Background: Efforts should be made to minimize the blood loss at the time of cesarean section. The techniques used to reduce the blood loss include finger splitting versus scissor cutting of incision, in situ stitching versus exteriorization and stitching of uterus and finally spontaneous or manual removal of the placenta. Objective: The main objective of this study is to correlate the frequency of loss of blood between the placenta removed manually and spontaneously during cesarean section. Methods: Randomized controlled trial in the department of Obstetrics and Gynecology, Fauji Foundation Hospital, Rawalpindi. The sample is collected through Consecutive (non- probability) sampling. The study was conducted after approval from the hospital ethical and research committee. Informed written consent was taken from all the patients. The patients were divided into two groups, group A and group B randomly by using random table numbers. Group A had spontaneous placental delivery. Group B had manual placental delivery. Each patient was examined thoroughly and detailed history was taken. Data Analysis: Data was analyzed using SPSS 20 for windows. The frequency and percentage of blood loss were measured. A chi-square test was applied to correlate the blood loss between the two groups. p values <0.05 were considered statistically significant. Effect modifiers like age, gestational age, parity were controlled by stratification. Results: The blood loss was compared between both groups using the chi-square test not assuming null-hypothesis. The blood loss was comparatively high in-group in which the placenta was removed manually (p=0.007). Keywords: Caesarean Section, Placenta removal, Spontaneous, Manual, Blood loss.

O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

Objectives: To find out the learning preferences of clinical students forbedside learning. Design: cross-sectional, descriptive. Methods: The study was done on medical students of theclinical classes in different Medical Colleges in Rawalpindi, Pakistan. Both male and female students were included inthe study. All students were given a questionnaire consisting of 5 questions regarding their preferences for bedsidelearning. Open-ended comments were also invited. Results: A total of 227 students of clinical classes participated inthe study. Most preferred location for bedside learning was the ward (70%, N=158). Most preferred group size was 5(62%, N=140). For duration of bedside learning session most learners preferred 2 hours (59%, N=134). The opinionregarding the mode of case presentation was divided indecisively. Howevermost responders favored single presenter(28.6%, N=65). The preferred frequency of bedside learning sessions was ‘daily’ (49.7%, N=106). Conclusions:Learners in clinical classes prefer bedside teaching as a daily event. Their preferences indicate that the bedside learningpossesses a clinical relevance and offers contextual learning opportunity. Much remains to be learnt about the learners’preferences regarding instruction method in bedside learning.