MBBS Course Research Articles

The Effectiveness of Gamebook Teaching-Learning Approach in Undergraduate MBBS Course in Comparison with the Conventional Teaching-Learning Approach

Among various methods of learning and teaching, educational games are tools that engage students for both educational purposes and entertainment. This study aimed to evaluate the effectiveness of game-based learning (GBL) for undergraduate obstetrics and gynecology students in the form of a gamebook. A quasi-experimental study was conducted to compare the outcomes of two different teaching methods, conventional case-based learning (CBL) and GBL, on undergraduate medical students from Taylor’s University, Malaysia. A statistical analysis was performed to compare the performance between the control and intervention groups. Single-best-answer multiple-choice questions (MCQs) were used to assess students’ knowledge and understanding of the clinical subject content, and a 5-point Likert scale was used to assess students’ perception of the new teaching method. Chi-squared tests were used to compare the mean academic performance of the two groups of 128 participants. There was no significant difference in the post-intervention MCQ scores. Students in the GBL group found that learning is more enjoyable and felt more confident in managing patients both theoretically and in real world situations. In conclusion, GBL is comparable to conventional CBL in achieving the desired knowledge and understanding of the topics with a more positive perception towards GBL.

Study to find out reasons for opting medical profession and regret after joining MBBS course among first year students of a medical college in Andhra Pradesh

Study to find out reasons for opting medical profession and regret after joining MBBS course among first year students of a medical college in Andhra Pradesh

A Descriptive Cross-Sectional Study Regarding Quality of Life among Medical Students During MBBS Course at Government Medical College and Rajindra Hospital, Patiala (Punjab)

Introduction: In order to prevent and treat the syndemic of lifestyle diseases and other non-communicablediseases, following healthy lifestyle and improving the overall quality of life is of utmost important. Healthylifestyle behaviours are positively and independently associated with academic achievement.[1] Hence this study is trying to estimate the quality of life of medical students at Government Medical College (Patiala), whose lifestyle will be percolated in turn into their family and field of practice.Aims and objectives: To evaluate the Quality of Life (QOL) and find association between QOL and academic achievements.Material and methods: A 26 item WHO QOL- BREF scale was used to collect data from 326 MBBS students from Government Medical College and Rajindra Hospital, Patiala.Results: Out of 326 MBBS students, 54% were female 46% were male. Majority of the students were hailing from urban area (93%) as compared to rural area(7%). The average scores in each domain of WHOQOL – BREF were 63.71 in Physical health domain, 61.51 in psychological domain, 57.91 in social relationship domain and 53.7 in environment domain. There was no significant association between academic scores and different domain scores of WHOQOL-BREF scale.Conclusion: Majority of the students perceived their quality of life to be good to very good (66%). 48% of students felt their health to be satisfied to very satisfied. The average score of WHOQOL BREF in physical and psychological domains were above 60 (63.71, 61.51 respectively), whereas it was less than 60 in social and environmental domain (57.91 and 53.7 respectively). There was no significant association between academic scores and different domain scores of WHOQOL-BREF scale.

IJCM_88A: Perception of the medical college faculty on new competency-based medical education curriculum for MBBS students

Background: Medical education needs to be adjusted to meet the fast- changing expectations of society and the resulting demands on daily medical practice. The Medical Council of India (MCI) has updated the Medical Curriculum based on CBME. Objectives: 1. To assess the perceptions of the faculty members of the Medical college on the competency-based medical education curriculum for the MBBS course 2. To assess the readiness to incorporate competency-based medical education in the medical education curriculum among faculty members Methodology: This cross-sectional study was set in Kasturba Medical College, Mangalore, among teaching staff of pre-clinical, para-clinical, and clinical departments. A total of 93 (pre-clinical-29, para-clinical-31, clinical=33) faculty members were requested to fill out the questionnaire. Results: Our study highlights inter-department coordination, time demands, and lack of faculty training as the major barriers to the implementation of CBME. Among all participants around 60% were females. Most of the participants had teaching experiences between 0-5 years. Almost 95% of the participants were aware of the new MCI 2019 curriculum. The majority of the participants rated their knowledge about CMBE as moderate level (38.7%). 61.3% of the faculty members consider themselves to be ready to incorporate CBМЕ. According to most faculty members, a moderate amount (50%) of training is required and sessions and workshops (68.8%) are the most preferred type of training. Conclusion: Most of the faculty members found that the CBME pattern will be effective in imparting skills to undergraduates. Most of the participants identified inter-department coordination, demands of time, and lack of training in evaluation and feedback to be the major barriers to implementing the CBME pattern. Most of the faculty members consider themselves to be ready for this change even though a lot of them find the implementation of CBME to be a difficult task.

