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Background: Commitment to medical education can be assessed by the interest shown by students in attending classes. Medical education demands high attendance for good understanding and grasps over the subject. Aims and Objective: The aims and obejectives of the study were to study the effect of class attendance on performance in theory and practical examination. Materials and Methods: A retrospective cohort study was conducted at Department of Pharmacology, Government Medical College, Thrissur. The second professional MBBS students who have passed Pharmacology examination were included in the study. As per sample size calculation, 40 students were taken in each group, Group I having <80% attendance and Group II having more than 80% attendance in theory at the time of first internal examination. They were followed in second and final internal examination and their attendance and marks were compared. The attendance of practical classes and the performance in final internal practical examination of these students were also compared. Statistical analysis was performed using paired and independent sample t-test, Chi-square test, and Pearson correlation analysis. Results: The higher internal marks in theory and practical examination were seen in students with high attendance percentage (P < 0.05). There was significantly high pass percentage in all the three theory internal examination and final internal practical examination in students with high attendance. There was a positive correlation between attendance and marks in all the internal theory and practical examination. Conclusion: Performance in theory and practical examinations were significantly affected by attendance in theory and practical classes.

Risperidone is an atypical antipsychotic drug which has been less likely to produce extrapyramidal symptoms. The aim of this case report is to illustrate that low dose risperidone may cause tardive dyskinesia. A 29 year old male patient with 9 year history of paranoid schizophrenia, developed tardive dyskinesia after receiving risperidone 2 mg for 7 years. He had received small dosages of Haloperidol before the therapy of risperidone for short periods.

BACKGROUND Traditional teaching is didactic, discipline wise model, passive, teacher centered and compartmentalized. Integrated teaching is organization of teaching methods to interrelate or unify subjects frequently taught in separate academic courses or departments. Integrated teaching is the need of the hour. MCI recommended integrated teaching since 1997. Students are expected to get a holistic and not fragmented approach on the subjects. It bridges academic knowledge with real life practice. The process also encompasses strategies for linking basic and clinical science from the classroom to the bedside. It helps improve cognitive, psychomotor domain and skill of students to correlate clinically. Students trained in integrated teaching used more accurate diagnosis than did students taught by conventional teaching. Needs and trends of students are changing, and role of education is being redefined. Student perception forms valuable input into curriculum modification and review. Impact evaluation is learning the student's perception and attitude. Hence this study was done to explore, analyse and document the perception of second MBBS students as stakeholders in medical education by taking feedback after exposure to Horizontal integrated teaching as a new teaching learning method.

Tuberculosis (TB) continues to be an important public health problem throughout much of the world. Drug treatment is the only effective treatment method, but adverse drug events (ADEs) and adverse drug reactions (ADRs) can affect medical adherence. As the number of drug resistant TB patients and the number of anti-TB drugs have increased, it is necessary to explore the risk factors for ADEs/ADRs to reduce their occurrence. Here we reported three different cases of ADRs due to first line anti-tubercular drugs.