Effect of quality and quantity of diet on nutritional status of under-five children residing in the rural area: A longitudinal study.

Introduction: Variety and adequacy of intake of food are required to meet the nutritional needs of the children. Due to poverty/illiteracy, poor families depend on a single food group that is, cereals. Due to the pandemic also, the nutrition of the growing children is affected. Objective: To know the effect of quantity and quality of diet on the nutritional status of under-five children. Methodology: This study had 270 children aged between 1 and 4 years registered at Anganwadi as study participants. Information on sociodemographic variables, quantity of calories and proteins consumed, quality of diet, and anthropometry of children was collected. Percentages and paired t-tests were used to find the difference between nutritional status and diet at different intervals, which was found to be statistically significant (P < 0.05). Results: In our study, we found that as the quantity and quality of diet improved nutritional status, especially weight for age, body mass index (BMI) for age Z score also improved. There was a significant difference between calories consumed at the baseline, 6 months and 1 year with P < 0.05. Protein intake was significant between baseline and six months with P < 0.005. Conclusion: Our study found a high percentage of undernutrition and wasting in the under-five population when diet was not sufficient in quality and quantity. As the quality and quantity of diet improved nutritional status also improved.

Concept map as a teaching and learning tool for medical students.

BACKGROUND AND AIM: Concept maps hold great potential for the students as it helps in the formulation of new concepts as well to evaluate the learning ability of the students. However, the use of concept maps as a teaching tool in medical students in India has not been explored, to the best of our knowledge. This study was conducted to assess the use of concept maps in improving learning among medical students. MATERIALS AND METHODS: This study was conducted among III MBBS students belonging to two batches. This study was carried out in two stages. In first stage, pretest was taken to test the knowledge of students. Later, introductory class was taken on tuberculosis and concept map was used to explain the given concept and later posttest was taken. In second stage, feedback was taken from the students regarding the concept map. Pre- and post-test results were compared using Wilcoxon test. RESULTS: Significant difference between pretest (4 ± 1.593) and posttest (10 ± 0.762) score was seen (P < 0.0001). More than 50% of students scored full marks in posttest, whereas no one got full marks in the pretest. Positive response (82.09%) was received from the students when feedback was taken regarding the use of concept map. CONCLUSION: Concept maps are found to be an effective teaching and learning tool for medical students. They can be used to enhance meaningful learning in students and can be practiced more in the students for better understandings of the concepts.