European Journal of Cardiovascular Medicine

Power point assisted spotter Examination (PASE): A digital tool in assessment of gross anatomy spotters Background: Power pointbased spotter assessment is a tool wherein the spotter questions were prepared using digital images of specimens in a power point format. Digital spotter assessment can be customized according to institutional resource and need without having to go through recreation of specimen or infrastructure. The objective of the study is to compare the Power point based spotter assessment with the traditional method of spotter examination. Methodology: Fifty, first year MBBS students Participated in this study. The students were randomly divided into two batches of 25 students each. Each batch of students were assessed by the two method of examination in sequential cross over manner. A survey was also administered asking faulty & students’ perception on the two different methods of assessment. Result: In the present study 83 % of faculty felt that the Power Point spotter assessment was easy to administrate, wide variety of questions can be implemented and less time consuming. 100% of the faculty agreed that this method can be included with the traditional method but cannot replace it. 42 % of students preferred the traditional format, 38% of students preferred the digital method of assessment and 20 % of students were comfortable with both the method of assessment. Conclusion: Digital spotter assessment method can be implemented in places where continuous availability of human cadaver is not possible. Medical educators can explore the concept and feasibility of integration of digital technology in evaluation of medical students

Background: Pandemic module is introduced as a part of Graduate Medical Revision, as per National Medical Council, with the aim of sensitizing undergraduates towards handling pandemics. It is a longitudinal programme, incorporating student-directed teaching learning methods. Aims and objectives: To assess the student’s perception on pandemic module in the subject of Microbiology

Due to advent of technology and internet, teaching too is now largely utilizing these modern devices and internet to impart education to the children. When it was mandatory to keep social distancing and hence avoid regular classes for medical students during the dreadful COVID pandemic, it was decided to teach the 1st year MBBS students online using the technology and the internet. This study aimed at determining if the students found this novel online teaching to be helpful or not. Methodology: A total of 100 1st year MBBS students in a tertiary medical college in central India were included in the study from September 2020 to February 2021 for 6 months. It was an observational study and an informed consent from the students was taken prior to the study. Classes were conducted as usual as per the institutional guidelines and feedback forms were collected after that. Results: Out of total 100 students, 65 were girls and 35 were boys. Average age of the class was 19.2  1.1 years. 85% had used mobile phones and internet for education before and 15% had never used it for education purpose. 75% had a concentration time of 30 minutes. About 50% students faced internet issues and faced moderate disturbance during the classes. 85% used mobile phones for the classes. 60% students opined that such online classes are effective for teaching anatomy while 40% told that it was not effective. Conclusion: The study concludes that currently online classes for the subject like anatomy are not as effective as regular classroom teaching. The factors could be low motivation, technology and internet problems, low attention span etc.

Introduction: Hospital waste is “Any waste which is generated in the diagnosis, treatment or immunization of human beings or animals or in research” in a hospital. “Hospital waste is a special type of waste produced in small quantities carrying a high potential of infection and injury and high potential to transmit infection to others. There are serious health effects from public health standpoint if hospital waste is not handled properly. Usually, the terms medical waste, hospital waste, infectious, and regulated medical wastes are often used interchangeably with medical wastes since there is no universally accepted definition for these terms.  Material and Methods: This is a Facility based cross-sectional study conducted at Health care facilities at various levels in Ganjam district.  In each health care facility, the medical officer, the pharmacist, the staff nurse and attendant comprised our study population. Those health care providers who gave consent to participate in the study. Using the observation checklist, the facilities were observed for infrastructure, logistics and practice of the stake holders. Then, the respondents were interviewed using the structured questionnaire for knowledge. A value of 1 and 0 was assigned for correct and incorrect practices respectively. For knowledge a value of 1 and 0 was assigned for correct and incorrect responses respectively. The total knowledge and practice score for each facility was calculated and then mean score was calculated. They were asked for their valuable feedback. Finally, they were thanked for their valuable support. Results: Only 12 (46.1%) of the doctors agreed that their facilities generate biomedical wastes, 15 (57.7%) of the doctors had opined that biomedical wastes associate with health hazard, 17 (65.4%) of the doctors were concerned regarding needle stick injury, 15 (57.7%) doctors believed wearing PPE reduces infection.  Color coding of the waste segregation could be answered by 17 (65.4%) doctors, 13 (50%) of the doctors agreed that the BMW containers need to be labelled and 16 (61.5%) doctors agreed that the wastes need to be segregated at point of generation. Regarding color coded bins, 19 (73.1%) doctors practiced putting wastes in color coded bins. 20 (76.9%) doctors had the practice of displaying segregation instructions at their work place.  16 (61.5%) doctors were properly segregating wastes and aided in its proper transport. 18 (69.2%) doctors were not in practice of getting dustbins filled more than 3/4th. Conclusion: Findings from our study reveal that though the participants in our study have a fair knowledge regarding biomedical waste management still there is a lot of scope in not only improving the knowledge but also in changing the attitude and inculcating more rational practices towards the same. Majority of attendants had poor knowledge and practice regarding BMWM. Thus, there has to be a regular training programmes on biomedical waste management and its hazards for all the healthcare workers including group D workers. Along with educational intervention, strict implementation of biomedical waste management guidelines with its monitoring at all levels is also very much essential.

