Background: Assessment is an important part of the learning cascade in education. Students realize it as an influential motivator to direct and guide their learning. The method of assessment determines the way the students reach high levels of learning. It has been documented that one of factor affecting students’ choice of learning approach is the way how assessment is being performed. Many methods of assessment namely multiple choice questions, essay questions and others are mainly used to assess basic science knowledge in undergraduate education. Objectives: The aim of this study is to compare multiple choice questions (MCQ) and essay questions (EQ) (record the success and failure rate of multiple choice questions (MCQ) and essay questions (EQ)) in regards to the Physiology questions.Methods: A retrospective study was done in which the results of the physiology exams -held in the medical college in Baghdad University -in 2010 are recorded. The number of students underwent the exam was 255. A total of 100 essay questions (EQs) and 100 multiple choice questions (MCQs) were evaluated from the written examinations delivered to second year medical students questions belonged to final examination.Results: Regarding essay questions that have been answered, 33.5% of the questions were not answered as a total. 188 students out of 255 had succeeded which represent 73.7% of the students. Out of 78 marks for MCQ, 46.33 had been achieved, and out of 22 marks for essay 12.9 have been achieved. the success in MCQ questions was 82.9% while in the Essay questions was 67.7% and the failure in both types was 12.5%. Out of 100 questions for both MCQ and Essay questions 55.1±7.9 questions were answered for the MCQ and 51.1±15.3 Essay questions were answered. In general the percentage of the succeeded students was 73. 7% and that of failed students was 26.3%.Conclusion: There is no significant difference in the success rate between MCQs and EQs. الخلفية: يعد التقييم عنصرا هاما في سلسلة التعلم في التعليم. يدرك الطلاب أنها حافز مؤثر لتوجيه تعلمهم. ويحدد أسلوب التقييم طريقة وصول الطلبة إلى مستويات عالية من التعلم. وقد تم توثيق أن أحد العوامل التي تؤثر على اختيار الطلاب لموقف التعلم هو طريقة تقييمهم. يتم تطبيق العديد من أساليب التقييم وهي أسئلة الاختيار من متعدد، أسئلة مقالة وغيرها أساسا لفحص العلوم الأساسية الفهم في التعليم الجامعي. الهدف: الهدف من هذه الدراسة هو مقارنة أسئلة الاختيار من متعدد وأسئلة مقال (تقييم نجاح وفشل معدل أسئلة الاختيار من متعدد وأسئلة مقال) فيما يتعلق باسئلة علم وظائف الأعضاء. الطريقة: أجريت دراسة بأثر رجعي تم فيها تسجيل نتائج امتحانات علم وظائف الأعضاء - التي تم تسجيلها في الكلية الطبية لجامعة بغداد - في عام 2010. وبلغ عدد الطلاب الذين خضعوا للامتحان 255. تم تقييم مجموعه 100 أسئلة مقالة و 100 أسئلة الاختيار من متعدد من الامتحانات المكتوبة التي تدار لطلاب الطب السنة الثانية (الأسئلة تنتمي إلى الامتحان النهائي) النتائج: فيما يتعلق بأسئلة المقالات التي تم الرد عليها، لم يتم الإجابة على 33.5٪ من الأسئلة في المجموع. وقد نجح 188 طالبا من أصل 255 طالبا يمثلون 73.7 في المائة من الطلاب. ومن أصل 78 علامة ل سؤال متعدد الاختيارات، تم تحقيق 46.33، ومن أصل 22 علامة للمقالة 12.9 قد تحققت. وكان النجاح في الأسئلة متعدد الاختيارات، 82.9٪ في حين كان في أسئلة المقال 67.7٪ والفشل في كلا النوعين كان 12.5٪. من أصل 100 سؤال لكل من الأسئلة متعدد الاختيارات و اسئلة المقال، تم الرد على 55.07 ± 7.99 من الأسئلة متعدد الاختيارات و 51.13 ± 15.28 للمقالة. وبشكل عام بلغت نسبة الطلبة الناجحين 73.7٪، وبلغت نسبة الطلبة الفاشلين 26.3٪ الخلاصة: كان معدل النجاح لكل من الأسئلة متعدد الاختيارات وأسئلة المقال نفسه تقريبا مما أدى إلى معدل نجاح إجمالي 73.7٪ الذي يلبي نتائج الدراسات الأخرى التي أجريت مقارنة نوعي الأسئلة.

