ABSTRACT
BACKGROUND: Many studies show a high prevalence of vitamin D deficiency across various populations the world over. There is relative lack of prevalence data in Punjab, India. This cross-sectional study was carried out to assess the prevalence of vitamin D deficiency in the north-west Punjab population. AIM: To study the prevalence of vitamin D deficiency in the north-west Punjab population across various population characteristics such as gender, education, locality, occupation, and dietary habits. MATERIALS AND METHODS: Healthy volunteers (N = 150) of either sex were enrolled and their fasting plasma samples tested for 25-hydroxy vitamin D [25(OH) D] levels. Data were compiled as percentages and means across different population characteristics. Statistical analysis was done using Chi-square test and Fisher's exact test. RESULTS: A high overall prevalence (90%) of vitamin D deficiency was observed in the study subjects. There was a significant difference in the prevalence of vitamin D insufficiency between rural and urban subjects (P < 0.05) and among the subjects pursuing different occupations (P < 0.001). A significant gender-specific difference was also recorded at the cut-off level of 25 (OH) D, with women showing higher prevalence of deficiency compared to men (P < 0.05). CONCLUSIONS: There is a high prevalence of vitamin D deficiency in the population of Punjab. Lower prevalence is displayed by those subjects who have greater opportunities for sunlight exposure, such as like rural individuals, farmers, and housewives.
ABSTRACT
INTRODUCTION: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. MATERIALS AND METHODS: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. RESULTS: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. CONCLUSION: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.
