Background: Competency based medical education (CBME) is outcome based teaching methodology where a student learns a set of measurable competencies for early clinical exposure. Inspite of ample resources on CBME, there are limited studies on its implementation. This study will try to demonstrate improvement in the performance of students using CBME as a teaching tool over the traditional structured method (TS). Methods: Forty student volunteers were chosen and divided into two groups. The crossover design exposed the group of students to CBME and TS spread over two periods with a wash out period in between. The intervention group was exposed to selected list of competencies in living Anatomy with feedbacks and formative assessments. The summative assessments were held at the end of each period. Results: The mean scores of CBME and TS in group 1 is 130.625 and 113.65 while in group 2 is 139.425 and 112.075 respectively. The treatment and period effect is significant. Estimate of treatment effect is 22.1625. The average improvement in treatment scores is by 11%. Two tailed paired sample T test reveals significant improvement in the scores post intervention.

Anatomy has always been a cornerstone of medical education disregard of nation or specialty. Dissection and didactic lectures were its only methods of teaching in the past. A multiple range of special study modules like integration, problem based approach and community based approach is now replacing where integration is not routinely practiced. Lectures of anatomy and physiology were integrated and students' understanding was assessed using pre-test and post-test in the form of 10 multiple-choice questions each. Opinion of students was taken using a questionnaire. MJSBHResults: Total students participating in the study were 118. The mean score in pretest was found to be 5.32±1.88 and mean post-test score was 5.43±1.89. Students t test revealed a P value of 0.65 reflecting no statistically significant difference in the results. In the subjective assessment 76% of students didn't have any past experience of integration of 2 different subjects, 87% students said that integration of anatomy and physiology lectures facilitated the understanding of the subject, 75% students wanted more topics to be taught in an integrated manner in future whereas 23% students say that only few relevant topics should be integrated. 47% of students recommended the integration of more subjects and the subject chosen was biochemistry. Most students said that such integration provided a better and holistic understanding of topics being covered. Students identified no disadvantages of integration. Conclusion: The objective result showed no significant improvements in scores.On the other hand the subjective response of the students pointed towards an integrated approach being superior to stand alone didactic lectures in providing better understanding.

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Introduction: Many teaching institutes adopted the online teaching system during COVID-19 pandemic. The Department of Anatomy Armed Forces Medical College had also shifted to online platform for teaching anatomy in a better way.This study was undertaking with an aim to get the student`s perspective about the efficacy of online teaching system for learning anatomy and to explore and rectify the lacunae and address the challenges faced by students and teachers. Methodology: a total of 300 students were enrolled, 150 each from 1st year MBBS of batches 2019 and 2020 Results: Findings suggested that student's perception towards online learning was better than offline learning. However, the major challenges were problems in internet connection, practical anatomy, having to learn more points related to the topic in a short allocated time and difficulties in logging onto the online platforms.The reliability of internet connection was a major factor affecting their study of anatomy and selecting learning resources.Social media platforms especially WhatsApp were helpful in assisting students in their study and communication between themselves and their teachers, may be because of lesser use of bandwidth. However, assessments and practical demonstrations in anatomy were not same as during offline teaching mode.Conclusion: COVID-19 pandemic was disruptive to medical education. Poor Internet connection was the major bug bear faced by the students, while the social media platforms especially WhatsApp was a helpful tool in study and communication. Students urged improvement in the modes of practical teaching of anatomy and assessment.

MJSB H J uly -D e c e m be r 20 13 |Vol 1 2| Iss ue 2 M e d i c a l J o u r n a l o f S h r e e B i r e n d r a H o s p i t a l 58 ABSTRACT:During routine human cadaveric dissection for the purpose of teaching learning of medical undergraduates in our department, third head of the biceps brachii muscle was found bilaterally in a 67 years old male cadaver. Bilaterally symmetrical third head was found with ß eshy proximal attachment on humerus between the insertion of the coracobrachialis and the upper part of the origin of the brachialis. This supernumerary head was deep to the other two heads of biceps and was inserted into the bicipital aponeurosis. A branch of musculocutaneous nerve could be traced upto the third head. Long and short heads of biceps were of usual anatomy. ABSTRACT:During routine human cadaveric dissection for the purpose of teaching learning of medical undergraduates in our department, third head of the biceps brachii muscle was found bilaterally in a 67 years old male cadaver. Bilaterally symmetrical third head was found with ß eshy proximal attachment on humerus between the insertion of the coracobrachialis and the upper part of the origin of the brachialis. This supernumerary head was deep to the other two heads of biceps and was inserted into the bicipital aponeurosis. A branch of musculocutaneous nerve could be traced upto the third head. Long and short heads of biceps were of usual anatomy.