Faculty perspectives of small group teaching experience in medical school in Tamil Nadu.

BACKGROUND: The small group teaching (SGT) is gaining popularity in medical education since it improves the student's thinking capacity and aids knowledge retention. Several studies have been conducted to analyze students' attitudes regarding SGT. Faculty, on the other hand, have mixed perception about SGT methodology. Therefore, the main objective of this study was to explore medical faculties' perceptions of SGT effectiveness in the medical curriculum. MATERIALS AND METHODS: A cross-sectional, descriptive survey was conducted among 50 medical college teachers. We have developed set of 12 questionnaires to assess the perception of teachers on SGT methods. Content validation of the survey questionnaire was done by Lawshe method, and Cronbach's alpha was calculated for estimating the internal consistency. Teacher's perception responses were presented as proportion and percentage. We performed principal component analysis, structural equation modelling, Chi-squared test (χ2/df), goodness-of-fit index (GFI), adjusted GFI, comparative fit index, and root mean square error of approximation. RESULTS: The validation resulted in the 12 items model indicated superior goodness of fit for sample data. All the extracted factors had good internal consistency of >0.9. Majority of the teachers strongly agreed that the SGT method enhances the student intrinsic motivation (n = 42, 84%), self-confidence (n = 40, 80%) self-directed learning (n = 35, 70%), and student teacher interaction (n = 38, 76%). CONCLUSION: Teaching faculties' perception reflected that SGT is an effective method to impart knowledge to the students and also helps in improving their understanding of their subject. It helps in developing intrinsic motivation to do self-learning in the students. It also helps in developing good peer interaction and improves the communication skills.

Spectrum of esophageal dysmotility in systemic sclerosis on high-resolution esophageal manometry as defined by Chicago classification.

The classic manometric findings in systemic sclerosis are aperistalsis of the esophageal body with hypotensive lower esophageal sphincter. These changes contribute to gastroesophageal reflux disease in these patients. With widespread use of high-resolution esophageal manometry, diverse abnormalities are seen. The aim of this study is to characterize esophageal dysmotility in patients with systemic sclerosis undergoing high-resolution esophageal manometry and compare demographic features and diagnostic test results among patients with varying degrees of esophageal dysmotility. Patients with systemic sclerosis who underwent high-resolution esophageal manometry between January 2008 and October 2014 at our institution were identified. High-resolution esophageal manometry studies were reinterpreted using the Chicago Classification, v3.0 criteria. We also reviewed the patient charts for demographic data, indications for manometry, esophagogastroduodenoscopy findings, pH studies, medication use, and autoantibody panel. The cohort consisted of 122 patients with a mean age of 53.3 ± 15.3 years. High-resolution esophageal manometry was normal in 23, showed ineffective esophageal motility in 22, absent contractility in 73, and one case each of type II achalasia, esophagogastric junction outflow obstruction, hypercontractile esophagus, and distal esophageal spasm. Patients with absent contractility were younger and more likely to have erosive esophagitis, hiatal hernia, and esophageal strictures than patients with ineffective esophageal motility or normal manometry. There were no statistically significant differences in the groups based on autoantibodies or indications for manometry. Diverse esophageal motility abnormalities were noted in systemic sclerosis with ineffective esophageal motility or absent contractility observed in over three-fourth of the patients. Patients with absent contractility were younger and had more severe reflux. The severity of gastroesophageal reflux disease related endoscopic findings correlated with the degree of esophageal dysmotility on high-resolution esophageal manometry.

The effect of counselling on the academic performance of college students.

INTRODUCTION: The adjustment difficulties of college students have been an emerging issue. Many studies have proved that the adjustment difficulties like appetite disturbance, concentration problems and depression are most evident in freshmen. To help college students in resolving their adjustment issues, we made efforts in the form of establishing a counselling system to provide intervention to the students, so that their social and emotional problems did not interfere with their academic performances, for the current study. We chose to examine the relationship between the college counselling experience and the academic performance in a sample of freshmen. AIM: To explore the relationship and the effect of counselling on the academic performance of college students. OBJECTIVE: 1. To find the relationship between the academic performance and counselling. 2. To find the relationship between the number of sessions and the academic performance. MATERIAL AND METHODS: Fifty Four First MBBS college students of the SBMCH 2007-2008 batch, who underwent face to face individual intake interviews with college faculty members, were given questionnaires and the analysis was based on their response to the questions and their academic performance. RESULT: This study showed that there was an increase in the average marks by about 15%-25% among 43% of the students and by about 10% -15% of marks among 13% of the students. There was no marked improvement among 31% of them and there was no change in 4% of the students .The second part of the study showed that the number of sessions correlated positively with the academic performance. CONCLUSION: This study showed that the counselling services in colleges had been effective in easing out the students' personal difficulties. The constructive support which was received from individual counselling seemed to have a positive influence on the academic performance and the number of sessions correlated positively with the academic performance.