Professional MBBS Research Articles

Principle-oriented versus Information-oriented Approach Towards Neuroanatomy: A Selective Profile of Question Papers of Four Public University of Bangladesh

Most of the students considered neuroanatomy to be a difficult subject that contains a large volume of information. Therefore, many of them have the tendency to memorise the subject rather than understanding. The learning will be permanent if learning and its assessment is structured around generalisable rules or ‘principle’ rather than trying to memorise plenty of apparently disconnected ‘information’. Materials and methods: The Neuroanatomy portion of the Anatomy question papers of the First Professional MBBS Examinations of four public universities were analysed. It was a cross sectional, observational study carried out in the Department of Anatomy, Bangabandhu Sheikh Mujib Medical University, Dhaka from January 2012 to December 2012. Results: The analyses of written question papers revealed that a vast majority (85.40 ± 7.32%) of the question segments in the question papers of four public universities were ‘Information-based segments’. The mean proportion (±SD) of ‘principle-based segments’ was 14.60 ± 7.32%. Conclusion: The results of present study provide a baseline data on the relative proportion of ‘principle-based questions’ and ‘information-based questions’ in the Neuroanatomy portion of Anatomy question papers of four public universities in Bangladesh. The study also suggests that the issue of principle-oriented approach in the teach-learning and assessment of neuroanatomy is a valid issue to be addressed in the undergraduate curriculum planning and implementation. EWMCJ Vol. 12, No. 1&2, January-July 2024: 88-93

Pattern of SAQ Used in MBBS First Professional Anatomy Question Papers of Public Universities of Bangladesh

Introduction: Assessment is a very important method of measurement of medical education. Anatomy is an essential part of undergraduate medical curriculum. Short answer question (SAQ) has a better content coverage as compared to long essay question. Objective: To be assess the pattern of SAQ in MBBS first professional written anatomy question papers of public universities of Bangladesh. Method: The cross-sectional study was conducted at Armed Forces Medical College in the department of Anatomy, Dhaka Cantonment. For this study, SAQ papers of anatomy of nine first professional MBBS examinations of Bangladesh University of Professionals (BUP), Dhaka University (DU) and Chittagong University (CU) from May 2017 to November 2021were collected. These were classified as parts and segments. Each segment was categorized as definition, draw and label, unique and open type. They werecalculated as number of segments as well as total weightage. Result: On analysis it was found that the percentage of weightage of definition type questions of BUP, DU and CU were 3.53±2.03, 2.43±1.42 and 2.89±1.12; draw and label type 12.84±4.44, 15.98±3.13,17.053±.65; unique type 24.16±9.88,31.33±6.14, 26.47±3.84 and for open type 56.13±4.77,60.72±5.15, 53.73+5.29. Significant difference was found in draw and label type question in between BUP and CU, in unique type question in between BUP and DU and DU and CU, in open type question in between DU and CU. Conclusion: Different types of SAQ are used to determine the level of cognitive domain. Proper distribution of types of SAQ shall ensure the proportion of these domain mentioned in the curriculum. JAFMC Bangladesh. Vol 19, No 2(December) 2023: 7-11

A CROSS-SECTIONAL STUDY ON SELF-MEDICATION PRACTICES, PERCEPTION, AND ATTITUDES OF UNDERGRADUATE MEDICAL STUDENTS AT A GOVERNMENT TERTIARY CARE TEACHING HOSPITAL IN EASTERN INDIA

Objectives: Self-medication (SM) is common in India. It is of greater significance when practiced by medical students as they going to be medical practitioners in the future. This study was conducted to assess the pattern of SM practices, perceptions, and attitudes among students pursuing 2nd-year professional MBBS in a tertiary medical college in the year 2019. Methods: This study was a cross-sectional one based on a questionnaire. It was conducted among the 2nd-year undergraduate (MBBS) medical students in a tertiary care medical college in West Bengal, India. Results: Out of 199 students approached, 198 consented to the study and filled in the supplied study questionnaire. Thirteen incomplete questionnaires were excluded and the remaining 185 were analyzed. It was found that 81.6% (151/185) respondents practiced SM. The most common ailments for seeking SM were fever 66.2% (100/151), followed by cough cold, and sore throat 55.0% (84/151), diarrhea/nausea, and vomiting 40.4% (61/151). The most common drug used for SM was paracetamol 73.51% (111/151), followed by H1 antihistaminics and proton pump inhibitors. A small percentage of students used topical preparations of steroids, analgesics, antibiotics, and antifungals as well. Among the common reasons for seeking SM, 72.2% (109/151) felt that their illness was mild and 57% (86/151) preferred it as they had prior experience. Conclusion: Our study showed that SM is commonly practiced among the students of this institution. Therefore, medical teachers need to try even more to generate adequate awareness among the students about inherent risks of SM.