Background: Obesity is a public health concern worldwide associated with significant health risks and comorbid conditions. Obesity might be a strong factor that can induce left ventricular systolic dysfunction and eventually cause heart failure independent to coronary artery disease or other morbidities. In uncomplicated obese subjects, diastolic dysfunction is caused by hemodynamic and metabolic factors.Objectives: To assess the left ventricular (systolic and diastolic) function in a sample of overweight and obese subjects using different Echocardiographic tools and exploring the percentage and type of diastolic dysfunction in those people.Subjects and methods: one hundred seven (107) normal adult males subjects with a mean age of (39.3± 7.5) years were involved in this study. The study was performed during the period from September 2012 until July 2013, at the echo unit of Ibn Al-Bitar hospital for cardiac surgery.Results: Regarding E/A ratio there were statistically significant decrease in the E/A ratio of Group 1(normal body weight) when compared with that of Group3(obese). Deceleration time(DT), Isovolumetric relaxation time(IVRT) and E/Vp ratio showed a statistically significant increase when comparing Group1 with Group3. Regarding velocity of flow propagation(VP) there were statistically significant decrease when comparing Group1 with Group2 and Group 1 with Group3. Higher percent of subjects in group1 developed normal diastolic function(44%), while higher percent of subjects who found to have impaired relaxation were those in group3(68%), also higher percent of subjects with pseudonormal type were found in group3(57%) when compared to group1& 2.Conclusion: The relationship between BMI and diastolic function parameters is continuous and independent of cardiovascular risk factors that cluster with obesity, such as hypertension, diabetes, and LV hypertrophy. The overweight status is already associated with an impairment of LV diastolic function, close to that observed in obese persons.

Background: Diabetes mellitus is a major risk factor for coronary artery disease, with a higher incidence of myocardial infarction and sudden death. Left ventricular dysfunction is difficult to diagnose and to differentiate into diastolic and systolic dysfunction on the basis of medical history, physical examination, electrocardiography (ECC) and chest radiography. Two-dimensional, M-mode, and Doppler echocardiography are excellent for diagnosing left ventricular dysfunction. M-mode echocardiography was used for diagnosing left ventricular systolic dysfunction, while Doppler echocardiography has become well accepted as a reliable, reproducible and practical noninvasive method for the diagnosis of left ventricular diastolic dysfunction. Subjects and methods: eighty four (84) males, type 2 diabetic patients with ischemic heart disease, their mean age was 60 ± 7 years, in addition to fourty six (46) non diabetics again with ischemic heart disease matched for sex and age served as control were involved in this study. Each patient was subjected to medical history, clinical examination, blood pressure measurement, physical measurement, lipid profile estimation, ECG, chest x-ray, M-mode and Doppler echocardiography to assess their left ventricular function, whether they suffer left ventricular diastolic dysfunction or systolic dysfunction and or combined systolic and diastolic dysfunction. Results:The result of this study demonstrated that diabetic subjects were more prone to develop ST elevation myocardial infarction and isolated diastolic dysfunction of impaired relaxation type (74%). However, echocardiography clarify that small percentage of those patient suffer an isolated systolic dysfunction (26%). Conclusion: Higher percent of diabetic subjects suffer ST elevation myocardial infarction and they were found to develop diastolic dysfunction.

Background: Assessment is an important part of the learning cascade in education. Students realize it as an influential motivator to direct and guide their learning. The method of assessment determines the way the students reach high levels of learning. It has been documented that one of factor affecting students' choice of learning approach is the way how assessment is being performed. Many methods of assessment namely multiple choice questions, essay questions and others are mainly used to assess basic science knowledge in undergraduate education. Objectives: The aim of this study is to compare multiple choice questions (MCQ) and essay questions (EQ) (record the success and failure rate of multiple choice questions (MCQ) and essay questions (EQ)) in regards to the Physiology questions. Methods: A retrospective study was done in which the results of the physiology exams-held in the medical college in Baghdad University-in 2010 are recorded. The number of students underwent the exam was 255. A total of 100 essay questions (EQs) and 100 multiple choice questions (MCQs) were evaluated from the written examinations delivered to second year medical students questions belonged to final examination. Results: Regarding essay questions that have been answered, 33.5% of the questions were not answered as a total. 188 students out of 255 had succeeded which represent 73.7% of the students. Out of 78 marks for MCQ, 46.33 had been achieved, and out of 22 marks for essay 12.9 have been achieved. the success in MCQ questions was 82.9% while in the Essay questions was 67.7% and the failure in both types was 12.5%. Out of 100 questions for both MCQ and Essay questions 55.1±7.9 questions were answered for the MCQ and 51.1±15.3 Essay questions were answered. In general the percentage of the succeeded students was 73. 7% and that of failed students was 26.3%. Conclusion: There is no significant difference in the success rate between MCQs and EQs.