Knowledge Of Undergraduate Medical Students Research Articles

Description of Computer Vision Syndrome (CVS) Knowledge in PSSK Students of Medical Faculty Udayana University

Computer Vision Syndrome (CVS) is a group of visual and extraocular symptoms associated with the continuous use of visual display terminals caused by the use of devices with a long-time intensity. This study was conducted to determine the description of the knowledge of undergraduate medical students of the Faculty of Medicine, Udayana University Class of 2020 regarding Computer Vision Syndrome (CVS) and the complaints they feel. This study used a cross-sectional descriptive method in collecting data. The research subjects were selected using a simple random sampling technique, consisting of 83 students enrolled in the Undergraduate Medical Study Program, Faculty of Medicine, Udayana University, Class of 2020. Data collection was carried out by distributing quizzes online to assess knowledge about Computer Vision Syndrome (CVS). The collected data were analyzed using SPSS software version 27. The study found that 45 subjects (54.2%) had a good level of knowledge, 32 subjects (38.6%) had a sufficient level of knowledge, and 6 subjects (7.2%) had a poor level of knowledge. The description of the knowledge of undergraduate medical students of the Faculty of Medicine, Udayana University, Class of 2020 regarding Computer Vision Syndrome (CVS) is mostly in the good category. Education through lectures, seminars or workshops needs to be carried out in order to increase awareness and the importance of Computer Vision Syndrome (CVS) and treatment efforts need to be implemented. Keywords: Computer Vision Syndrome, CVS, knowledge, medical students

Rheumatology Training for Undergraduate Medical Students in Uganda: A Need Assessment Survey.

Despite the rise in the common rheumatological and musculoskeletal disorders (RMDs) in Africa, rheumatology remains an under recognized field with limited training and exposure of medical students. We assessed the knowledge of undergraduate medical students in Uganda on RMDs occurring in our settings. A descriptive cross-sectional study was conducted among clinical year medical students at 9 universities in Uganda offering undergraduate medical degrees in March and April 2022. A self-administered, semistructured questionnaire was used to collect data on sociodemographic characteristics and basic knowledge on RMDs online using KoboToolbox. Sufficient knowledge was defined as a score of ≥50% (pass mark for undergraduate students in Uganda). Multivariable logistic regression was performed using STATA 16 to determine factors associated with knowledge acquisition on RMDs. We enrolled 359 medical students from 9 medical training institutes across Uganda. Overall, 126 (35.1%) participants had sufficient knowledge and the overall mean score for all participants was 41.2%. Factors independently associated with sufficient knowledge were: being in fourth (adjusted odds ratio [aOR]: 2.6, 95% confidence interval [CI]: 1.49-4.64, P < .001) and fifth year (aOR: 2.2, 95% CI: 1.18-4.18, P = .013) compared to third year of study, awareness of the speciality of rheumatology (aOR: 4.0, 95% CI: 1.96-8.06, P < .001), formal classes on rheumatology (aOR: 2.0, 95% CI: 1.15-3.35, P = .012), prior bedside teaching on RMDs (aOR: 2.3, 95% CI: 1.49-3.69, P < .001), awareness of common RMDs (aOR: 3.2, 95% CI: 1.67-6.04, P < .001), and having seen a patient with an RMD (aOR: 1.8, 95% CI: 1.14-2.77, P < .01). There was a significant knowledge gap among undergraduate medical students nationwide on rheumatology. There is an urgent need to increase exposure to RMDs for undergraduate medical students to address the rising burden of RMDs in Uganda.

Medical students' knowledge about curriculum development and implementation in public and private medical institutes.

To assess the knowledge of undergraduate medical students about curriculum development and implementation. A quantitative descriptive study was conducted at a public sector institute and a private sector institute from September, 2022 to December, 2022. Simple random sampling was used and all the undergraduate MBBS students were included in study. Sample size was calculated using open epi and keeping confidence interval at 95% as 316 for FMU students and 218 for AFMDC students. Ethical approval was taken from FMU and permission to collect data was obtained from AFMDC. A Questionnaire was made and distributed among the students and data obtained was analyzed using SPSS 25.0. Two hundred and forty-seven (49.4%) participants responded that the students don't have any say in their curriculum, 400 (80%) were of the view that the students must have their opinion in the curriculum and 397 (79.4%) said that students must be involved in the process of planning and implementation of curriculum. When asked about the areas of deficiencies in the current curriculum, 101 (20.2%) pointed new skill, 84 (16.8%) indicated New information, new skills, teaching Methodology and effective teachers, 68 (13.6%) said teaching methodology while 51 (10.2%) indicated new skills and teaching methodology both. Five main themes were identified from the comments of students regarding curriculum, its development and implementation including; 1. Content revision, 2. Teaching methodologies, 3. Assessment, 4. Guidance and orientation and 5. Teacher student relationship. The undergraduate medical students are aware of the terms related to curriculum, its development and implementation but they are not being involved in any of this process. Content revision, clinical integration from initial years, quality assessment and faculty development are few areas that need improvement from students' perspectives.