IJCM_336A: Academic burnout and coping: A questionnaire based cross-sectional study among undergraduate students of a medical college in western Uttar Pradesh

Background: Academic burnout is a significant concern in undergraduate medical students due to the demanding nature of their coursework, clinical responsibilities, and the pressure to excel in their studies. Medical students, in particular, are believed to be more stressed and burnt out than their non-medical peers. Academic burnout can affect medical students academic performance and psychological well-being. Coping strategies are essential for students to manage stress and attempts are being made to control and mitigate the same. Objective: 1) To assess the prevalence of academic burnout among undergraduate medical students; 2) To find out coping mechanisms adopted by the students. Methodology: This is a cross-sectional anonymous survey, medical students were recruited from four professional MBBS groups. Based on prevailing prevalence of burnout (16.84%), sample size calculation was done, which came out to be 216; which was rounded off to 220. The 220 completed questionnaires were collected and included in analysis. The Maslach Burnout Inventory-Student Survey (MBI-SS) and Brief COPE questionnaire were used. Sociodemographic profile was assessed by semi-structured proforma. Results: High emotional exhaustion was present in nearly 35% of the students while low professional efficacy over 65% of them reported. However, majority of them practiced active coping. The data is still being analysed for final findings. Conclusion: As concluded, majority of the students reported high academic burnout and low professional efficacy. For coping, most of them adapted active coping while substance use was less commonly used.

Analysis of Domain Addressed and Subdivisions of Anatomy Emphasized in Spotting Stations in Anatomy Part of First Professional MBBS Examination

Introduction: Assessment of any educational program should implement purpose of the learning objectives. Learning objectives are prepared with the help of several models such as SOLO (Structure of observed learning Outcomes) taxonomy, Bloom’s Taxonomy etc. The most commonly used classification system is “Bloom’s taxonomy to develop learning objectives” which describes the domains of educational objectives and divides the domains into three categories a) cognitive domain b) psychomotor domain c) affective domain. Objectives: To observe the domains of the questions of soft part-portion of Spotting stations to fulfill the learning objectives set by the curriculum in Anatomy professional examination in the background of Bloom’s Taxonomy. The research also tries to find out the subdivisions of Anatomy preferred more and regions of Gross Anatomy more emphasized in soft part-portion of Spotting stations. Methods: This cross sectional study held in the Department of Anatomy in Armed Forces Medical College (AFMC) from August 2015 to December 2018. Data (questions of soft part-portion of Spotting stations and ‘answer key’s) are collected from seven different medical colleges affiliated under Dhaka University. A total fifty-two day’s questions with ‘answer key’s are taken for the study from the first professional examination held on May 2013 and May 2014. For the purpose of the study each question is divided into ‘Item’, ‘Part’s and ‘Segment’s. Moreover verbs of the segments are then analyzed in the form of ‘statement’, ‘list’ and ‘single name’ and Anatomy is subdivided into Gross Anatomy, Histology and Developmental Anatomy. Result: A total 774 items, 1571 parts, 2048 segments are analyzed. The verbs used to address the levels of cognitive domain in the questions reveals that ‘identification’ is mostly (76.62%) used in supplied figure followed by radiology (52.05%) model (41.89%) viscera (38.82%) and dissection (24.95%) stations. ‘Statement’ mostly used as verb by dissection (37.28%) and minimum in supplied figure (11.6%) stations. Similarly ‘list’ is mostly used in viscera (23.14%) and ‘single name’ is mostly used verb in dissection stations. Maximum (89.2%, 92.47%, 90.54% and 81.82%) questions are asked from Gross Anatomy subdivision in viscera, radiology, model and in supplied figure stations respectively. In case of viscera stations about one third (34.62%) and one fourth (25.62%) questions are from the thorax and abdomen proper respectively and around 15% questions cover pelvis, (10.54%) head neck, (12.34%) and brain (16.88%) respectively. Nearly half (46%) of the figure station use supplied figures as a ‘tool’. Maximum (39%) figures are used from brain where supplied figures are used as a ‘tool’ and no figure used from lower limb. When instructed to ‘draw and label’, 50% are from region of brain and less than 20% from other regions. Conclusion: From the findings it can be easily perceived that though Spotting examination is part of practical examination but in our country but it mainly involves in assessing factual knowledge of Anatomy which can hardly meet the demand of the objectives set by the curriculum. JAFMC Bangladesh. Vol 19, No 1 (June) 2023: 59-65

