There are multiple variations of recurrent laryngeal nerve in relation to inferior thyroid artery and ligament of Berry which are important from a surgeon's point of view during thyroid surgeries Aim: The study aims to describe the clinically relevant variations of recurrent laryngeal nerve with respect to inferior thyroid artery and ligament of Berry in the cadavers. Material and Methods: 108 preserved cadavers (216 sides) were dissected within a span of 5 years i.e from 2008 to 2013. The position of recurrent laryngeal nerve in relation to inferior thyroid artery and ligament of Berry was noted and tabulated. Results: Our study revealed that in 59% of cadavers, the recurrent laryngeal nerve passed dorsal to inferior thyroid artery, 30% of cadavers, it coursed ventral to the artery, followed by 11% of cadavers where the nerve traversed through a loop formed by the branches of inferior thyroid artery. In 63.8% of cadavers, the nerve passed superficial to ligament of Berry, in 25% of cadavers the nerve passed through the ligament, followed by 11.1% of cadavers where the recurrent laryngeal nerve coursed deep to the ligament. Conclusion: A thorough knowledge of the laryngeal nerves and their anatomical variations is necessary for safe thyroid surgery.

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Problem Based Learning (PBL) is preached and practiced throughout the world in medical teaching. In India this method of teaching is gaining the ground. We tried to take the opinion of our students how they perceive the PBL as a teaching learning tool. Materials and Methods: A semi structured closed ended questionnaire was distributed in participants after the PBL session and their opinions were evaluated in the percentage scale. Results: more that 85 percent of our participants were of opinion that PBL increased their understanding of the subject, it helped in the understanding the clinical applications of the complex anatomical concepts. Time required conducting the PBL session remained the main obstacle in conduction of PBL. Conclusion: PBL is novel teaching-learning tool appreciated by our participants but less faculty strength and limited time in the first MBBS for First year students raises a question mark on implementing it on a larger scale. So, a mixed approach where traditional Teaching-Learning methods are mixed with PBL can benefit students and teachers both.