Effects of the individual three-dimensional printed craniofacial bones with a quick response code on the skull spatial knowledge of undergraduate medical students.

Understanding the three-dimensional (3D) structure of the human skull is imperative for medical courses. However, medical students are overwhelmed by the spatial complexity of the skull. Separated polyvinyl chloride (PVC) bone models have advantages as learning tools, but they are fragile and expensive. This study aimed to reconstruct 3D-printed skull bone models (3D-PSBs) using polylactic acid (PLA) with anatomical characteristics for spatial recognition of the skull. Student responses to 3D-PSB application were investigated through a questionnaire and tests to understand the requirement of these models as a learning tool. The students were randomly divided into 3D-PSB (n=63) and skull (n=67) groups to analyze pre- and post-test scores. Their knowledge was improved, with the gain scores of the 3D-PSB group (50.0 ± 3.0) higher than that of the skull group (37.3 ± 5.2). Most students agreed that using 3D-PSBs with quick response codes could improve immediate feedback on teaching (88%; 4.41 ± 0.75), while 85.9% of the students agreed that individual 3D-PSBs clarified the structures hidden within the skull (4.41 ± 0.75). The ball drop test revealed that the mechanical strength of the cement/PLA model was significantly greater than that of the cement or PLA model. The prices of the PVC, cement, and cement/PLA models were 234, 1.9, and 10 times higher than that of the 3D-PSB model, respectively. These findings imply that low-cost 3D-PSB models could revolutionize skull anatomical education by incorporating digital technologies like the QR system into the anatomical teaching repertoire.

A Study on Undergraduate Medical Students’ Knowledge Perception and Awareness about Monkeypox Infection

Background: Monkeypox virus infection is emerging as global outbreak in 2022. Basic knowledge about the disease, its transmission, clinical features and prevention should be provided to all healthcare providers. Aim: To assess knowledge of undergraduate medical students about Monkeypox infection. Methods: This cross-sectional study was conducted at Niazi Medical and Dental College, Sargodha between August and September 2022. Students from third to final year were included and a self-report questionnaire comprising of demographic data, source of information about infection and preventive measures based on obtainable facts from the United States Centers for Disease Control and Prevention and WHO was used.Descriptive statistical analysis was done on SPSS version 22. Results: 95.4% of participants knew about monkeypox infection out of which 87.9% reported virus as causative agent.45.4% stated direct contact as a mode of disease transmission.Two-fourth respondents didn’t know about the incubation period out of them majority were in final year.Majority learned about it through social media and most common reported symptoms were rash and fever. 34.5% were aware of the pre-emptive measures of the disease while only 1/3rd of participants were acquainted with availability of vaccine.One-fourth MBBS students, majority final year, had knowledge regarding active cases of Monkeypox in Pakistan. 2/3rd responders thought that Pakistan’s health system could not bear the burden of another outbreak. Conclusion: Knowledge of emerging monkeypox infection is limited in medical students, therefore, measures should be taken to arrange awareness programs and educational courses at institution and national levels. Keywords: Monkeypox, virus infection, global outbreak, incubation period, pre-emptive measures, medical student.