Assessment of stress and physical activity in male medical students

Background: Transition to university, academic performance pressure, lack of sleep, personal relationships, and poor coping skills are the common sources of stress for undergraduate students. The health of students can be negatively impacted by high-energy, high-salt diets, irregular diets, and insufficient physical activity (PA), which can result in overweight and obesity. Aims and Objectives: To find out the relationship between PA and stress among medical students. Materials and Methods: The study was conducted on 60 male undergraduate students in the age group 18–21 years of 1st professional MBBS. After taking a detailed history body mass index (kg/m2) was calculated. Then subjects were asked to fill out the perceived stress scale and global PA questionnaire to assess their stress and PA status. Results: In the present study there is a statistically significant relationship between the stress score and the PA. This shows that those students who were leading a more active daily or weekly schedule were exhibiting lower scores on the stress scale tool employed. Conclusion: The study revealed a highly significant (P < 0.001) correlation between the stress level and PA status of the students.

Association of Learning Styles with Academic Achievements in First-year Professional MBBS Students of a Medical College in Eastern India: A Cross-sectional Study

Introduction: Research has shown that learning may be optimised by synchronising the learning environment with the learning style preferences of students. First-year medical students face immense stress as they adapt to a new learning environment and curriculum at the onset of their medical career. The simultaneous use of two supplementary learning styles questionnaires, namely, the Visual-Aural/Auditory-Read/WriteKinesthetic (VARK) questionnaire and the Vermunt Inventory of Learning Styles (Vermunt ILS), would provide detailed knowledge of their instructional preferences, information processing, and cognitive personality learning styles. Judicious use of such information at this stage may guide them towards improved learning and higher academic achievement. Aim: To study the association between learning styles and academic achievements in first-year professional MBBS students of a medical college. Materials and Methods: A cross-sectional study was conducted at Medical College, Kolkata, West Bengal, India over the duration of 10 months from August 2021 to June 2022. Online surveys of 250 first-year MBBS students’ learning styles were conducted using the VARK questionnaire and Vermunt ILS, and the marks of three internal assessment examinations were collected. The data was entered into Microsoft Excel. Group as well as individual scores were analysed, and Pearson’s Chisquare test was used to determine the association between the students’ learning styles and their academic achievement. A p-value of <0.05 was considered statistically significant. Results: Out of the total of 160 submitted questionnaires, 139 (86.8%) students were visual learners, while the rest were multimodal learners. The factor loading of the ILS scales revealed higher alpha coefficients for learning orientations and mental models of learning, with the ‘use of knowledge’ being awarded high scores by the highest number of students, 104 (83.56%). A total 134 learners gave lower scores to processing and regulation strategies, but a significant association was found between 126 (94%) of them and their academic scores of ≥50% (p-value=0.024). Conclusion: Although no positive association was found between learning styles and academic achievement of firstyear medical students, the integration of two learning style tests provided educators with comprehensive insight into the learning preferences of their students, enabling them to develop an adaptive curriculum. Students might also utilise knowledge of their learning styles to guide themselves towards self-directed learning, lifelong learning, and higher academic achievement.

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

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

Is ChatGPT's Knowledge and Interpretative Ability Comparable to First Professional MBBS (Bachelor of Medicine, Bachelor of Surgery) Students of India in Taking a Medical Biochemistry Examination?

