Study of mindset among learners and educators in an Indian medical school-A questionnaire-based survey.

BACKGROUND: Mindset varies along a spectrum of two extremes- fixed and growth. Individuals with growth mindset embrace new challenges readily and believe that intelligence is malleable. Mindset theory has gained focus as a principal underpinning value of health professions education, as it is aligned with the goals of competency-based education. The study aims to assess the mindset of health professional educators and learners. MATERIALS AND METHODS: A cross-sectional questionnaire-based survey was conducted in a private medical college in South India. A pre-validated modified version of Dweck's (2000) Implicit Theories of Intelligence Questionnaire was administered to the study participants. Participants responded to 10 items using a four-point Likert scale, rating the degree to which they agreed or disagreed with each statement. The quantitative data were expressed in means and percentages. RESULTS: A total of192 students and 25 faculty participated in the study. Among students, 45.8% (n = 88) had strong growth mindset, 42.1% (n = 81) had growth mindset with some fixed ideas, 10.9% (n = 21) had fixed mindset with some growth ideas, and 1% (n = 2) had strong fixed mindset. Among faculty 4% (n = 1) had fixed mindset with growth ideas, 44% (n = 11) had growth mindset with fixed ideas, and 52% (n = 13) had strong growth mindset. DISCUSSION: In this study, educators and learners of a medical school were found to have predominantly growth mindset. Fostering growth mindset among stakeholders of health professions education is essential for effective teaching and learning in competency-based education.

Identifying entrustable professional activities for MD program in biochemistry-A modified Delphi approach.

Entrustable professional activities (EPAs) facilitate competency-based assessments. India is on the verge of implementing competency-based training for postgraduate programs. MD degree in Biochemistry is a unique program available exclusively in India. Postgraduate programs in most specialties have started working toward EPA-based curriculum, in both India and other countries. However, EPAs for MD Biochemistry course are yet to be defined. This study aims to identify EPAs for postgraduate training program in Biochemistry. Identification and attaining consensus on the list of EPAs for MD Biochemistry curriculum was done by modified Delphi method. The study was conducted in three rounds. In round 1, tasks expected from an MD Biochemistry graduate were identified by working group followed by expert panel validation. The tasks were organized and reframed to EPAs. Two rounds of online survey were conducted to achieve a consensus on the list of EPAs. Consensus measure was calculated. A cut-off value of 80% and above was considered to reflect good consensus. The working group identified 59 tasks. This was validated by 10 experts based on which, 53 items were retained. These tasks were reframed into 27 EPAs. In round 2, 11 EPAs achieved good consensus. Among the remaining EPAs, 13 achieved consensus of 60%-80% and were selected for round 3. Five EPAs achieved good consensus in this round. A total of 16 EPAs were identified for MD Biochemistry curriculum. This study provides a frame of reference for experts to develop an EPA-based curriculum in the future.

Online team based learning in teaching Biochemistry for first year MBBS students during COVID-19 pandemic.

The emergence of Corona Virus Disease-2019 (COVID-19) pandemic had unprecedented effects on medical education worldwide. Sustaining student engagement in virtual learning is an arduous task. Team based learning (TBL) is a learner-centered approach that can facilitate better student engagement. Adapting TBL to online platform may address the challenges faced in virtual learning. This study was conducted to implement and evaluate online TBL among first year MBBS students in Biochemistry. After obtaining informed consent, three online TBL sessions were planned. The Individual Readiness Assessment Test, Group Readiness Assessment Test, and team application were assigned in Google classroom. The students used online platforms for their team interactions. After submitting their assignments, they joined online discussion with facilitator. Peer evaluation was done via Google forms. At the end of all the sessions, the students' perceptions on the process were collected using a structured anonymous feedback with open comments. Analysis of their feedback showed that the students found the process useful and it helped in fostering their team skills. Five major themes emerged on content analysis of the open comments; 'Enriched team skills', 'Gain in knowledge', 'Impact on attitude', 'Interaction during pandemic', and 'Emotional responses'. Students perceived that the online TBL is effective in improving their engagement, learning, and team skills.

A Descriptive Study of Atherogenic Indices in Patients Admitted to a Tertiary Care Hospital.

