Objective: To determine the perceptions of 1st and 2nd year MBBS Students about structured Viva Voce Methodology: This cross sectional study was conducted at Shalamar Medical and Dental College Lahore, on 92 students. Duration of study was from July to December 2018. A questionnaire (based on 5 points Likert scale) was generated in Google forms and link was shared with the participants. The analysis was done by using SPSS version 21, frequencies and percentages were calculated, and Chi-Square Test was applied. Results: Out of total 92 students, 32% belonged to the 1st and 68% to 2nd year MBBS. Majority of the 2nd year students (50.8%) showed their satisfaction regarding fairness and coverage of wide range of critical areas by Viva Voce as compared to the 1st year students. Greater percentage of students from both years consider that viva voce covered wide range of critical areas and were satisfied with level of difficulty and logical sequencing of viva voce questions. More than half of the participants from both classes consider it a valid assessment tool. Majority of 1st (65%) and 2nd year (63.1%) students thought that this tool of assessment highlighted their weaknesses and significantly higher number of 2nd year students consider that viva can highlight their strengths regarding the topic. Conclusion: Majority of students from both years showed their satisfaction regarding various aspects of Viva Voce. However, significantly greater number of 2nd year students were satisfied with the capability of Viva Voce in highlighting their strengths as compared to 1st year students.

Background: Students suffering from imposter syndrome/phenomenon (IP) consider themselves less competent and less skill full as compared to the abilities they actually possess. Although previous research has identified different causes of stress and burnout less research has been conducted to determine the frequency of imposter syndrome among medical undergraduate students. Objectives: (1) To determine the frequency and the degree of severity of Imposter syndrome among medical students. (2) To find out the association of Gender with imposter syndrome. (3) To evaluate the difference in the severity of imposter syndrome between 1st and 2nd-year MBBS students. Methods: The cross-sectional study was conducted on 140 1st and 2nd-year MBBS students of Shalamar Medical and Dental College, Lahore. A convenient sampling technique was used. The study instrument used was a validated questionnaire (Clance IP Scale) containing 20 items with 5 points Likert scale. By adding up the score, the degree of severity is determined. Frequencies & percentages were determined, chi-square applied, p-value <0.05 was considered significant. Results: One hundred and 40 students filled the IP Scale questionnaire. The frequency of imposter syndrome was 53.3% among medical students. The majority (85%) of the medical students had frequent to intense imposter characteristics. A higher number of female students was affected by imposter phenomenon as compared to males. Greater number of 1st-year students were suffering from imposter syndrome as compared to 2nd-year students. Conclusions: Frequency of imposter syndrome was high among medical students. Its severity ranges from moderate to frequent IP categories in majority of students. Female students were affected more as compared to their male counterparts.

Background: Impaired cardiovascular and respiratory functions are associated with increased mortality andmorbidity. Exploration of the relation between physical activity and cardiovascular and respiratory functions canhelp in understanding the mechanisms of how physical activity improves a person’s quality of life. Objectives: To investigate the post exercise cardio-respiratory response of normal healthy adults and to determine ifthere are gender differences in the post exercise cardio-respiratory response. Methods: A cross-sectional study was conducted on 1st and 2nd year MBBS students of Shalamar Medical andDental College in the department of Physiology. Measurement of Pulmonary functions and recording of ECG wasdone by using Power LAB before and after exercise. Statistical analysis was done on SPSS version 21, student t-testwas applied and p- value < 0.05 was considered statistically significant. Results: The respiratory rate, respiratory minute volume and tidal volume increased while oxygen saturationdecreased significantly after exercise. Heart rate increased significantly in post exercise period. The pre exercisesystolic and diastolic blood pressure increased significantly after exercise. There was a significant post exerciseincrement in diastolic pressure in males than in females. QT was significantly decreased in post-exercise period infemale subjects. Conclusion: The respiratory parameters changed significantly after exercise. Heart rate and blood pressureincreased significantly both in male and female subjects. QT interval decreased significantly only in females;however, changes in PR interval and QRS complex were not significant.

<p>A sustainable healthcare framework implies maintaining both the current and future quality of healthcare through balancing social, environmental and financial constraints. Health care faculties in Medical Universities hold a professional obligation to yield &lsquo;sustainability-oriented&rsquo; healthcare leaders, having a sense of eco-accountability, environmental justice, and intergenerational resource equity. For this multipronged diverse approach, the most cardinal contribution, for a sustainability continuum, by the current generation of professionals is to develop a &lsquo;sustainability mindset&rsquo; for the healthcare leaders of tomorrow. The ripple effect of the &lsquo;sustainability mindset&rsquo;, thus created will be the key factor, to traverse through generations to come, for individual health, healthcare systems and most importantly for the planetary health.</p>

Aim: To explore the students' opinion about the learning of the cognitive domain of the course learning outcomes studied through online learning methodology. Methods: A structured questionnaire containing eleven questions regarding the cognitive domain of course learning outcomes has been distributed among the willing participants who are studying in the college of medicine. The completely filled questionnaires were evaluated. Results: Two hundreds and one (201) completely filled questionnaire were received from the medical students which included one hundred and fifteen (115) female students (57.2%) and 86 male students (42.8%). The main benefits of the online learning in the opinion of the students are that the Online teaching enhanced their capability to search for the other available teaching material on the internet, helped them in learning independently and reduced their preparation time along with travelling fatigue. The opinion expressed by the students regarding the understanding of difficult concepts is that it is better in face to face classes as compared to online lecture. Conclusion: The Online learning is an effective teaching technique in the current digital era but with some limitations as students feel difficulty in understanding the difficult concepts in medicine through online learning. Keywords: Online Learning, Cognitive Domain. Learning Outcome