IJCM_7A: Anxiety and Insomnia among the Medical students during the COVID-19 Pandemic in Mangalore

Background: Interrupted classes which gradually shifted to online mode isolating students from their friends during the COVID-19 pandemic has impacted the mental health status of the medical students. Objective: To assess the mental health outcomes among the health science students in Mangalore and the factors associated with these outcomes. Methodology: This cross-sectional study included 295 health science students of Kasturba Medical College, Mangalore. The sample size was calculated based on a study from Morocco, where 62.3% of the medical students experienced anxiety-related symptoms. Anxiety was assessed using the Generalised Anxiety Disorder (GAD-7) scale and Insomnia using the Insomnia Severity Index (ISI). The questionnaire was prepared in google forms and a link was generated which was disseminated to the students via social media platforms. Results: A higher proportion (n=179, 60.7%) of the participants in our study were females. In our study, 59% (n=173) of the participants had symptoms related to insomnia and 66% of the participants had anxiety-related symptoms. A higher proportion of participants who had anxiety-related symptoms were younger than 20 years of age, were females, belonged to MBBS course, and were not living with their family. However, none of the factors were found to be statistically significant. (P>0.05) Conclusion: The mental health status of the participants in our study was poor with the majority of the participants reporting symptoms of anxiety and insomnia.

Perception of Undergraduate Medical Students in the Online OG Learning During COVID-19 Pandemic- A Cross Sectional Study at a Tertiary Care Medical College

Objectives: The COVID-19 pandemic has become a great teacher, and online teaching-learning has become the need of the hour during this crisis. In order to improve online medical education and include innovative methods to increase the cognitive, affective, and psychomotor domains of teaching-learning, it is essential to understand students' perceptions of this online teaching method. Methodology: A cross-sectional study was conducted among medical undergraduates at a tertiary healthcare institution involving students of third, sixth, and eighth semesters. All the students who were willing to participate were included in the study. Data was collected using a predesigned, self-administered validated questionnaire consisting of socio-demographic variables, perceptions about course content, teachers and online assessments, their rating of traditional classes compared to online classes, and their experiences with online learning. Results: A total of 295 Undergraduate medical students belonging to the third, sixth, and eighth semesters of the MBBS course were included in the study. 85% of the students felt that the online OG classes during the COVID pandemic were enjoyable. A statistically significant association was found between student's course content and gender. The ease of staying at home, studying at one's own pace, and saving the transport cost were more acceptable to the students. Lack of communication between the patients and teachers and network issues were identified as problem areas. Conclusions: Hence, online teaching may replace traditional medical teaching during the COVID-19 pandemic.

Inclusion of Occupational Health in MBBS Course Curriculum in India

Inclusion of Occupational Health in MBBS Course Curriculum in India

Design and Implementation of Computeraided Learning Module in Pharmacology for Vasoactive Drugs: An Experience from a State Medical College in Haryana, India

