more than half an hour which was not found on the medial side. Conclusion: Photoaged skin appears coarse with uneven pigmentation. Dermoscopy allows the assessment of subtle morphological features of skin aging. Monitoring skin changes due to sun exposure among our population helps in the early identification of abnormal patterns with sun exposure which needs immediate medical attention.

Evaluation of effectiveness of case-based learning in clinical biochemistry teaching among phase-I MBBS students

Background: Biochemistry is a crucial science in medical education, traditionally taught through didactic lectures and practical sessions. However, a shift toward a student-centric approach is promoting lifelong self-directed learning and motivation. Case-based learning (CBL) and interactive didactic lectures (IDL) are two methodologies, with CBL fostering critical thinking, problem-solving, and decision-making skills, while interactive lectures may not be as effective. Aims and Objectives: The objectives of the research were to evaluate the effectiveness of CBL in comparison with IDL in teaching clinical biochemistry to 1st-year MBBS students and to analyze the perceptions of both students and faculty members regarding CBL. Materials and Methods: The study used a pre-validated questionnaire and a prevalidated perception questionnaire to collect data from students and faculty members. The students were divided into two groups, with group A having odd roll numbers and group B having even roll numbers. The study was divided into two sessions. In session 1, both groups were assessed on their baseline knowledge through a pre-test on Topic 1, with group A receiving CBL and group B receiving an IDL. Post-tests were taken to evaluate understanding and retention of the material. In session 2, both groups underwent another pre-test on topic 2, with group A receiving an IDL and group B receiving CBL. Post-tests were also conducted to assess understanding and retention. Results: The results showed that both groups had similar pre-test performance, but the CBL group showed a significant improvement in post-test performance compared to the IDL group. In addition, both students and faculty members had a positive perception of CBL, with the majority agreeing that it improved teacher–student communication, facilitated active participation, enhanced understanding of key concepts, and promoted knowledge application. Conclusion: The study suggests that CBL is an effective teaching method for medical education, aligning with modern educational approaches that emphasize student-centered learning. The positive feedback and improved academic performance support the integration of CBL into medical curricula, promoting meaningful learning and preparing students for lifelong self-directed learning.

Effect of short-term yoga on psychological well-being of 1st-year MBBS students: A pilot study

Background: Medical course is quite demanding and this often leads to stress in the students pursuing MBBS course. The National Medical Council of India has introduced yoga in the foundation course as a part of the new curriculum. Aims and Objective: This study was conducted to evaluate the impact of the 10-day yoga (1 h session each day) on the psychological distress of MBBS students. Materials and Methods: First-year MBBS students in the age group of 18–22 years of Subharti Medical College were recruited for the study. 49 males and 62 females participated in the study (n = 111). Brief symptom inventory was used to assess nine psychological symptom dimensions and distress index at baseline and after 10 days of yoga session. Pre and post-session mean scores for each dimension and index were compared using paired student t-test. Results: Data analysis revealed a significant decrease in reported anxiety, obsession-compulsion, and paranoid ideation (P < 0.001) as well as depression, psychoticism, interpersonal sensitivity, and hostility (P < 0.05) after yoga. Scores of global severity index as well as positive symptom distress index also decreased (P < 0.001) significantly. A decrease in reported somatization and positive symptom total was also seen though not significant. Conclusion: Even short-term yoga program may be helpful in reducing stress level of the students.

Knowledge, attitude, and self-medication practices among medical students in dysmenorrhea

Background: Dysmenorrhea and its associated pain disable adolescents in their daily activities and also affect the social and mental behavior. The vehement practice of self-medication alarms health-care professionals for conducting periodic awareness programs. Aims and Objectives: We aimed to assess the knowledge about dysmenorrhea and to compare the level of understanding and practices among medical students. Materials and Methods: It was a prospective, observational, cross-sectional, and questionnaire-based study conducted among medical students in a tertiary care hospital. Results: There was no difference in distribution regarding knowledge and attitude of the study population toward dysmenorrhea among the three groups regarding treatment of dysmenorrhea and health education. In contrast, response about contraindications and adverse effects of medications used was observed in only half of the 1st-year students. Half of the study participants, daily activities were affected and led to absenteeism. The negative emotions such as depression, anger, anxiety, and irritability are most noted and the majority of the students felt like distancing themselves during menstruation. Conclusion: The present study concludes that dysmenorrhea, a major problem among adolescents, had an impact on the quality of life including psychological disturbances. Thus, the awareness patterns and practices need to be analyzed periodically among adolescents for better improvement and management of dysmenorrhea.