Knowledge of Diabetes Mellitus among Undergraduate Clinical Students of Sindh Medical College

Objective: To determine the knowledge of undergraduate students of Sindh Medical College regarding Diabetes Mellitus (DM) Methodology: This cross sectional study was conducted at Sindh Medical College, Jinnah Sindh Medical University (SMC-JSMU). The participants were students of 3rd year, 4th year and 5th year M.B.B.S. The sample size was calculated to be 282, using open EPI software. The data was collected through a scientifically designed questionnaire which included questions about the over all knowledge, risk factors, complications, diagnosis, treatment, methods of prevention, and WHO criteria of Diabetes Mellitus. SPSS version 22.0 was used for data analysis. Results: About 275 (98%) students had knowledge of the site of insulin production and 255 (90%) knew exactly how insulin produces its effects. Regarding the clinical presentation of DM, 262 (93%) of them agreed that hunger, thirst, and urination present as the major symptoms of this disease (p=0.005). Family history was considered as the prime risk factor by 93 (98%), 83 (95%) and 86 (86%) of final year, fourth, and third year students respectively (p=0.003). Furthermore, 254 (90%) selected retinopathy (p=0.00), 239 (85%) preferred nephropathy (p=0.003) and 224 (79%) considered neuropathy (p=0.024) as the most significant complication of DM. Moreover, the recall of the WHO diagnostic criteria for DM was comparatively lower in final year students (p=0.003). Conclusion: The over all knowledge of undergraduate medical students of Sindh Medical College was found to be satisfactory. Most of the students considered medical education as an adequate source of knowledge in this regard. However, capability of diagnosing DM was found to be comparatively low among final year M.B.B.S. students.

Knowledge of Undergraduate Medical Students of College of Medicine/ University of Baghdad Regarding Medical Ethics 2021

Background: It is important to prepare the future doctors who are ethically competent to avoid medico legal issues in practice. Subjects and methods: A cross sectional study was conducted on 373 students from (15 January -15 April 2021) in Baghdad college of medicine where students in different stages from (1st to 6th Stage) were asked to fulfil a pretested questionnaire which was distributed through internet and social media groups, it includes socio demographic variables of studied students in addition questions about knowledge of medical ethics , and data was introduced into spss v.23 statistical software. Results: shows that college curriculum was the source of information for 51.7% of the students, internet was the source in 38.1% and there was significant association between level of ethical knowledge and gender, in favor of female were (59.4%) have good knowledge ,while (43.7%) for the male studied students. All the students have either good or fair knowledge in general and there was significant association between stage of students and level of ethical knowledge which was (83.8%) good for the sixth stage students and significantly more than other stages (75.6%), (73.2%), (63.3%), (48.7%) and (23.8%) for the fifth, fourth ,third, second and first year students respectively , p value =0.001.There was no significant association between gender and autonomy ,justice and dignity ,beneficence ,non-maleficence and veracity knowledge level P value = (0.303),(0.064),(0.462),(0.114),(0.054) respectively. Conclusion: There is a good to fair knowledge in all stages regarding the medical ethics principles.

Anonymous Audience Response Technology in Image-Based Quiz (IBQ) Neuropathology Lecture for Undergraduate Pre-clinical Medical Students: a Comparison with Traditional Lectures.

Pathology teaching, an intensively image loaded discipline, poses a significant challenge in its delivery. A lot of effort has been placed into sourcing teaching methods that could effectively enhance students' understanding and knowledge retention in this discipline. We describe for the first time in the literature the use of an image-based quiz (IBQ) to deliver a neuropathology lecture. The participating medical students were randomised into either the study group (IBQ) or the control group (traditional lecture, TL). The students were asked to complete the pre- and post-multiple choice question (MCQ) test before and after attending either of the allocated interventions. In the IBQ group, the students were presented with image-based quizzes, and answers to the quizzes were projected in real-time on screen. The students in the TL group were given the usual, traditional lecture. A total of 75 third-year medical students participated in this study. The participants were recruited from third-year medical students representing two different academic years. There was no significant difference in the pre- and post-MCQ scores between the IBQ and TL groups. However, a significant improvement in the mean scores for the pre- and post-MCQ results in both the study (p = 0.001; 95% CI 0.572-1.954) and control (p < 0.001; 95% CI 0.561-1.763) groups was observed. We found that the IBQ was a simple, personalised, and cost-effective digitalised tool which our study suggests it to be as effective as the traditional lecture in the delivery of pathology knowledge in undergraduate medical students.