Introduction: In the Competency-based Medical Education (CBME) curriculum, one of the core competencies involves demonstrating the effects of autonomic drugs. It is a skill competency, and students have to learn to demonstrate the acquisition of this competency in a skill lab. Computer-aided demonstrations can enhance the teaching-learning experience and fulfill the learning objectives related to the effects of vasoactive drugs. Aim: To design and evaluate a Computer-aided Learning (CAL) module to teach the effects of vasoactive drugs. Materials and Methods: The study, being a curriculum implementation project, was conducted using a mixed methods study design at Kalpana Chawla Govt. Medical College, Karnal, Haryana, India over a period of one year from October 2020 to October 2021. Here, the impact of the intervention was measured through a multiple-choice quiz on the topics learned through CAL. The study population included all students undergoing the Phase-2 stage of the MBBS course at our institute. For skill acquisition in the cognitive domain, a video bank in the computer lab was made available to 120 undergraduate medical students. During practical training, in small groups, the training videos and animations were played, showing the effects of selected common vasopressors, vasodepressors, and their antagonists to the students. Simulated experiments on vasoactive drugs were shown to the students using ExPharm software (Free version). The achievement of learning objectives was assessed through a quiz. The perception of the students toward the new method was assessed through a questionnaire, and that of the faculty was evaluated with a Focused Group Discussion (FGD). Simple descriptive statistics, specifically the mean and standard deviation, were used to generate results. Results: All the students who participated in providing feedback on the module 113 (100%) had used CAL-based learning to acquire the skills. 60.7% of students (n=68) used both the animation and simulation components of the CAL to achieve proficiency in learning about vasoactive drugs. All teachers (n=5, 100%) during the FGD expressed satisfaction with the development and outcomes of the learning module, while highlighting the need for better CAL devices and methods. Conclusion: The CAL module developed for teaching and learning the effects of vasoactive drugs in experimental pharmacology was considered to be just about satisfactory

Stress Among 1st year Medical Students in Bangladesh

Background: The MBBS course is a long and stressful course throughout the world for undergraduate medical students. There is a growing concern about stress among medical students and its effects. Although each year of medical students is characterized by unique stress, the students in their first year are more prone to stressful situations. The reasons include academic pressure, unrealistic expectations and unfamiliarity in a new environment. These stresses are badly affecting their physical and mental health, which also affects their academic performance. Methods: This was a cross-sectional study over four weeks in the year 2022, conducted at different medical colleges in Sylhet. The sample size was 286 first-year MBBS students in different medical colleges. The sampling technique was a non-probability convenient type. Data were collected by using the pretested Medical Students Stressor Questionnaire (MSSQ) and examined using SPSS, version 22. Results: A total of 286 medical students were recruited, with age range of 19-21years; among them, 90 were male and 196 were female. The maximum number of students found to have moderate stress (185, 64.7%) followed by much stress (80, 28.0%).There were few students with no stress (0.3%), extreme stress (1.0%), and mild stress (5.9%) found in this study. The unpaired t-test showed significantly higher (p = <0.001) stress among females (3.82±0.49) than males (3.52±0.49). Conclusion: It can be concluded that the vast majority of students experienced moderate stress, and analysis highlighted a greater association with academic factors. So, the purpose of our study is to design a proper curriculum for our students where mental health will be given priority.

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.

Correlating Histology Examination Performance with Histopathology Examination Results in Longitudinally Followed Pre-Clinical Students: A Comparative Analysis.

<p><strong>Background and Objective</strong>: In the undergraduate medical curriculum, various subjects synergize throughout the years, culminating in the completion of the MBBS course. Histology, a branch of Anatomy, specifically deals with microscopic anatomy. Concurrently, Histopathology, an extension of histology, is a vital facet of Pathology. Proficiency in comprehending the normal histological structure of the human body is imperative, enabling a comprehensive understanding of the microscopic foundations and the diagnosis of diseases during one's medical education. This study was designed to compare and contrast the MBBS students’ exam performance in Histology with that of Histopathology through a longitudinal follow up.</p>
 <p><strong>Methods: </strong>A study sample comprised of MBBS students of College of Medicine, Northern Border University, Arar, KSA who had completed final exams for both subjects between the academic years 2016 to 2021; excluding the academic year affected by Covid-19. Mean scores for the two subjects were computed, and statistical analysis, including the calculation of p-values, was performed using SPSS.</p>
 <p><strong>Results</strong>: The mean scores for Histology and Pathology for the sample students were 75.6% and 77.26% respectively, exhibited a striking similarity and, indicated a robust correlation (p<0.001) between the averages of the two subjects.</p>
 <p><strong>Conclusion</strong>: The study suggests that, under typical circumstances, a solid grasp of histology enhances comprehension in histopathology. Students with a thorough understanding of normal human tissue are better equipped to predict changes or disruptions in pathological samples with increased accuracy</p>