Background: Surgical site infections (SSIs) are a common nosocomial infection, leading to increased costs, morbidity, and mortality in surgical patients. Surveillance and feedback to medical staff are vital in reducing SSI rates. This study aims to investigate the prevalence of SSIs in the Department of Surgery at Andhra Medical College, Visakhapatnam. Aims and Objectives: To determine the incidence and types of SSIs following abdominal surgeries. Materials and Methods: This retrospective study included patients admitted to the general surgery units at the Department of General Surgery, Andhra Medical College, King George Hospital, Visakhapatnam, for over one year. A total of 553 elective surgical patients and 314 emergency surgical patients were part of the study. Results: The study revealed a 11% prevalence of SSIs in the Department of General Surgery at Fakir Mohan Medical College and Hospital, Balasore, Odisha. Superficial incisional SSIs were the most common, followed by deep incisional SSIs, and organ/space SSIs. Exploratory laparotomy was the surgical procedure most commonly associated with SSIs. Alarmingly, 20% of SSIs were linked to emergency surgeries compared to 7% in elective surgeries. Conclusion: SSIs have significant implications for patients and healthcare systems. Preventing SSIs requires a comprehensive approach, addressing pre-, intra-, and postoperative factors. It is essential for healthcare facilities to foster a culture of patient safety, with support from management teams, regulatory agencies, and medical associations.

Background: Anatomy is a foundational element of medical education, traditionally taught through cadaveric dissection. However, this method poses challenges such as limited cadaver availability, ethical concerns, and high maintenance costs. This study evaluates the effectiveness of virtual dissection tools in enhancing anatomical knowledge compared to traditional cadaveric dissection among first-year medical students at Government Medical College and Hospital Sundargarh, Odisha. Materials and Methods: A quasi-experimental study was conducted over one year, involving 150 first-year MBBS students divided into an experimental group (n=75) using virtual dissection tools and a control group (n=75) utilizing traditional cadaveric dissection. Knowledge gains were assessed through pre- and post-tests comprising 50 multiple-choice questions covering key anatomical concepts. Data analysis was performed using SPSS version 26.0, with paired and independent t-tests employed to compare knowledge gains within and between groups. Results: The study found that students using virtual dissection tools demonstrated significantly greater knowledge gains compared to those in the traditional dissection group. The experimental group showed an average improvement of 36.0 points in total test scores, compared to 23.0 points in the control group (p<0.001). Furthermore, student feedback revealed higher satisfaction, ease of understanding, and interest in anatomy among those using virtual tools, with significant differences in all measured aspects of the learning experience (p<0.001). Conclusion: The study provides strong evidence that virtual dissection tools can enhance anatomical education by improving knowledge retention and student satisfaction. These tools offer a valuable supplement to traditional cadaveric dissection, particularly in settings where resources are limited. The integration of virtual dissection into medical curricula could provide a more comprehensive, effective, and engaging learning experience for students

