PERCEPTION OF FIRST YEAR MBBS STUDENTS TOWARDS ECE (EARLY CLINICAL EXPOSURE) IN PHYSIOLOGY.

Introduction : Early Clinical Exposure is a teaching learning method which enables student to learn basic sciences effectively and retain the information which bene?ts patient and promotes better patient care. Hundred students selected after applying inclusion exclusion criteria divided into 2 groups A and B taught Methodology : basal ganglia and thyroid physiology in conventional method and other in ECE integrated method respectively and after interchanging groups, demonstrating the clinical features of parkinsonism and hypothyroidism for ECE group. A pretest and post-test were conducted preceding and following lecture in both settings. The results obtained were interpreted using Results : excel. The mean of pre-test marks for Traditional teaching and ECE integrated teaching are 5.62±2.42 and 4.58±2.33 respectively and the post-test scores of Traditional and ECE teaching are 10.62±2.52 and 12.8±2.46 respectively. Discussion : Majority considered that the synchronisation of classroom learning with clinical experiences was bene?cial, and the majority believed that integrated teaching improved understanding of the practical applications of physiology. Through Conclusion : this study we conclude that ECE integrated teaching is more effective in imparting knowledge in ?rst MBBS students as the gap of imagination was bridged by live demonstration with help of patient which is re?ected in the Likert scale and in the scores. Though the ECE integration is a tough job for the teacher, it is a great learning tool for students.

A study on effective use of technology in training first MBBS students for foundation course during pandemic era

Background: Medical education in India is being revolutionized with the introduction of “Competency-based undergraduate curriculum” for an Indian Medical Graduate. It demands great commitment, flexibility to adopt to changes, and lifelong learning. For this, 1 month foundation course was introduced across the country. Unfortunately, the pandemic had cast its shadow on a conduct of this very pertinent foundation course at a classical offline mode and made a shift to online learning inevitable. Aim and Objectives: The aim of the study was to study how the use of technology can result in effective delivery of course content through feedback analysis and online objective assessment. Materials and Methods: Feedback from the students was obtained employing a predesigned questionnaire mailed to them using Google forms and online objective assessment was also conducted after the end of the course. Results: The majority of the students felt that the topics selected were absolutely essential for the medical profession and scored fairly well in the assessment. Conclusion: The results of the present indicate that there was not much difference in students perception about the foundation course whether covered through online or offline mode suggesting a blended learning format to be a useful teaching learning method during the post-pandemic phase.

Assessment of knowledge, attitude and skills towards e-learning in first year medical students

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

Analysis Of Orientation Program For First Year Mbbs Students To Acclimatize To Medical Institution.

Objectives:To frame individualized gender – specific prediction equations for shuttle run distance using 20 metre shuttle run test in healthy, Indian children aged between 7 to 19 years and to correlate shuttle run distance with age, height, weight & body mass index. Methods: 494 subjects between the age group of 7 to 19 years were recruited in this study. Demographic details like age, gender, height, weight and body mass index were noted. 20 metre shuttle run test was performed and shuttle run distance was calculated for all participants. Results: Shuttle run distance significantly correlated with age (r =0.303), height (r =0.357), weight (r =0.294), and body mass index (r =0.126). The gender specific reference equation generated forboys is -367.724 + (27.225 x Age) + (487.457 x Height) – (3.213 x Weight) and for girls is 153.689 +(10.306 x Age) +(118.113 x Height) – (1.421 x Weight). Conclusion: The established prediction equation can be used as a reference to evaluate exercise capacity for children and adolescents and to improve the applicability of the 20 metre shuttle run test in clinical practice

Admission To Medical Colleges- Predictive Validity Of Selection Criteria.

Background & objective: Appropriate selection criteria for admission to medical college is a fundamental prerequisite where number of aspirants seeking admission to medical college has increased. The selection criteria used by medical colleges has been changing from time to time and not uniform all over India. Hence it is important to validate the selection criteria by observing performance of students during medical course. The study aims to find predictive value of entrance test & science score obtained at HSC level on the performance of medical students in I MBBS University Examination. Methods: The study included marks obtained in science subjects at HSC level, Entrance and I MBBS University examination for four consecutive batches(2009 to 2012). Correlation between all three variables was found using spearman rank correlation. Results: Performance in I MBBS examination showed no correlation with Entrance score but correlated significantly with science scores at HSC level (p<0.001). Also on Linear Regression Analysis, only HSC score showed strong positive correlation with First MBBS score(p<0.001). Interpretation & conclusion: This study indicates that Entrance test needs revision. Either the test should be modified or several selection tools like giving additional weightage to science score at HSC level should be combined, so as to select the optimum standard students.

Educational innovations/programmes for 1 Mbbs batch- 2012-13 under regional training centre, Smt.Nhl Municipal Medical College, Ahmedabad.

Context or Setting: The undergraduate MBBS curriculum needs revisions like active learning, exposure to newer teaching techniques, adding some new elements as suggested by MCI in its document Vision 2015. Need for innovation: Traditional teaching-learning process is perceived by students as boring and less relevant to their future goal. So we need to think of methods like integrated teaching and objective assessment methods like structured viva. Learners also need to have some hands on training for skills and active participation in important issues related to their careers. We tried to introduce some of these to First MBBS students. Description of innovation: Vertical And Horizontal Integration (Coordinated Program), Session On “Cardiopulmonary Resucitation”, Structured Viva, Session On “Time And Stress Management”, Programme Evaluation, Written Feedback Was Obtained From Students After Each Session. Lessons learnt : First MBBS students perceive innovative methods interesting and effective. They improve teaching-learning experience and hence should be encouraged.