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Introduction: Diabetes is a major public health problem that is approaching epidemic proportions globally. Self-monitoring of blood glucose (SMBG) by the American Diabetes Association (ADA) is promoted in diabetic patients so that they achieve and maintain specific glycemic goals. Objectives : To compare the blood glucose estimation methods; capillary blood and venous blood by glucometer, venous plasma glucose estimation by auto analyzer and to find variation in results. Material & Methods : 60 patients attending Outpatient department of JIIUs IIMSR and Noor hospital, Warudi, Badnapur, Maharashtra who were advised blood glucose estimation were selected. Finger prick (capillary) blood glucose & glucose estimation of venous blood was done by glucometer; and venous plasma glucose estimation was done by auto analyzer in laboratory. Result & Conclusion : Mean values of capillary glucose estimation by glucometer were higher than plasma glucose estimation in laboratory on auto analyzer and the difference was found to be statistically significant. Venous glucose estimation on glucometer gave high erroneous results as compared to plasma glucose estimation in laboratory.

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Introduction Current and future trends in medical learning enforce huge burden of mastering a different set of competencies among medical student. Furthermore, the important task in medical education isto provide adequate and satisfactory student learning. Thus, better awareness of learning style preferences and various factors (such as gender) influencing learning styles, can help in delivery of rewarding, satisfying and pleasant learning experience to the students. Aim The study was planned with the aim of assessing the influence of gender on learning style preferences among Undergraduate Medical Students of Physiology. Materials and Method In this cross-sectional study among 100 undergraduate medical students of physiology, Visual, Aural, Read/write and Kinesthetic (VARK) questionnaire version 7.8 was used to collect information of students’ learning style preferences. Descriptive statistics were used to describe the variables. Chi-square test was performed to evaluate the influence of gender on learning style preferences. Results In the study, 82.22%Males and 68.75% females exhibited multiple sensory preferences. Furthermore only 17.77%Male, 31.25% Female, preferred a single sensory modality for receiving information. However gender differences were NOT significant. Conclusion Most students both male and female had preferences for multimodal learning style. Furthermore gender had no significant association with learning style preference.