Introduction ChatGPT is a large language model (LLM)-based chatbot that uses natural language processing to create humanlike conversational dialogue. It has created a significant impact on the entire global landscape, especially in sectors like finance and banking, e-commerce, education, legal, human resources (HR), and recruitment since its inception. There have been multiple ongoing controversies regarding the seamless integration of ChatGPT with the healthcare system because of its factual accuracy, lack of experience, lack of clarity, expertise, and above all, lack of empathy. Our study seeks to compare ChatGPT's knowledge and interpretative abilities with those of first-year medical students in India in the subject of medical biochemistry. Materials and methods A total of 79 questions (40 multiple choice questions and 39 subjective questions) of medical biochemistry were set for Phase 1, block II term examination. Chat GPT was enrolled as the 101st student in the class. The questions were entered into ChatGPT's interface and responses were noted. The response time for the multiple-choice questions (MCQs) asked was also noted. The answers given by ChatGPTand 100 students of the class were checked by two subject experts, and marks were given according to the quality of answers. Marks obtained by the AI chatbot were compared with the marks obtained by the students. Results ChatGPT scored 140 marks out of 200 and outperformed almost all the students and ranked fifth in the class. It scored very well in information-based MCQs (92%) and descriptive logical reasoning (80%), whereas performed poorly in descriptive clinical scenario-based questions (52%). In terms of time taken to respondto the MCQs, it took significantly more time to answerlogical reasoning MCQs than simple information-based MCQs (3.10±0.882 sec vs. 2.02±0.477 sec, p<0.005). Conclusions ChatGPT was able to outperform almost all the students in the subject of medical biochemistry. If the ethical issues are dealt with efficiently, these LLMshave a huge potential to be used in teaching and learning methods of modern medicine bystudents successfully.

Assessing the impact of hand hygiene training on medical students' knowledge: A study in a tertiary care hospital in West Bengal.

Background: Healthcare-associated infections (HAIs) continue to pose significant challenges to patient safety and healthcare systems worldwide. Poor hand hygiene among healthcare professionals remains a major contributing factor to the spread of HAIs. Despite its importance, hand hygiene compliance among healthcare workers, including medical students, remains low. Training programs to improve hand hygiene knowledge and compliance have been implemented globally. This study aimed to assess the impact of a hand hygiene training program on medical students at Burdwan Medical College &amp; Hospital in West Bengal.&#x0D; Methodology: A cross-sectional study was conducted involving 122 Professional MBBS students who were selected through purposive sampling. Written informed consent was obtained from each participant. The students' baseline hand hygiene knowledge was assessed using the WHO questionnaire before providing hand hygiene training. Post-training, the same questionnaire was used to evaluate the level of knowledge acquired. The data were analyzed using the student t-test to determine the statistical significance of the training program.&#x0D; Results: The mean pre-test score was 11.24±5.29, while the mean post-test score significantly increased to 17.34±5.4 (p&lt;0.001, 95% CI). This finding indicates a substantial improvement in hand hygiene knowledge among medical students after undergoing the training program.&#x0D; Conclusion: Regular and frequent training programs on hand hygiene, accompanied by monitoring and timely feedback, are crucial for increasing awareness and compliance among medical students. It is essential for medical colleges to establish an Infection Prevention and Control Committee to organize and oversee such training initiatives, which play a pivotal role in mitigating the risk of HAIs.&#x0D;

Interactive Learning: Online Audience Response System and Multiple Choice Questions Improve Student Participation in Lectures.

Background and Objective Multiple Choice Questions (MCQs) are commonly used in medical education for formative and summative assessment. However, the use of MCQs as a pedagogical tool in lectures is an area that is yet to be fully explored. This study aimed to gather feedback on including MCQs in lectures using an Online Audience Response System (OARS). Methods This quasi-experimental study involved 114 first professional MBBS students. A lecture with strategically integrated MCQs was delivered in a traditional classroom setting. Students answered the ten MCQs and provided feedback via OARS using their mobile phones. The feedback included eleven questions about student engagement, attentiveness, and critical thinking skills. Students' perception of the advantages and limitations of OARS in lectures was also collected. Data are presented as percentages and median with an interquartile range. Results Higher levels of engagement were reported by 80% of students; 81% felt improvement in understanding of the learning objectives and lecture content; 5% felt that mobile phone usage caused distractions; 79% reported increased focus and concentration; 84% reported that MCQs promoted their critical thinking skills; 75% reported enhanced overall learning experience without causing any discomfort; 69% believed that asking questions individually by the instructor is less effective than MCQs with OARS; 83% felt motivated to come prepared with study material when MCQs were included in the lecture; 67% preferred an even distribution of MCQs throughout the lecture; 53% preferred six to ten MCQs per lecture. Conclusion This study suggests that integrating MCQs in lectures using OARS can be a valuable pedagogical strategy in medical education and can potentially improve the learning experience by enhancing student engagement, attentiveness, and critical thinking skills. However, educators should also be aware of the potential limitations and take steps to mitigate them.

