RESUMO
Obesity, attributable to the interaction of genetic makeup, lifestyle and environment Factors are a multifactorial disease. However, not all people with similar genetics or same environmental setup become obese. Currently, extensive research is being conducted regarding increases in the prevalence of obesity, apparent in many societies, studying their eating habits and physical activity. Although, people with obesity have the equal distribution of body fat, yet they do not suffer from the same medical ailments. The recent identification of obesity-risk FTO variants rs9939609 associated with body mass index [BMI] and risk of obesity in multiple populations has led to the major success in the field of obesity genetics, making FTO the first locus unequivocally associated with adiposity. The role of FTO gene as a risk factor of obesity has also been identified by the Genome wide association which is entirely a new approach. The function of FTO gene was unknown, but recent investigation showed that the FTO gene regulates ghrelin a key mediator of ingestive behavior, which might explain a predisposition to increased food intake leading to obesity. People with rs9939609 variant of the FTO gene are at increased risk of obesity they have higher circulating levels of the hunger hormone ghrelin, and feel hungry soon after eating a meal. This review focuses on the genetics of FTO gene and the association of each additionally minor allele of [FTO] rs9939609 single nucleotide polymorphism [SNPs] with the risk of obesity
RESUMO
This survey was carried out from November 2008 till Dec 2011 to establish problem based learning [PBL] as part of hybrid modular curriculum at Bahria University Medical and Dental College [BUMDC] Karachi. It describes all steps undertaken to facilitate implementation of PBL system of education at BUMDC. During this period faculty was exposed to training workshops after which they were sequenced to prepare and present PBL in structured meetings and conduct them as facilitators. Faculty was exposed to 5 training workshops after which a total of 12, 27, 29 and 28 PBLs in 2008, 2009, 2010 and 2011 were prepared, presented and facilitated respectively. PBL system of education was implemented at BUMDC by stepwise measures which facilitated faculty members to prepare and apply this strategy for learning of medical students
RESUMO
Background: Problem based learning [PBL] introduced by Howard Barrows at McMaster University in 1969 is generally regarded as an effective learning strategy with an active process of personal cognitive construction. Many medical colleges have adapted this methodology as partial or complete part of their curriculum. This strategy not only caters to the knowledge domain but also polishes attitude and soft skills in an individual
Objectives: To evaluate efficacy of PBL development program carried out at Bahria University Medical and Dental College [BUMDC]
Methods: It was a cross sectional study conducted after completion of PBL development program at BUMDC from November 2008 till Dec 2011. Perception of faculty members about the program was acquired by purposeful sampling technique through a self reported questionnaire. All faculty members involved in PBL program were included. Their response was assessed on a 5-point Likert scale with a score of 1=strongly disagree [SDA], 2-disagree [DA], 3=neutral [N], 4= agree [A], 5=strongly agree [SA].The data was analyzed by SPSS version 15
Results: Faculty was exposed to 5 training workshops after which a total of 12, 27, 29 and 28 PBLs in 2008, 2009, 2010 and 2011 respectively were prepared and presented in structured meetings. The participants who responded [96%] were 34 lecturers, 10 Assistant Professors, 2 Associate Professors and 3 Professors. It was found that 37% of respondents who did not have prior experience of constructing PBL learnt to apply this learning strategy. They also became aware of its existence, importance, significance, relevance and corrected their deficiencies [73%]