RESUMO
Background: The new competency-based undergraduate curriculum (CBME) was implemented in India from the academic year 2019. However, there has been no clear-cut comparison on its effect on the academic performance of the students. Aim and Objective: This study aims to find the comparison between students of traditional and CBME curriculum in the subject of pharmacology based on their academic parameters. It also aims to establish comparison and correlation of academic performance with gender, home place area, and mode of learning used. We also aim to determine whether objective parameters like multiple choice question (MCQ) section of preliminary examination show any correlation with final university examination performance. Materials and Methods: This is a cross-sectional type of study. Seventy-seven students from traditional old curriculum and 98 students from CBME new curriculum batches participated with informed consent. The data for analysis between old and new curriculum batches were done using the mark obtained in final university examination in the subject of pharmacology. Quantitative parameters, that is, total marks overall, total theory marks, total marks in practical and oral viva combined, total marks in internal assessment and MCQ marks of preliminary examination, and qualitative variables such as gender of the student, home place area, that is, rural or urban and mode of learning used (physical or physical and digital) were obtained from the participants. IBM-SPSS version 25 software was used to perform descriptive statistics, independent t-tests, and Pearson’s correlation. Results: The results clearly demonstrate that the old curriculum batch of 2018 performed better than 2019 in overall as well as practical aspects of the subject. Pearson’s correlation between all the quantitative parameters, that is, total marks overall, total theory marks, total marks in practical and oral viva combined, total marks in internal assessment, and MCQ marks of prelims for the batch of 2019 showed positive correlation with each other. Conclusions: This study concludes that the old curriculum batch performed better than new curriculum batch in the subject of pharmacology. MCQ examination held in offline mode helps in better correlation with final university results as compared to online mode.
RESUMO
Background: Every teaching technique has its limitations and the need to evolve with changing times is required. A combination of these techniques may be useful to solve the problems that these methods have individually. However, there are no studies which provide a comparison between the three modes of teaching, that is, blackboard and Power Point presentation (PPT) combined, blackboard only and PPT only. Aim and Objectives: In this study, we aim to find out the difference between the three modes of teaching, that is, blackboard and presentation combined, blackboard only and presentation only in terms of academic performances of the students in the subject of pharmacology and the feedback received from them. Materials and Methods: The total batch of 150 students was divided into three groups of 50 students each. Each group was taught one topic through only one mode of teaching such that alternatively every group is exposed at least once to every mode of teaching. Pre-test was taken from all students before the start of the topic and post-test was taken after the end of the topic. Every group also filled a pre-validated feedback form with answers in either yes or no, at the end of the topic. The data were analyzed between the three groups in the form of percentages. One-way ANOVA test was used to find the comparison between mean values of marks scored in the tests and feedback between the three groups. Results: Blackboard and PPT combined (96.05%) received the highest positive feedback response followed by blackboard only (90.48%) and PPT only (87.42%) modes. The average scores in all the post-tests in all groups were higher than the pre-tests score;, however, the difference between them was not significant. Conclusion: In this study, we conclude that the combination of blackboard and presentation technique is the best mode of teaching to the students in the subject of pharmacology because it provides the interaction of classroom as well as the visual aid of important topics and images.
RESUMO
Background: News of havoc created by novel corona virus in infected regions of the world gave rise to fear and panic about coronavirus disease (COVID-19) infection among the people. Various news agencies, bringing mixed and variable information helped the spread of fear among the masses. Aims and Objectives: On literature search, few studies can be found analyzing fear and anxiety about COVID-19 infection among medical students, medical professionals, as well as general public. The present study is an attempt to fulfill these lacunae. Materials and Methods: The present study was carried out at tertiary care hospital and medical college. Design of the study was a cross-sectional, observational study and data collection was carried out using online means. Results: Mean score of All responses was 7.37 and with standard deviation of 1.36. Among individual questions, perfect score was achieved for question regarding common symptoms for COVID-19 infection while the lowest score was obtained for minimum hand washing time mentioned as per the WHO guidelines with only 15.6% of responders giving correct answer. Conclusion: Findings of this study demonstrated the level of fear and level of awareness and knowledge among the M.B.B.S. students. There was moderate amount of fear among the minds of students and their awareness and knowledge about COVID-19 infection was high. Although, difference in awareness score was statistically significant but no significant difference was obtained for fear levels among different batches of medical students.
RESUMO
Background: The severe acute respiratory syndrome coronavirus 2 (COVID 19) is a global pandemic since December 2019. The subject expert committee of the Central Drugs Standard Control Organization made recommendations for Restricted Emergency Approval of COVID-19 virus vaccine of M/s Serum Institute of India ChAdOx1 nCoV-19 vaccine (AZD1222) COVISHIELD™ which was developed at Oxford University. In India, this vaccine was launched on January 16, 2021, and healthcare workers were included first in this vaccination program. Aim and Objectives: This study aimed to record and analyzes all the adverse events following the immunization (AEFI) in healthcare workers for monitoring the safety and find the correlation if any. Materials and Methods: This was a prospective observational study. After obtaining Institutional Ethics committee approval, we collected the data by phone call to the participants within 3 days after the first and second dose of the vaccine. We collected the data from 100 healthcare workers randomly with their consent. Results: The most common adverse effect found was myalgia followed by local pain at the injection site after the first dose. About 92% of participants did not react to the second dose of the vaccine. Conclusion: There were no serious adverse events after the first as well as the second dose of vaccination. More studies and monitoring are needed to find out any unexpected reactions following COVID-19 vaccination.