Introduction Atherogenic indices, as common factors implicated in the pathogeneses of atherogenic dyslipidemias and cardiometabolic disorders, provide inexpensive and less invasive aids for assessing the prognosis of hospitalized patients. Hence, we evaluate the atherogenic index profiles of patients admitted to a tertiary care hospital and correlate them with comorbidities, statin use, and duration of hospital stay. Methodology This cross-sectional study included 412 hospitalized patients aged >18 years undergoing lipid profiling, irrespective of their diagnosis. Their atherogenic indices were calculated from their lipid profile parameters and correlated with their comorbidities, statin use, and duration of hospital stay. Statistical analysis was done using the Mann-Whitney U test and Spearman's rank correlation coefficient tests, with a p-value of <0.05 indicating statistical significance. Results The participating cohort showed a mean age of 56.01±13.32 years. Nearly 63.0% of these had diabetes mellitus, 52.0% had hypertension, 34.0% had coronary artery disease, 16.0% had a cardiovascular accident, and 16.5% reported statin use. There was no significant difference in the distribution of any of the atherogenic indices over any of the comorbidities like diabetes mellitus, hypertension, coronary artery disease, or statin use, except for the non-high-density lipoprotein cholesterol distribution, which was significantly associated with coronary artery disease (p-value = 0.0112) and statin use (p-value = 0.0057). Atherogenic indices were not correlated with the duration of hospital stay (p-value > 0.05). Discussion This study suggests that non-high-density lipoprotein cholesterol may serve as an indicator of coronary artery disease and statin use. However, other atherogenic indices may not serve as reliable predictors of the duration of a hospital stay.

Effectiveness of team teaching in biochemistry lectures for undergraduate students.

Team teaching is an innovative method to engage the large group and make lectures more interesting. The aim of the study is to evaluate the impact of team teaching in first year biochemistry lecture classes. After obtaining ethical clearance, 150 first year medical undergraduate students participated in the study on a voluntary basis. Topic identified for team teaching was "Protein biosynthesis" in Biochemistry, which was designed to be carried out in 5 h of lecture by three teachers. At the end of the team teaching module and traditional lectures, a structured anonymous feedback was obtained from the students. At the end of each class, students' understanding of the lecture was assessed by an MCQ test comprising 5-6 items, which mainly tested the recollection and understanding levels of Bloom's taxonomy. This was compared with traditional lectures. The mean MCQ test score was significantly higher for team teaching when compared to traditional teaching. The students had increased attention span and were able to answer questions from later part of the class in team lectures. The students had reported that lectures taught by team were more interesting and informative. They also felt that the team was more receptive to the doubts raised, stimulated discussion on the topic and had a better rapport with the class.

Diagnostic Usefulness of Serum Albumin as a Predictor of Diabetic Ketoacidosis.

CONTEXT: Diabetes mellitus is one of the most prevalent diseases worldwide. One of the acute complications of diabetes mellitus is diabetic ketoacidosis. It becomes essential for the healthcare physicians to identify the individuals who are likely to be prone to the development of ketosis. Serum albumin levels may be a cost-effective and simple parameter to prognosticate the risk of ketosis. AIMS: This study was done to find a relationship between serum albumin levels and ketonuria. SETTINGS AND DESIGN: After ethical approval, this prospective case-control study was carried out in patients diagnosed as type-2 diabetes mellitus. SUBJECTS AND METHODS: Serum albumin levels were measured by bromo cresol green method. Measurement of urine ketones was done manually using dipsticks, a semi-quantitative manual method. STATISTICAL ANALYSIS USED: Student's t-test was used to compare continuous variables and Chi-square test for categorical variables. Pearson's correlation was done to establish correlation. RESULTS: In the normoalbuminemic group, 72% were ketones negative and only 28% had positive ketones in urine, while in the hypoalbuminemic group, 50.7% had negative urine ketones and 49.3% had positive ketonuria. The mean value for ketones in urine was 9.7 mg/dL in the hypoalbuminemic group, but it was only 4.3 mg/dL in the normoalbuminemic group. Pearson's correlation between serum albumin and urine ketone levels was performed and the r-value was found to be -0.305. CONCLUSIONS: Serum albumin levels may predict the occurrence of ketosis in diabetic patients.