An observational study on Awareness of Teratogenic drugs among Undergraduate Medical Students from two medical institutes of Central India

Background: Teratogenicity caused by drugs can be avoided to major extent just by creating more awareness about rational use of drugs among treating doctors. Deleterious effects of a drug upon developing foetus are directly related with the stage of embryological development at the time of exposure. Attainment of right knowledge at right time about teratogenicity of a particular drug is very crucial which requires more awareness among general doctors in a country like India where most of the pregnant females are manged by these doctors only in peripheral regions. Present study was an observational study to assess basic knowledge of undergraduate medical students regarding teratogenicity in order to make necessary changes in existing mode of training of this particular topic.Methods: Present study was a questionnaire based cross sectional observational study to assess basic knowledge of undergraduate medical students regarding different aspects of teratogenicity. It included 250 students of two medical colleges of central India.Results: Out of 250 students 146 students reported on time. Maximum students (71%) were aware about the teratogenicity property of certain harmful drugs. Although 90% of students knew that early first trimester is the most susceptible time, only 21% could state the importance of doing counselling regarding use of drugs even before pregnancy.Conclusions: Based on the findings of present study it is obvious that more emphasis should be put on improving knowledge about teratogenic drugs during early years of medical training in order to bring about necessary changes in existing practices of treating doctors.

Medical Students Attitude &amp; Knowledge of Psychiatry an Impact of Psychiatry Posting

India being a signatory to Alma-Ata declaration, envisaged ‘Health for all by the year 2000” and hence should look into training undergraduates in psychiatry. Medical students’ attitude towards psychiatry are determined by complex inter lacing variables. Low recruitment is a serious challenge for psychiatry worldwide. Moreover, psychiatry is poorly represented in medical education and undergraduate training in psychiatry and behavioral sciences in most medical colleges in India is unsatisfactory. Keeping these facts in mind, this study was carried out to assess the influence of psychiatry training, including direct patient contact on attitude of medical students towards mental illness. This study was conducted at Department of Psychiatry, Mahatma Gandhi Institute of Medical Science, Sevagram, Wardha, Maharashtra. Second year MBBS students were evaluated with a pre and posttest during their 2 weeks posting in the Psychiatry department. There was some improvement in attitude &amp; knowledge of undergraduate medical students about mental health after two weeks of psychiatry posting. The improvement in male medical students is more than three times of that seen in female medical students, after two weeks of training. The existing M.C.I. recommendations need serious considerations for implementation in each &amp; every Medical College of India. As per the current curriculum, the introduction to psychiatry is in the 1st term during lectures on behavioral sciences following which they not exposed again until the 5th semester when the undergraduate students are required to attend 40 hours lectures parallel to 4 weeks clinical posting culminating with compulsory short note questions worth 20 marks included in paper II of the General Medicine exam. Finally, another two weeks of psychiatry posting is mandatory during internship. Female medical students have shown deterioration in their attitudes &amp; knowledge over more questions than male counterparts. Hence it can be deduced that, males tend to learn better by experience.

Knowledge and Attitudes amongst Medical Students on Health Research and Scientific Publications

Introduction: Most of the medical colleges, in general, have been suffering from lack of health researchand scientific publications among the students in particulars and faculties in general. Health research andscientific publications are important medical students’ activity for healthy and prosperous medical education.Objective: This study assesses the level of knowledge and attitudes regarding health research and scientificpublications among medical students. Methodology: It is a cross-sectional descriptive study conductedamong 100 medical students and were randomly picked up at Assam Medical College and Hospital in theyear 2019. A prefix pretested proforma was used to determine the knowledge and attitudes of the students.Informed consent was taken. The data thus obtained was analyzed using MS Excel. Results: A total of25(25%) students feel confident in interpreting and writing a research paper, while 39(39%) says they cando it with seniors’ support.In comparison, 20(20%) says no it saying their incapabilities of doing it. Majority 70(70%) students saythat they have not participated in a research project (apart from mandatory academic projects) and 90(90%)says that they were never written any scientific paper. A good number of 80(80%) students feel that lack ofa mentor is the cause of no publication while 60(60%) students believe that undergraduate students can planand conduct a research project and write a scientific paper. Lack of facilities for doing research is acceptedby 50(50%) of students to be another cause of no research and publication while 40(40%) receive lack offunding to be the root cause of no study. Conclusion: With the limited resources of this study, our findingshave highlighted a low to moderate level of knowledge of undergraduate medical students in researchmethodology principles and the critical impact of research methodology workshops. These findings can beutilized for future health research planning to improve the situation in India’s field of medical education.