Introduction: Educational micro learning environment is a small dynamic placement. A positive and inclusive environment helps in achieving learning objectives. Assessment of this is important for constructive modification. Methods: This is a prospective cross-sectional study done in tertiary care institute as end posting feedback in critical care units. Thirty-five second year post graduate trainees were enrolled and HEMLEM Questionnaire was circulated after valid consent. Data analysis was done using SPSS software version 22. Results: The study population consisted of 54.29% males and 45.71% females. Regarding staff attitude and behaviour, most of the students agreed that the environment was welcoming and they felt free to ask questions. Equal number of students strongly agreed (22.86%) and strongly disagreed (22.86%) to enthusiasm in faculty about teaching. Most students (54.13%) agreed to faculty’s interest in student’s learning. Most of the trainees agreed that student’s inputs were valued and 31.43% strongly agreed to that. Nearly fifty percent (54.29%) trainees felt neutral to providing with regular and supportive feedback during their postings. Regarding Quality of teaching, there was encouraging feedback and most of the students strongly agreed that the quality was well maintained. More than fifty percent (51.43%) strongly agreed that they had an opportunity to apply their previous knowledge in this posting. There was enhancement in knowledge and skills of more than fifty percent students. More than ninety percent found the posting helpful for practical application of theory. Hundred percent students achieved their learning objectives during this posting. Most of them had an opportunity to deal with patients under supervision. Conclusion: Healthcare Education Micro-Learning Environment Measure scale serves as important tool to assess learning environment in a small and dynamic placement. It is a handy and easy to use tool to obtain feedback and modify the learning environment constructively.

Background: Drug utilization studies (DUS) are an important resource for stakeholders in drug and health policies. DUS is the marketing, distribution, prescription and use of certain drugs in the society concerned, and the resulting medical, social and economic consequences therefore it covers prescribing, dispensing, administration or intake of medicine and related events. DUS is mainly aimed at analyzing drug therapy problem and monitoring its consequences in drug utilization, attempting to improve drug therapy quality.Drug utilization research promotes rational drug use by encouraging prescribers the correct drug, dose, and affordable price, Assessing whether drugs are prescribed and used appropriately, providing feedback to doctors on prescription rationality, evaluating the effectiveness of interventions aimed at improving rational drug use. Objective: To evaluate the drug utilization study in outpatient department (OPD) patients at a tertiary care teaching hospital in North India. Methods: An observational, prospective study was conducted in the OPD of a tertiary care hospital. The Patients' demographic data and prescription details were recorded.Results: A total of 650 patients were included in the study. The findings revealed that 89% drugs were prescribed by brand name, while 11% were by generic name, Antibiotics were prescribed in 6.50% of cases, Injections were prescribed in 6.30% of cases, Polypharmacy was observed in 20.6% of patients.Conclusion: This study highlights the need for rational use of drugs in OPD patients. The findings of this study can inform policy design, education, and awareness programs to motivate physicians to use drugs rationally.

Background: Medical education has undergone significant advancements over the past decade, necessitating curriculum adaptations to accommodate students with diverse learning abilities. This is particularly crucial for supporting mediocre and slower learners who are often at risk of academic failure. Objective : The study aimed to enhance the medical curriculum by implementing weekend exam-based formative assessments. Students were grouped based on their performance, and tailored teaching, learning, and evaluation strategies were employed to create a more effective and engaging educational environment. Methods: A prospective, questionnaire-based study was conducted involving second-year MBBS students and faculty members. Students were divided into four performance-based groups according to their weekend exam results. Customized study sessions were designed for each group, utilizing diverse teaching and evaluation methodologies. Results: The approach fostered a competitive attitude among high-performing students while reducing stress and increasing interest among mediocre and slower learners. Positive feedback from students indicated improved engagement and reduced dropout rates. However, the initiative imposed additional workload on faculty due to extended hours and increased evaluation responsibilities. Conclusion: Weekend exam-based formative assessments, coupled with performance-based grouping, demonstrated potential in enhancing medical education by fostering better learning outcomes and engagement. Despite logistical challenges for faculty, this innovative approach could significantly contribute to producing competent Indian Medical Graduates.

