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Objective: To improve English language of newly admitted 1st MBBS students from vernacular medium byimplementing English Language Proficiency Program (ELPP).Method: English Language Proficiency Program of 40 hours’ duration was implemented for 38 Gujarativernacular medium students of 1st MBBS. ELPP was delivered by Expert English language teacher. ELPPincludes reading, writing, speaking and grammar. ELPP was evaluated through Pre and Post-test for Englishlanguage component like, reading & comprehension, vocabulary, grammar & written expression. Studentfeedback was also taken at the end of program.Results: English language proficiency programme significantly improved the vocabulary and writtencommunication, however no significant improvement was observed in grammar and reading comprehension.Majority of students rated the course as good to excellent. Large numbers of students felt that the coursewas useful and improved their communication skills.Conclusion: English language course for student of 1st MBBS vernacular medium was received well. Studentalso rated the program as useful for improving their language proficiency and communication skills.
ABSTRACT
Background: Timely given feedback is useful for cognitive performance during academic learning. Immediatefeedback is more effective than delayed feedback. Immediate problem solving is acceptable than massknowledge transfer.Aim and Objectives: To assess the effectiveness of immediate feedback during clinical examination forimprovement of cognitive learning and skills of 1st MBBS students.Methodology: Immediate feedback versus no feedback was checked during formative practical test. Immediatefeedback was given to one practical batch (B Batch= 32 students) of 1st MBBS students during theirformative practical test. At the same time feedback was not given to second batch (A Batch= 33 students)of same academic year. Evaluation of feedback was done during next formative practical examinations.Formative Physiology practical examination was taken by Objective structured practical examination (OSPE).Results: Students of study group (B batch, n=32) who received individual face to face feedback performedwell as compared to control group (A batch, n=33) who didn’t received feedback. The marks of clinicalexamination for study group, before feedback was 12.12±2.19 and after the feedback was 17.59±1.72.Difference between the marks of two exams in study group is 5.4 and it is around 27.35%. The marks ofcontrol group at the time of initial exam was 14.09±3.18 and during next exam was 16.39±1.86. Differencebetween the marks of two exams in control group is 2.3 and it was around 11.5%.Conclusions: Results showed that immediate feedback during clinical (practical) assessment had a statisticallysignificant positive effect on learning gains. Immediate verbal feedback is positively associated with learning.In order to facilitate role of immediate verbal feedback during formative assessment needs further supportiveevidence from large longitudinal studies from multicenter.
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Introduction: There is substantial evidence on the usefulness of meditation for the reduction of blood pressure and stress. Regular practice of meditation improves cardiovascular and mental health. There are lots of documented evidences that meditation is effective in coronary artery diseases. Aims: The study was done to ascertain immediate effect of meditation on blood pressure profile in young healthy students. Methodology: Our study was done in 84 healthy students of 17-20 years of age group of Pramukhswami Medical College, Karamsad. In study group (n=42), students were asked to sit in quiet room and meditation was done for 10 minutes. In this group, blood pressure and heart rate were taken before the meditation and after the meditation. In control group (n=42), blood pressure and heart rate were taken initially then they were allowed to sit comfortably in quiet room for 10 minutes, after that again blood pressure and heart rate were taken. Results: In comparison to control group, in study group SBP, PP and MAP were significantly reduced after meditation from 116.38±14.10 to 109.88±10.55 (P <0.05), 43.2±4.8 to 37.04±3.56 (P <0.05) and 67.6±7.96 to 61.32±5.88 (P < 0.05) respectively. But there is no significant reduction in DBP and HR in study group. In control group, there was no significant change in cardiovascular parameters. Conclusion: Meditation is useful for reduction of blood pressure and best way of life for healthy heart.
ABSTRACT
Studies conducted earlier have found that vascular sympathetic reactivity to isometric handgrip exercise is either low or high in adolescents with higher blood pressure (Hypertensives) as compared to adolescents with relatively lower blood pressure (Normotensive). The current study was conducted to determine the correlation of vascular sympathetic reactivity to isometric handgrip exercise with blood pressure in Gujarati Indian adolescents so as to understand the pathogenesis and/consequences of Hypertension in this population. A cross-sectional study was conducted on 651 Gujarati Indian adolescents (285 girls, 366 boys) of age group 13-19 years. Blood pressure was measured by oscillometry and vascular sympathetic reactivity (Percentage rise in Diastolic Blood Pressure, %RDBP) was assessed using isometric handgrip test. Pearson’s correlation coefficient was determined to study the correlation between %RDBP and blood pressure. In both girls and boys, %RDBP showed significant negative correlation with resting SBP, DBP and MAP. The study thus indicates that an inverse association exist between arterial blood pressure and vascular sympathetic reactivity to isometric handgrip exercise in Gujarati Indian adolescents.