Association of blood pressure with frequency of different blood groups and body mass index among medical students.

Objective: To determine the association of blood pressure with frequency of different blood groups and body mass index among medical students. Study Design: Cross-Sectional study. Setting: Ameer-ud–Din Medical College /Postgraduate Medical Institute, Lahore, Pakistan. Period: May 2022 to August 2022. Material & Methods: Comprised 105 healthy both male and female medical students of 1st year and 2nd year MBBS. Participants were divided into groups following ABO blood grouping and body mass index criteria. Blood grouping was done by using conventional slide method. Manual auscultatory method consisting of mercury sphygmomanometer was used for estimation of blood pressure. Blood Pressure of female students was measured during follicular phase (days 7-11) of menstrual cycle to exclude role of emotional state and endocrinological factors for causing variation in blood pressure. Data was analysed by using SPSS 26. Results: There were 105 students with an overall mean age of 19.7±1.2 years. Blood group B&O found most predominant with equal prevalence of 35(33.3%). Prevalence of prehypertension among our study subjects was found 17.4%. Mean systolic, diastolic and mean arterial pressure were not found statistically significant among blood groups; p values 0.39, 0.28 and 0.25 respectively. No statistically significant difference of pre hypertensive subjects (n=18) were noted among ABO blood groups. (p=0.201). Statistical analysis showed significant association of DBP and MAP with BMI, p=0.014 and p=0.011 respectively. 38.5% of obese subjects were found prehypertensive. Highest percentage of obese subjects with pre-hypertension was noted among blood group O. Among underweight and normal weight subjects highest of pre- hypertensives were found to have blood group AB., but no significant association of pre-hypertensive subjects among different groups of BMI (p=0.184). Conclusion: B&O blood group were found predominant with equal prevalence. No statistically significant association of prehypertensive subjects were found among different ABO blood groups and different groups of BMI.

Prospective Pedagogues and Coaches Perspective on the Challenges and Solutions of Remote Studies

The conditions created by Covid-19 in the world and in Latvia have promoted the transition from traditional teaching and learning practices (contact lectures study form) to remote study form into the study process. The preparation of prospective teachers (University of Latvia) and coaches (Latvian Academy of Sport Education) is related to the need to develop various competencies. The purpose of the article is to analyse the opinions of 1st-year students, prospective preschool teachers and coaches about the benefits and difficulties of students in remote studies in the Covid 19 pandemic situation. We used theoretical method - analysis of scientific literature, and empirical methods - observation, negotiation (the total number of 1st year students in the 2021/2022 academic year in UL preschool teacher programs and LASE coaches’ programs was 590), content analysis, survey of selected 240 students (200 UL and 40 LASE) was conducted in the period from October 2021 to April 2022. The results of the empirical study show that the benefits and difficulties of distance learning have become more relevant, increasing the willingness to take responsibility for a self-directed learning process. Students are becoming more pragmatic, and goal oriented. They learn new skills and find operational solutions in various unusual situations. The research revealed that remote studies have promoted students' self-directed participation and initiative in improving the study process, self-management, and responsibility for the personal significance of their activities.

Studying the commitment to physical activity of medical university students

The basis of a healthy lifestyle is not only the rejection of bad habits, but also an increase in physical activity (FA). The importance of FA for medical university students is due to the fact that their future profession involves promoting a healthy lifestyle, including FA, among the population. The purpose of the study included studying the FA of medical university students in different courses of study. An online survey of 306 medical university students was conducted using a Scale of Exercise Benefits/barriers. It was found that a greater number of benefits from physical education and a smaller number of barriers were revealed in 1st-year students and a progressive change in this ratio in older students. The analysis of the FA of medical students revealed that 1st year students devote more time to physical activity (sports) in comparison with undergraduates. The main reason for the low FA among students is the lack of free time. During the COVID-19 pandemic, with the transition to online education, students noted a decrease in FA and dissatisfaction with physical education in remote mode. Based on the data obtained, it was concluded that in order for medical students to adequately provide counseling to their patients in the future, medical universities should develop programs that stimulate medical students to greater FA.