Sexual dimorphism among medical students of north India assessed by interorbital circumference index

Background: The human body dimensions are affected by ecological, geographical, racial, gender, and age factors. Craniofacial anthropometry has become an important tool used in genetic counseling, reconstructive surgery, and forensic medicine. Orbital measurements are important in the evaluation of several systemic syndrome, craniofacial abnormalities, and also surgical treatment of post-traumatic telecanthus. Among these measurements, normal interpupillary distance, inner canthal distance (ICD), and outer intercanthal distance are the vital features to be known. Aims and Objectives: The aims and objectives of the present study were to assess the ICD, head circumference (HC), and circumference orbital index of male and female medical students of North India and find out gender differences in the respective parameters and thus to contribute the present finding to the available literature. Materials and Methods: This was an observational descriptive study conducted in the department of anatomy at a fixed time in 150 MBBS course students in the age group 18–22 years. The ICD and HC were measured using round end digital spreading Vernier caliper. Then, circumference interorbital index (CII) was calculated and analyzed. Results: The mean ICD in males was 3.44±0.33 mm and in females was 3.21±0.32 mm; mean HC in males was 56.03±1.55 mm and in females was 53.88±1.38 mm; and mean CII in males was 6.15±0.54 and in females was 5.95±0.51. Conclusion: The result of this study will help to establish the mean values for of craniofacial anthropometric parameters for medical students of North India, and the results are showing that craniofacial anthropometric parameters are sexually dimorphic.

OSPE as a Method of Learning and Assessment for Undergraduate Practical Pathology versus Traditional Learning and Assessment

Introduction: Objective Structured Practical Examination (OSPE) is an effective method for formative and summative assessment of undergraduate students during practical examination. Aim: The aim of the study was to study the effectiveness of OSPE in the subject of Pathology and to evaluate them on the basis of these parameters, provide feedback on performance, evaluate on basis of practical skills and measure minimal competences. Materials and methods: This study was conducted among a total of 120 M.B.B.S. students during their second year of MBBS course. OSPE based practical examination was carried out followed by a close ended questionnaire to evaluate student’s perception regarding the same. Results: OSPE was seen as a useful exercise by 83 % of the students. Feedback from the undergraduate students put forward that 17 % students felt that OSPE was an objective tool in evaluating practical skills. Conclusion: OSPE is a more valid and beneficial learning tool according to the students as well as faculty. Keywords: Objective structured practical examination, Pathology, Medical education, Teaching tool

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students.

Background and objective The term cognitive flexibility refers to the ability of the students to adapt to a challenging environment. This quality has been found to enhance creativity and skills for innovation among medical students who are expected to face a taxing environment in clinical settings. Medical students should be competent enough to address the problems on their own and work with autonomy. The practice of self-regulated learning (SRL) can be associated with cognitive flexibility. Hence, this study aimedto determine the correlation between learning strategies and cognitive flexibility. Our primary objective was to correlate the different learning strategies adopted and cognitive flexibility among medical students. Material and methods This descriptive cross-sectional study was conducted at Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry after obtaining institutional ethical committee approval. Students from the second year to the final year of the MBBS course who volunteered to participate in the study were selected based on inclusion and exclusion criteria. The Motivated Strategy for Learning Questionnaire (MSLQ), consisting of 50 items in Part B, was employed to assess SRL. Cognitive flexibility was measured using the Stroop Color and Word Test(SCWT)and Trail Making Test(TMT) Part A and Part B. Results The study included a total of 220 medical students. The mean age of the participants was 21.76 ± 1.77 years, and they had a healthy mean BMI of 21.06 ± 1.25 kg/m2. There was no significantdifference in terms of gender in the tested variables. Responses in Card "C" and Card "CW" of the Stroop test showed a significant positive correlation (p<0.001) with subscales of SRL strategies. In the TMT, the latency of Trail A showed a significant negative correlation (p<0.001) with all the subscale scores of the SRL strategies, and the latency of Trail B showed a negative correlation with rehearsal (p=0.03), organization (p=0.03), and effort regulation strategies (p=0.01) of SRL. Conclusion Implementing SRL techniques can ultimately help medical students to act more wisely and judiciously. Hence, we propose that cognitive flexibility among medical students can be enhanced by adopting SRL strategies.