A Cross-Sectional Study to Assess the Prevalence of Obesity among Second Professional MBBS Students of One of the Medical Colleges of Indore, Madhya Pradesh

Introduction: Obesity is a complex multifactorial preventable disease. The problem of obesity is important to discuss because it is closely associated with an increasing risk to many diseases. Objective: To assess the prevalence of obesity among Second MBBS students and find the anthropometric parameters of obesity. Method: This was a cross-sectional, observational study conducted among 100 second MBBS students. Demographic data and anthropometric measures, such as Height, Weight, Body mass index, Waist circumference, and Waist/Hip ratio of the students were collected. Results: BMI was &lt; 18.5 in 17.34% of male and 28% of female students. Around 18.67% of male and 24% of female students had BMI of more than 25 and where as student shaving BMI of more than 30 were 6.66% and 4% in male and female students, respectively. According to the Waist/Hip ratio,16% male (&gt;0.95) and16% female (&gt;0.86) students were categorized as at risk for obesity (p-value 0.86). Conclusion: Almost half of the male and female students were having normal BMI. More number of female students had BMI lower than normal. Students falling in the category of overweight were higher as compared to obese students. Such students were advised for nonpharmacological measures of weight reduction through proper exercise, consuming a healthy balanced diet, and role of physical activity, so as to maintain proper bodyweight and to prevent future complications of obesity were advised to the students.

Lived experiences of undergraduate medical students after failure in final professional examination: A phenomenology.

The objective of the study is to focus on the actual phenomenon of medical students' exposure to failure. The research aims to highlight the lived experiences of undergraduate medical students after failure in final professional examination, from the student's point of view. Study was conducted in Bahria Medical and dental college Karachi, Pakistan. Interpretative phenomenological approach was used to explore the lived experiences of students who failed in the final professional MBBS examination. Interpretivist and pragmatic research paradigms were used for philosophical explanation of the phenomenon. Semi-structured interviews were conducted for data collection. These interviews were repeated until data saturation was reached. Interviews of participants were initially audio-recorded and then transcribed. Non-verbal communication was transcribed using observation method and following continuum of lexicalisation ranging from symbolic gestures to phrases or words omitted or adapted to enhance thick description and interpretation of latent content analysis. Verbal data was analysed by content analysis, non-verbal and verbal data were integrated, and phenomenological interpretive method was used in this study. Constant reflection on data or parts of data contributed to the understanding of the phenomenon. Data was organised in codes and themes using atlas ti-9. Results showed 16 codes under three themes, i.e. personal, social, and academic factors. Interpretive phenomenological approach applied in this study helped to uncover the complexity of medical students' failure.

Performance Evaluation of ChatGPT in Forensic Medicine (Including Medical Jurisprudence &amp; Toxicology) of Third Professional MBBS: Part 1

Performance Evaluation of ChatGPT in Forensic Medicine (Including Medical Jurisprudence &amp; Toxicology) of Third Professional MBBS: Part 1

Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India

Background: Being a vast, volatile and dynamic subject, innovative teaching learning methods are required to generate student’s interest in learning Pharmacology. Aims and Objectives: The aim of the study was to study the effectiveness of project-based learning (PBL) program (preparation of a poster or building a model) in improving learning in Pharmacology and to obtain student feedback on the program. Materials and Methods: Twenty-one topics with equal difficulty level were selected from the “must know” portions in Pharmacology. 97 students of second professional MBBS were divided into 12 groups for building a model and nine groups for preparing a poster. Groups for preparing a model had minimum five members and groups for preparing a poster had minimum four members in each group. They were asked to prepare the project based on the topic in 1 month as group task. On the day of the submission, one of the group members presented the model/poster and all other students attended the presentation. A test of ten questions (section A) was done on the students before the presentation which was entirely based on their own project. On the same day, pre-test (section B) having 20 questions, one from each topic was done before the presentation. Post-test was done for all the students immediately after the presentations and also after 1 week. Feedback forms were given to the students after the presentation. Data collected from both the projects were analyzed separately. Results: The improvement in immediate post-test was significant in students involved in both the projects compared to the pretest results. In the individual project assessment, ≥50% marks were scored by 89.8% of the students involved in model building and 87.9% of the students involved in poster preparation. 46 students (78%) involved in model building and 24 students(72.7%)involved in the poster preparation opined that the overall process of preparing and presenting the poster/model was extremely enjoyable. 49 students (83.05%) involved in model building and 28 students (84.8%) involved in poster preparation opined that the project work was extremely helpful in understanding the topic. Conclusion: PBL can be incorporated as a novel teaching learning tool in Pharmacology.

Computer-Assisted Learning versus Conventional Methods for Pathology Tutorials: A Longitudinal Interventional Study

Introduction: One of the important objectives of undergraduate pathology teaching is to enable the student to correlate the normal and altered morphology of different organ systems in common diseases. The conventional chalk and board method of tutorials for imparting this training is not free of disadvantages. ComputerAssisted Learning (CAL) is the trend of the day worldwide. Aim: The present study aimed to compare the effectiveness of CAL with the conventional method for pathology tutorials, with special emphasis on the retention of knowledge in students. Materials and Methods: The present study was a longitudinal interventional study involving 110 students of the second Professional MBBS batch of the Department of Pathology at North Bengal Medical College, Darjeeling, a rural area Medical College, for a period of six months from December 2017 to June 2018. The students were divided into an intervention group taught by the CAL method and a control group taught by the chalk and board method. On the day of teaching and one month after that, assessment was done by histopathology slide spotting. Focus Group Discussion (FGD) and a pre-tested and validated questionnaire completion were also undertaken. Paired t-test was used for comparison in both groups. Results: Those instructed by the CAL Method scored significantly higher than the control group students in both Spotting-1 and Spotting-2. In Spotting-1, the average score of group A (interventional group) and group B (control group) students was 71.11±27.67 (SD) and 38.89±24.75, respectively (p-value 0.01). In Spotting-2, the average score of group A and group B students was 67.78±28.52 (SD) and 29.44±28.85 (SD), respectively (p-value-0.01). Conclusion: The present study concluded that the CAL method is acceptable to both students and facilitators. It resulted in a significantly improved performance of students in the diagnosis of histopathology slides assessed immediately after teaching and one month after teaching. Hence, CAL also assists in the retention and recall of information.

Analysis of different levels of cognitive domain in undergraduate written short answer questions in Physiology: A descriptive study in Bangladesh

Background: Teaching-learning and assessment of Physiology should be more organized because it builds the foundation for clinical science. A written question sheet on Physiology can be claimed ideal when it can assess the competence at different levels of cognitive domain of student’s learning. Objectives: The aim of the present study is to find out the prevalence of questions addressing different levels of cognitive domain in the first professional MBBS written examination on Physiology. Methods: This descriptive and retrospective type of study was conducted in the Department of Physiology, BSMMU, Dhaka, during the period of March 2020 to February 2021. A total 67 Short Answer Question(SAQ) sheets in the first professional MBBS examinations of the last five years of four public universities of Bangladesh were analyzed following revised Bloom’s Taxonomy. The frequency percent of questions addressing six levels of cognitive domain was manually calculated. Results: ‘Question-segments’ assessing remember level were greater than 80%, Whereas, ‘questionsegments’ assessing understand, apply and analyze level ranged between 11-13%,0.25-0.95% and 0.11-0.67% respectively in all the universities. No ‘question-segment’ was found addressing evaluate and create level of cognitive domain. Conclusion: From the results of this study, it may be suggested that there is almost absence of questions for assessment of student’s higher order thinking ability and most of the questions used, assessed the lowest level of cognition process in the first professional MBBS written examination on Physiology under four public universities of Bangladesh. J Bangladesh Soc Physiol. 2022, June; 17(1): 49-55

Hybrid assessment as a formative assessment tool for undergraduates in pathology

Background: The online portal has been a vital tool for both teaching as well as assessment during the COVID-19 pandemic. While being the only safe option available during this period, online assessment has its own drawbacks. Students have access to their books as well as the internet; therefore, there is no regulation over plagiarism, compromising the reliability of the examination. On the other hand, traditional offline assessment, apart from issues of safety during the pandemic, also requires a substantial infrastructure. Aims: The study was conducted to explore the possibility of using a hybrid assessment method-an online examination in an offline setting-with the aim of compensating the shortcomings of both type of assessments and evaluating its potential as a formative assessment tool. Settings and Design: The study was conducted over a period of 1 month in the Department of Pathology of a Medical College of New Delhi. A batch of 100 students belonging to the second professional MBBS were evaluated toward the end of their fifth semester. Materials and Methods: A blueprint of the online practical examination was prepared by the faculty, including the entire syllabus. The assessments were conducted 4 times for a batch of 25 students at a time. Students were called on the day of their assessment with their mobile phones, and the test was sent through Google forms. At the end of the examination, a quick evaluation of the result was done question wise and the faculty gave detailed feedback discussing the results. Following this, the students were asked to fill out an online feedback form to gather their perceptions regarding hybrid assessment. Results: Most of the students considered hybrid practical assessment to be a better mode than conventional practical assessment, and the majority thought that this mode can be useful for final exam preparation and should be conducted more frequently. Most of the students were satisfied with the time given for answering the questions as well as with the difficulty level of the questions, and felt that the syllabus was appropriately covered. However, a few students faced problems such as Internet connectivity and form reloading issues. Conclusions: A hybrid assessment method that is conducting an “on campus” online examination can be effective mode of conducting regular formative assessments. It has the advantage of requiring minimal infrastructure as well as examination faculty.

Body &amp; organ donation in Bihar – A multicentre study on awareness among students of 1st professional MBBS course

Background: With the attendant rise of the number of medical colleges in India over past few decades, the demand for cadavers used in medical education and research is growing. However, there is an insufficient supply of donated cadavers available for dissection. Objective: The present study aimed to assess the awareness about Body &amp; Organ Donation among students of 1st Professional MBBS course in Bihar, India. Materials and Methods: This retrospective, longitudinal cohort, observational multi-center study was carried out between March-2022 to May-2022 on consecutive 500 medical students admitted in 1st Professional MBBS course, studying at KATIHAR MEDICAL COLLEGE, KATIHAR, MADHUBANI MEDICAL COLLEGE, MADHUBANI and PATNA MEDICAL COLLEGE, PATNA, between the study duration. Inclusion criteria composed of only newly admitted first year medical students, following their informed consent whereas, second year, third year and fourth year medical students were excluded from this study. Approval was obtained from Institutional Ethics Committee. A structured questionnaire containing 29 items was administered after due consent by the department of anatomy of each of the above-mentioned medical colleges. The collected data was entered in Microsoft Excel to maintain the quality of data.

A study on the evolving facet of anatomy education based on the learners’ perspective of medical students in Kolkata, India

Background: Anatomy education is dealing with tribulations and challenges, especially in the post-COVID period. Erosion of basic knowledge and time allocated to anatomy has caused great concern. As appraisal is an integral part of Medical Education, student evaluations can highlight divergent perspectives for the identification of existing lacunae and propose amendments. Aims and Objectives: This study was undertaken to reorganize the academic schedule and frame relevant recommendations for the enhancement of teaching standards in anatomy based on the learner’s perspective. Materials and Methods: A descriptive cross-sectional study was conducted among 876 MBBS students in Kolkata, India. A feedback response structured questionnaire was distributed to the students at the end of the 1st Professional MBBS for data collection. The template was generated in Microsoft Excel sheet and the results were analyzed to find out the possible solutions and actions required at regulatory levels including institutions, faculty, and medical students. Results: Anatomy was paradoxically perceived as the most interesting yet the most difficult curriculum. Complicated anatomical terms as well as rationed study specimens were significant impediments to understand anatomy. Dissection and demonstration with 10–20 students were optimal, while histology and lectures were considered redundant. The study underlined the need of reforms in the course module and academic schedule toward an integrated syllabus extended for 18 months. Conclusion: Conventional theoretical and experimental teaching should be blended with innovative inclusions based on scholar responses, in which the learner’s perspective is also emphasized, principally in the present online approach of education.