Background: The introduction of Competency-Based Medical Education (CBME) by the National Medical Commission (NMC) in India emphasizes student-centered learning approaches, including Self-Directed Learning (SDL). SDL encourages lifelong learning through learner autonomy, facilitated guidance, and active engagement. This study explores the effectiveness of SDL implemented via role play in Biochemistry for Phase I MBBS students. Aim: To evaluate the effectiveness of SDL through role play on the topic of Oral Glucose Tolerance Test (OGTT) among first-year MBBS students. Methods: The study was conducted at Government Medical College, Anantapuramu, Andhra Pradesh, with 138 first-year MBBS students. The SDL session included a lecture on OGTT, followed by a student-led role play simulating clinical scenarios involving OGTT. Assessment included pre- and post-tests using structured VSAQs and feedback through a structured questionnaire. Satisfaction index and qualitative feedback were analyzed to gauge perceptions. Results: The mean ± SD for the pre-test was 11.6 ± 2.3 and post-test was 16.3 ± 1.85, with a statistically significant improvement (p < 0.001). Feedback analysis revealed high satisfaction with the SDL activity. The highest satisfaction index was for increased self-awareness in learning, while the lowest was for improved analytical ability. Qualitative responses highlighted the usefulness of SDL, with suggestions for more interactive strategies and adequate guidance. Conclusion: SDL using role play is an effective teaching-learning strategy in Biochemistry, enhancing knowledge acquisition, engagement, and learner autonomy. It aligns well with CBME goals and is well-received by students and faculty. Further refinement and integration into the curriculum are recommended.

Background: Anatomy education, especially the head and neck module, poses significant learning challenges due to its complexity and clinical relevance. Traditional lecture-based methods often result in passive learning and limited retention. The flipped classroom model, which shifts foundational learning to pre-class preparation and uses in-class time for active learning, has shown promise in improving engagement and academic performance. This study evaluates the impact of flipped classroom teaching on student performance and perception in head and neck anatomy among Phase I MBBS students. Methods: A quasi-experimental, crossover study was conducted among 100 Phase I MBBS students at A.S.J.S.A.T.D.S. (A.S.M.C.) Medical College, Fatehpur (U.P.). The cohort was split into two groups, alternating between traditional lectures and flipped classroom sessions over four weeks. Pre-recorded videos, reading materials, and quizzes were shared prior to flipped sessions. Academic performance was assessed using pre- and post-tests. Student perceptions were captured through validated questionnaires and qualitative feedback. Statistical analyses included paired t-tests and repeated measures ANOVA. Results: Ninety-eight students completed the study (98% response rate). The flipped classroom group showed a greater mean score improvement (18.2%) compared to the traditional lecture group (12.5%). Post-crossover analysis confirmed superior performance with the flipped model. Student perception data revealed high engagement (82%), improved understanding (76%), and enhanced assessment preparedness (68%). Qualitative feedback emphasized appreciation for peer discussions, initial reluctance, and eventual adaptation to the flipped format. Conclusion: The flipped classroom approach significantly enhances learning outcomes and student engagement in head and neck anatomy compared to traditional lectures. While implementation requires careful planning, it offers a scalable and effective strategy for medical education reform. Future studies should focus on long-term retention and subject-specific adaptations.

Background: Medical education is evolving to balance theoretical knowledge with practical skills. In the context of obstetrics and gynaecology, both bedside clinics and simulation-based learning serve as vital teaching methods. This study compares their effectiveness in knowledge retention, clinical skill acquisition, student confidence, and satisfaction. Objectives: To evaluate and compare the educational outcomes of simulation-based learning and bedside clinic-based teaching among undergraduate medical students in obstetrics and gynaecology. Methods: A descriptive cross-sectional quasi-experimental study was conducted among 450 undergraduate MBBS students who underwent two-week postings in both simulation-based and bedside clinic-based learning modules. Formative assessments and validated feedback questionnaires were used to assess knowledge retention, skill proficiency, confidence levels, and student satisfaction. Data were analyzed using descriptive statistics and p-values for significance testing. Results: Students in the simulation group had significantly higher knowledge scores (81.6 ± 6.4) than those in the bedside group (76.2 ± 7.8, p < 0.01). OSCE scores also favored the simulation group (84.2 ± 5.1 vs. 77.5 ± 6.3, p < 0.001). While 78% of students in the simulation group reported being “very confident,” only 58% from the bedside group reported the same. Simulation-based learning received higher satisfaction ratings (85% vs. 71%). Bedside learning was preferred for real-time decision-making and communication skills. Conclusion: Simulation-based learning significantly enhances knowledge and procedural skills, while bedside clinics excel in communication and patient interaction. A blended teaching approach may provide optimal learning outcomes