ABSTRACT
Introduction: The patients with Type 2 diabetes Mellitus may often remain asymptomatic for a longer period of time. The Indian Diabetes Risk Score (IDRS), a simple screening tool for prediction of undiagnosed diabetes. Objective: Validation of IDRS with standard test for type 2 diabetes among urban population of Jhalawar, Rajasthan. Material and Methods: A Community based Cross-sectional study was carried out in urban field practice area of Department of Community Medicine, Jhalawar Medical College, Jhalawar, Rajasthan. The study was conducted using a two-stage sampling design. A predesigned, pretested proforma and Indian Diabetes Risk Score (IDRS) sheet was used to collect data from the study participants. The IDRS is based on four parameters: age, family history of diabetes, waist circumference and physical inactivity. Data was collected using the World Health Organization stepwise approach to surveillance (STEPS). Results: Among 450 participants, 12.7% participants were in low risk, 59.1% were in moderate risk and 28.2% were in high risk of developing diabetes according to IDRS score. IDRS score of ?60 turned out to be the best cut point for identifying undiagnosed diabetes with sensitivity 92.3% and specificity 82.6%. Positive Predictive value and Negative Predictive value were 47.3% and 98.5% respectively. Conclusion: Association of IDRS was found significant with diabetes. IDRS score of ?60 turned out to be the best cut point for identifying undiagnosed diabetes. IDRS is found valid screening tool for early detection of Diabetes.
ABSTRACT
Background: The advent of 21st century has brought about revolutionary changes in medical education. Medicaleducators are debating the effective application of traditional and newer teaching and learning (T/L)methodologies. The present study aimed to obtain the student’s perspective on the present T/L methodology inanatomy and also the content and duration of anatomy teaching so as to help the educators design a moreeffective anatomy T/L programme.Methodology: The 4th, 5th year MBBS students and interns were administered questionnaires to rate the T/L aidsand give suggestions to improve the teaching of anatomy through close and open ended questions.Results: Amongst the teaching aids, excellent / good rating was given by 80.3% students to classroom teaching onthe black-board, followed by 68.3% to dissection. Amongst the learning aids, excellent / good rating was given by72.3% students to dissection and 67% to lectures. Further, 55% students opined that anatomy should be taughtover 12 months (excluding examinations) whereas 37.6% suggested it to be taught in 18 months. The need tointroduce anatomy teaching sessions during the later part of the medical curriculum was felt by majority (95.2%)of the students.Conclusions: The traditional T/L methods like dissection, lectures and black-board teaching are preferred by thenewer generation learners also and should be integrated with newer teaching modalities and modern technology.The anatomy syllabus being taught in the present MBBS curriculum is adequate, however the time allotted foranatomy teaching needs to be increased by 2 to 6 months. The study further suggests that there is a need toreinforce anatomy teaching in the clinical years.