Basic life support: a cross-sectional study of knowledge in undergraduate medical students of Maharashtra

Background: Basic life support (BLS) is defined as medical procedures and skills that can be utilized in case of emergency to save lives. Objective was to study the knowledge of basic life support in undergraduate medical students of Maharashtra.Methods: A cross-sectional study on undergraduate medical students from first to final year MBBS in July 2018 in the Community Medicine department, Government medical college, Maharashtra.Results: Out of the total 300 students, 59.34% were females and 40.66% were males. 42% were from first MBBS, 38% from second and 20% from final MBBS. While 67% had previous training of BLS and 38% had performed CPR before. (91%) knew abbreviation of BLS (32%) students could identify location for chest compression in adults, (31%) knew the compression rate and (19%) knew about rescue breathing in infants. While (30%) and (21%) had the knowledge on depth of chest compression in adults and infants respectively. However, only (31%) and (29%) knew that the recommended chest compression to ventilation ratio in adult and infants respectively.Conclusions: The study highlights that majority of students were lacking the knowledge of basic life support. It is the need of the hour to provide BLS training to all the medical students.

Attitude, Practice and Knowledge of Undergraduate Medical Students towards Musculoskeletal Effects of Smoking in Saudi Arabia

Attitude, Practice and Knowledge of Undergraduate Medical Students towards Musculoskeletal Effects of Smoking in Saudi Arabia

Assessment of Knowledge of Undergraduate Medical Students Regarding Basic Life Support at Taif City of Saudi Arabia

Assessment of Knowledge of Undergraduate Medical Students Regarding Basic Life Support at Taif City of Saudi Arabia

Extent of and influences on knowledge of Alzheimer's disease among undergraduate medical students.

Background:Alzheimer's disease (AD) is a major health problem, which is of increasing concern because of rising yearly incidence and estimated cost. Early diagnosis and treatment is essential to manage AD effectively and improve the outcomes. Inadequate knowledge can delay the diagnosis. General practitioners should play a more effective role in the identification and diagnosis of AD, and medical education is key to solving this issue.Objectives:This study aimed to assess the knowledge of undergraduate medical students and to identify the factors that influenced their knowledge.Methods:This study used a quantitative cross-sectional evaluation of 327 Saudi Arabian medical students from the first and final years in Riyadh, Saudi Arabia, who participated in an online survey via email between March and May 2018. Knowledge of AD was assessed using the 12-item AD Knowledge Test for Health Professionals from the University of Alabama at Birmingham (UAB ADKT). General linear models were used to identify the most significant influence on AD knowledge scores.Results:Only 10.73% of first-year and 33.33% of final-year students scored ≥ 50% on the UAB ADKT. Students pursuing specialties related to AD (adult neurology, geriatrics, or psychiatry) and students aged ≥ 27 years had higher scores (P < 0.05).Conclusion:Undergraduate medical students lacked proper knowledge of AD, suggesting that improvements in education programs can help. Future studies are needed to assess the quality and effectiveness of AD education in the curriculum of Saudi medical schools.

Trauma Evaluation and Management TEAM® course for medical students in Pakistan.

Objectives:To assess the immediate effect of TEAM® on trauma related knowledge of undergraduate medical students and to highlight the stakeholders’ acceptability of TEAM® for trauma training of undergraduate medical studentsMethods:Effectiveness of TEAM® course in terms of knowledge gain was assessed using 20-item-MCQs at three different timings to three cohorts of medical students from year 2017 (Group A), 2018 (Group B) and 2019 (Group C). Group A attempted the test after traditional teaching in wards, Group B attempted it after reading books and videos of TEAM®, along with traditional trauma teaching. Finally Group C attempted the test after TEAM® course along with videos and books. Students and faculty also filled evaluation questionnaire for their acceptability assessment. Kruskal-Wallis Test was applied for comparison between scores of the three groups. The evaluation questionnaire of students as well as for faculty was evaluated by determining frequencies and percentages.Results:A statistically significant difference is found after comparing the scores of the three groups (p< 0.00). More than 85% of the students were of a view that this course would help in their future practice and application. Similarly, 80% of the faculty would prefer to be involved in TEAM® teaching in future.Conclusion:There is an improvement in trauma cognitive knowledge, after the TEAM® program. Students and faculty strongly supported its introduction in the undergraduate curriculum and hence acceptable to both.