Role of Peer Assessment in Modifying Professional Behavior among Phase 1 Medical Undergraduates: A Prospective Interventional Study

Abstract Background: India’s competency-based medical education curriculum has now included professionalism as a core competency for medical graduates. However, assessing professionalism and interpersonal skills remains challenging. This study explores the impact of peer assessment (PA) on MBBS first-phase students’ professional behavior and its association with gender and academic performance. Methodology: We conducted a prospective interventional study. Over three iterations which were done at the interval of 1 month, each student evaluated six peers using the “Rochester PA tool” comprising 15 standardized items. Statistical analysis employed t-tests, Chi-square tests, analysis of variance, and correlation tests. Results: Hundred and forty students were enrolled and their responses were analyzed. “Unable to answer” responses significantly decreased over time (P &lt; 0.0001), particularly when students did not consider peers as close friends (P &lt; 0.001). PA scores remained stable over three timelines, but in the first and second iterations, females received higher scores for all the factors except for intrapersonal attributes. Academic grades correlated positively with PA scores for work habits, global items, and overall performance but not for interpersonal attributes. Conclusions: This study highlights PA as a valuable training tool for inculcating an understanding of professionalism among medical students in early years of MBBS course. We did not find any improvement in the professional behavior after repeated implementation of PA probably because the gap between the two evaluations was insufficient to bring about noticeable behavioral changes. Further research is required to explore if early introduction of such assessments in medical school can nurture the professional development leading to improvement in the accuracy of later peer evaluations.

Readiness of the Interns to work at rural area: a cross-sectional survey in a backward district of West Bengal

Background: The scarcity of qualified doctors in rural areas remains a critical challenge for the health sector in India Aim was to analyze the perception of medical students regarding upcoming compulsory rural posting for 1 year as a part of their rotatory internship Methods: A cross-sectional survey was conducted in a medical college of West Bengal among the interns during March 2019 to February 2020. By doing complete enumeration of the interns present at the end of their Community Medicine posting, the sample size became 125. Predesigned, semi structured questionnaire was used for data collection. At the end of community medicine posting, when the interns came to department for completion, the printed questionnaire were given to them for filled up by their own. Collected data were entered in MS excel spreadsheet and analyzed with the help of SPSS 22.0 version. Results: About 74% interns thought it was difficult to serve the rural areas however 52% felt it will enrich their professional skills and about 65% thought it would be beneficial to the rural community. Only 22.4% were in favour of rural posting during their internship and 46% thought paying bond money is a good way out. Lengthening of MBBS course, inadequate clinical exposure, poor connectivity, no job satisfaction, obstructed career growth, no quality of life, insecure working environment for women, excessive workload, inadequate monetary compensation were the major reasons identified by interns for noncompliance of compulsory rural service during internship. Conclusions: The policymakers and medical educators need to design newer strategies for the improvement of rural healthcare facility keeping in mind the perception of students regarding rural service in the present scenario.

Impact of a New Module to Enhance the Learning of Ethical Principles in Students of Phase I MBBS Course

ABSTRACT Background: Healthcare decisions need to be based not only on clinical and technical grounds but also on ethical considerations. Aims: To develop a module for teaching ethics to newly admitted medical students and help medical students recognize the importance of being sensitive to ethical issues in daily clinical practice and develop the ability to address the ethical concerns of patients efficiently. Methodology: An interactive module was developed and introduced among first-phase MBBS students over a period of 4 weeks after taking institutional ethical clearance and informed consent of the participants. Results: Two hundred students of First Phase MBBS batch 2021-2022 participated in the study. Students performed significantly better in the post-test examination (mean ± standard deviation: 89.65 ± 4.9) as compared to the pretest examination (mean ± standard deviation: 49.34 ± 12.02); P value &lt;.0001**. Students and faculty members were satisfied with the teaching-learning methodology implemented. In the one-month period of time, 48 students could complete the Good Clinical Practice course available at https://gcp.nidatraining.org/with more than 80% marks after appearing for 11 examinations and receiving certificates valid for three years. Conclusions: The present module on medical ethics introduced among first-phase MBBS students helped them to learn the core principles of ethics in medicine. It increased their critical thinking and problem-solving abilities.

