BackgroundEffective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines.MethodsA questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables.ResultsThe top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry).ConclusionThis study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs for the teachers of all disciplines, rather than having separate training programs exclusively for medical teachers. Logistically, this would make it much easier to arrange such programs in universities or colleges with different faculties or disciplines.

CONTEXT:Scientific research not only promotes health and combats diseases of an individual, but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific methods becomes a crucial component in the medical profession.AIMS:This study was conducted to assess the knowledge, attitudes, and barriers toward research among undergraduate medical and dental students.SETTINGS AND DESIGN:This cross-sectional study was conducted among 295 undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students from a private medical college in Malaysia.MATERIALS AND METHODS:We purposively selected 360 students attending the 3rd, 4th, and 5th year in MBBS course and BDS course in September 2015. A total of 295 students who were willing to provide written informed consent were included in this study. We collected data using a validated, self-administered, structured questionnaire which included 20 questions about knowledge toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward conducting medical research, and 5 questions of confidence to conduct the medical research.STATISTICAL ANALYSIS USED:Data were analyzed using descriptive statistics, independent t-test, ANOVA, and multiple linear regression.RESULTS:Among the students, 56.9% had moderate knowledge while the majority (83.3%) had moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%), lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of rewards (55.8%). There was a significant association between age, academic year, and knowledge of research as the older age group, and 4th- and 5th-year students had higher knowledge score. The students of higher attitude score had better-perceived barriers score toward research with regression coefficient 0.095 (95% confidence interval 0.032–0.159).CONCLUSIONS:Even though the students had the positive attitudes toward scientific research, a supportive and positive environment is needed to improve skills and knowledge of research and to overcome the barriers toward the conduct of scientific research.

Abnormal liver function tests are not uncommon encounter in diabetes mellitus patients. The aim of this study was to find out the liver function test abnormalit ies in a group of d iabetic patients in Myan mar and to determine the factors associated with these biochemical changes. In this cross sectional study conducted at the diabetic clinic of Yangon General Hospital, Myan mar between March 2006 and February 2007, a total of 81 patients were included. The means of alanine aminotransferase (ALT), aspartate aminotransferase (AST), alkaline phosphatase (ALP), γ glutamyl transferase (γ GT), bilirubin and prothrombin time fall within normal range. Raised ALT and AST were noted in 18.5% and 14.8% respectively. 4.9% had high bilirubin and prolonged prothrombin time each, γGT was normal in all patients. The mean values of ALT and AST had no significant correlat ion with age, family h istory of diabetes, mode of therapy or type of diabetes. Although mean ALT had no correlation with gender of the d iabetes patients, AST was found to be significantly elevated in men. Values of ALT and AST were also significantly higher with increasing BMI. Hepatomegaly, increased liver echogenicity and presence of fatty liver were the factors significantly correlated with elevated A LT and AST values. In conclusion, abnormal liver function results are more co mmon among diabetes patients. Elevated ALT and AST are the markers for associated non alcoholic fatty liver disease in diabetes patients. Testing for A LT and AST, should be carried out to screen underlying fatty liver, especially in male diabetes patients with high BMI.

We found very low quality evidence from a single trial that was insufficient to conclude if there is any benefit of acupuncture in reducing gagging and allowing successful completion of dental procedures. We did not find any evidence on any other interventions for managing the gag reflex during dental treatment. More well-designed and well-reported trials evaluating different interventions are needed.

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