Background: Incorporation of active-learning methods into classroom allows students to be motivated and enhances their learning experience. Crossword puzzles are found to be an interesting educational tool for teaching medical students as it evokes interest, motivates, enhances their critical thinking, allows a better understanding of concepts, and helps in reinforcing the material acquired during lecture. Aims and Objectives of the research work was intended to implement and evaluate the use of crossword puzzle as a tool in effective learning of Microbiology and Immunology.Methods: Using free online resources, crossword puzzles were created and provided to the students during microbiology and immunology lectures. Students’ perceptions of the crossword puzzle activity were assessed through an 8-item questionnaire using a 5-point Likert scale. The data was collected, tabulated, and statistically analyzed.Results: More than 85% of the students indicated that crossword puzzles enhanced their learning, oriented them to the important topics, and served as good tool in effective learning of microbiology and immunology.Conclusions: Students perceived that crossword puzzles enhanced their learning of microbiology and immunology. Use of crossword puzzles provides a simple, creative, and effective means to incorporate active learning of microbiology and immunology in the classroom.

Background: Medical teaching requires innovative methods through which teachers can provide a student-centered learning environment that improves students' learning through their active participation. The patient-oriented problem-solving (POPS) system is an active learning tool that permits students to work in small groups to solve clinical problem, promotes self-learning, enhances clinical reasoning, and enriches their knowledge, and long-term memory. The aim of the study was to implement POPS session in immunology course and assess the students' perception of the effectiveness of POPS teaching in learning immunology. Methodology: 121 students were divided into small groups of 10 each. The pre-test questions were given to assess their previous knowledge before the POPS activity. Post-test questions were given after the activity to check the effectiveness of POPS session in learning. A questionnaire was also given at the end of the activity to assess the students' perception of POPS activity in learning. The data were collected, tabulated, and statistically analyzed. Results: Significant improvement in the mean differences between pre-and post-test scores of the students, suggests the effectiveness of POPS teaching activity. A majority of the students (>80%) stated that POPS promotes self-learning, creates interest, enhances conceptualization, empowers critical thinking, and problem-solving skills. Conclusion: POPS activity is a good educational method to enhance the learning skills of the medical students.