Integration in Undergraduate Medical Course of Bangladesh: Students’ and Teachers’ views

This cross sectional study was conducted to evaluate the MBBS (Bachelor of Medicine and Bachelor of Surgery) course of Bangladesh on the basis of modern ‘Integrated teaching’ instead of corresponding traditional ‘Discipline-based teaching’. The study was conducted during the period of January 2021 to December 2021. Data were collected from conveniently selected eight medical colleges of Bangladesh. One self-administered semi-structured questionnaire was administered to collect data from 87 teachers and from 413 students of MBBS course. It was found that out of 4 point scale (1 to 4) the mean scores of respondents’ views regarding ‘Integrated teaching’ in the present curriculum was 1.2; on the other hand, their views regarding the future MBBBS course should adopt ‘Integrated teaching’ instead of traditional ‘Discipline based teaching’ was 3.47. The score of the respondents’ opinion regarding the different requirements were above 3.4 out of 4. Now it is best time to shift our MBBS course towards ‘Integrated teaching’ in instead of ‘Discipline-based teaching’. Bangladesh Journal of Medical Education Vol.14(1) January 2023: 56-62

Learning Styles of Undergraduate Medical Students and their Relation with Preferred Teaching-Learning Methods

This descriptive type of cross-sectional study was conducted to determine the learning styles of undergraduate medical students and their relation with preferred teaching-learning Methods. The study period was from July 2017 to June 2018. The study was carried out among the students of the 2nd, 3rd, and 4th phases of the MBBS course at three government and four nongovernment medical colleges in Bangladesh. Out of seven medical colleges, four were within Dhaka and three outside Dhaka. The sample size was 1004. Medical colleges were selected purposively, and a convenience sampling technique was adopted for data collection. Bangla translated version of Fleming's VARK (visual, auditory, read/write, and kinesthetic) questionnaire was used to identify the learning styles of students. Linear regression was used to compare the VARK learning styles scores with teaching-learning Methods. The study revealed that out of 1004 medical students 64.2% preferred multimodal learning styles, and the rest, 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. The most preferred teaching Methods among the students were bedside teaching (29.9%), followed by tutorials (25.9%), and practical sessions (20.6%). The most preferred learning method among the students was mixed Methods (60.3%). A positive correlation was present between VARK modes and teaching-learning Methods (P &lt;0.05). Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing, and kinesthetic activities. The study recommended that teachers be aware of the medical students' learning styles and that aligning teaching-learning Methods with learning styles will improve their learning and academic performance.&#x0D; TAJ 2022; 35: No-2: 19-26

Present Assessment Status of ‘Allied Subjects of Surgery’ In Undergraduate Medical Education of Bangladesh: Fresh MBBS Graduates’ Views

Background: The assessment is an integral part of the clinical teaching-learning process in undergraduate medical education.&#x0D; Methods: This cross-sectional study was conducted to identify the views of fresh MBBS graduates about the present assessment status of 'Allied Subjects of Surgery' in undergraduate medical education in Bangladesh. The study was conducted from January 2021 to December 2021. Self-administered semi-structured questionnaires were administered to collect data from 40 fresh MBBS graduates. Data were collected from purposively selected 40 fresh MBBS graduates who passed the MBBS course with the completion of internship training within five years working in government and private hospitals or giving health care services in their chamber after getting permission from the respondents.&#x0D; Results: This Study revealed that the conditions of different issues like formative assessments, summative assessments (Professional examinations), short answer questions (SAQ), multiple choice questions (MCQ), structured oral examinations (SOE), objective structured clinical examinations (OSCE) and short cases were poor and in case of long cases were very poor in most of the Allied Subjects of Surgery compared to General Surgery, Otolaryngology and Ophthalmology. These differences were also statistically highly significant in all cases.&#x0D; Conclusion: Hence it can be recommended that most of the Allied Subjects of Surgery should get optimum importance during the assessment procedures in undergraduate medical education of Bangladesh according to the health needs of the community and current global health care situation.&#x0D; TAJ 2022; 35: No-2: 27-33