Serious game is an effective learning method for primary health care education of medical students: A randomized controlled trial

ObjectiveThe aim of this study was to compare the influence of a serious game dedicated to primary health care with traditional learning methods on knowledge of undergraduate medical students. MethodsA randomized controlled trial was conducted with undergraduate medical students. The students (n = 27) attended to an expositive leveling lesson regard the theme “Screening on Primary Health Care”, and answered to a baseline knowledge test, comprised by objective questions. Students were randomly allocated to the control and game groups, in which received a text-based material regarding “Screening on Primary Health Care” or were exposed to a serious game. An immediate knowledge test and a retention knowledge test, presenting the same questions of baseline test, were responded by students at the finish of exposure and four weeks later. The students also performed a survey evaluating the user experience on the serious game. Knowledge test scores were analysed by repeated measures ANOVA and paired sample t-test. User experience and expectation surveys were descriptively analyzed. ResultsFor the control group, the mean scores and standard deviation were 7.85 ± 0.99, 9.00 ± 1.87 and 7.69 ± 1.44 for baseline, immediate and retention knowledge tests, respectively; the score at immediate test was higher than for baseline and retention tests. The game group presented 7.07 ± 1.98, 8.00 ± 1.84 and 7.15 ± 1.41 for baseline, immediate and retention knowledge tests, respectively. The comparison between groups did not show differences at any moment (p < 0.05). The majority of the participants consider that the serious game has understandable instructions, presented the contents clearly, and it favors the engagement on study. ConclusionThe serious game was effective to improve the students’ knowledge on primary health care contents. Learning based on a serious game is as effective as learning based on printed text.

Using modified tutorless problem-based learning approach with ‘SET triggers’ to teach diabetes mellitus to undergraduate medical students

Background: The purpose of this study was to introduce modified form of conventional problem-based learning (PBL) i.e. “Tutor less PBL” in educating medical students about type 2 diabetes mellitus (T2DM). Medical students are future physicians and can be effective healthcare professionals to screen and manage diabetes at community level. Poor levels of awareness as well as lacunae in teaching diabetes have been reported among medical students. The study aimed to assess the knowledge of undergraduate medical students about T2DM by using “Tutorless PBL” method.Methods: Sixty-two 8th semester medical students from one of the private medical colleges in Mumbai city attained knowledge about T2DM through “Tutorless PBL” and “conventional PBL”. “A structured set of engagements triggers” (SET) was used in Tutorless PBL. Students responded through pre and post-test questionnaires and ‘student’s unpaired t test’ compared their test scores. Fourteen item questionnaires with Likert scale evaluated students’ feedback about both methods.Results: The post test scores were more for students in “Tutor less group” than in “tutored group” (15.37 vs. 14.01). The difference was statistically significant (t=5.87, p&lt;0.001). All (100%) students appreciated both methods for enhancing their knowledge about T2DM. “Tutor less PBL” was found to be more effective than “conventional PBL” in promoting self-learning and critical thinking abilities.Conclusions: Both methods were beneficial to students in terms of clarifying the topic, improving group interaction and yielding self-directed learning. Tutorless problem-based learning can be an effective option especially in resource (faculty) limited setting.

Hand hygiene knowledge among undergraduate medical students in Junagadh, Gujarat, India

Background: Hand hygiene is now regarded as one of the most important element of infection control activities. Medical students in their clinical training phase throng the healthcare facilities and can potentially transmit infections besides being the healthcare providers of future when their pattern of training will reflect on their infection control practices. Therefore, this study was carried out to assess the knowledge of undergraduate medical students regarding hand hygiene practices.Methods: A cross-sectional study was carried out and data was collected by using “WHO hand hygiene knowledge questionnaire for health care workers” among 2nd M.B.B.S medical students at Junagadh. Knowledge was graded as good, moderate or poor based on the total number of correct answers.Results: Total 123 students participated in the study. There were 65 (53%) females and 58 (47%) were males. The mean hand hygiene knowledge score (out of 25) was 15.05 (SD: ±2.37, 95% CI: 14.63-15.48). Majority of the participants (76%) had moderate knowledge of hand hygiene practices.Conclusions: In the present study majority of the students had not received formal training regarding hand hygiene practices. Majority of the students had moderate knowledge of hand hygiene. Incorporation of teaching and training of hand hygiene practice in the undergraduate teaching during the initial study years is the need of the hour to prevent further emergence of antimicrobial resistance and health care associated infections.

Neuroanatomy, the Achille's Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy.

Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia," whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used three-dimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence-based instruction-rote learning, 5.55% mobile augmented reality, 5.55% inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy.