ECG pattern in paediatric population of western Rajasthan

The ECG pattern in paediatric population varies with age and sex. The majority of changes occur during the first year of life due to changes in cardiac anatomy and haemodynamics soon after birth, as a result of the cessation of placental circulation and establishing cardiopulmonary circulation. Therefore the majority of normal adult values cannot be used in the newborn. This study was carried out in 200 children, with equal males and females, divided into 5 age groups from 0-14 years. Single chest lead ECG machine with standard setting [10 mm/mV. with a standard paper speed of 25 mm/sec.] was used in the study for recording of ECG. The electrocardiogram was recorded in all 12 leads and carefully interpreted for heart rate, rhythm, intervals and duration for evaluation of developmental, age and sex related changes. The heart rate was increased in first 1-2 month of age and then in the following 6 months it remained stable and then slowly declined after 1 year of age. Heart rate attained adult value at the 12-14 years of age. The PR interval correlated with heart rate and with age. PR interval progressively and significantly increased with age and decreased with heart rate up to 4 year of age. Duration of QRS increased with age; in new born infants ranging from [37-80 ms] and 75 ms at the age of 6-14 years. Mean QRS duration was greater for boys than for girls in most age groups, but the difference in upper limits of normal was small, ranging from 2 to 7 ms. Mean value of QTc interval was not significantly changed with age as compared to heart rate. We found an upper limit of the normal QTc interval as 523 ms which is higher than the commonly used criterion of 440 ms. Significant gender differences were demonstrated for amplitude and QRS duration. Normal limits of many ECG measurements in our study were different from those reported earlier. These findings are clinically significant and suggest that diagnostic criteria for the paediatric ECG should be adjusted. These gender specific ECG parameters are useful for the interpretation of paediatrics ECG

Gender differences in learning style preferences of first year medical students

Learning style is defined as the manner and the conditions under which learners most efficiently and effectively perceive, process, store and recall what they are attempting to learn. Do men and women learn differently or have different preferred ways of learning? To address this concern, faculty members should understand their students' learning style preferences. We are interested in developing teaching approaches to address the learning needs of all of our medical students. To better understand our learners and their learning style characteristics, we administered Flaming's VARK questionnaire for assessing sensory modality. Participants in this study consisted of 1[st] year medical students at Government Medical College, Kota, India. A total of 155 students completed the questionnaire [59 female and 57 males]. The VARK questionnaire was used to identify one facet of student learning styles, the sensory modality by which they prefer to take information. Males [92.98%] and females [76.27%] preferred information to reach them via multiple sensory modalities. In addition only 15.52% of all students [6.25% males and 23.75% females] preferred using a single sensory modality for information intake. There was a significant gender difference in the percentages of males and females students who preferred multimodal or unimodal styles of information presentation [p<0.05]. Some students preferred two modes [32.07% male vs 26.66% females], some students preferred three modes [47.16% male vs 40% female], and some students preferred four modes [20.75 male vs 33.33% female]. There were no gender differences in the percentage of males and female students who preferred bi-, tri-, or quadmodal styles of information presentation [p>0.05]. Although both males and females preferred multimodal learning but in different degree. Significant variation between the genders were revealed [p<0.05]. As teachers, we need to assess and understand how to reach all students by understanding how to present the information in multiple modes. We can help students more effectively; both in and out of the classroom, if we are aware of their learning style