RESUMO
Metabolic syndrome is conglomeration of symptoms composed of impaired fasting glucose, abdominal obesity, hypertension and dyslipidemia. It is associated with cardio metabolic risk factors with increased risk of multiple chronic diseases, including cancer and cardiovascular disease because of the increased amount of visceral fat together with a chronic inflammatory state. Metabolic Syndrome is resulted by the causative factors which are Santarpanakaraka in nature leading to Medodushti, which in turn leads to Medoroga. The Santarpana karaka Nidanas include the food articles that are rich in Snigdhamsha, Madhura rasa, Guru and Pichchila gunas. By consuming the food rich in such qualities produces the Rasa dhatu which is excessively composed of the qualities like Ati Snehamsha and Madhuratara Guna which produces excess Medo dhatu and causes Sthoulya. Ama present in the Medodhatu leads to further Medo dushti and manifests Metabolic Syndrome. Shuddha Guggulu is potent Ama pachaka dravya and does Pachana of the circulating Atisnigdha Ama in the form of lipoproteins. And also Guggulu having Lekhaneeya Guna reduces deposition of Medo dhatu and prevents inflammatory process by its anti- inflammatory potential. Aim: To assess the effect of Shuddha Guggulu in Metabolic Syndrome, dyslipidaemia. Methodology: Oral administration of the preparation in the patient. Result: There was marked improvement in signs, symptoms and biochemical parameters after intervention. Conclusion: Shuddha Guggulu is significantly effective in reducing lipid levels and CRP
RESUMO
Background and objectives: Various teaching methodologies have been utilized in medical education, chalk board once was a staple of classrooms, but PowerPoints are now standard in most medical schools. Objectives were a) to understand the student perspective on the use of different teaching modes in Medical Physiology b) to rate the effectiveness of lectures by different modes of teaching. Method: A lecture in physiology was delivered to two batches of First year of Bachelor of Medicine and Bachelor of surgery (I MBBS) students. For one batch of students the lecture was delivered using PowerPoint, for the second batch of students, the same content was taught using a chalk board. A multiple choice question examination was conducted before (Pre-test) and after (Post-test) delivering the lecture. The students were given a questionnaire to choose between the chalkboard (CB) or PowerPoint (PPT) method for the various attributes. Results: It was observed that students scored better in the post-test examination, and no significant difference in score was seen between PowerPoint or chalkboard. According to the students, the attributes ―clarity of words‖ (67%), ―stress on important points‖ (52%) and ―summarizations‖ (80%) were best dealt with PowerPoint and chalk board based lectures gave better ―clarity of concepts‖ (71%), ―learning to draw diagrams‖ (67%), ―better understanding of the subject‖ (59%), ―easier note taking‖ (55%). The preferred method for delivering lectures was CB (51%). Conclusion: Lectures could be improved by utilizing a combination of both chalkboard and PowerPoint, as they each have their own advantages.