Introduction: Health research training is an important component of the medical curriculum. This study was conducted to compare the approach of medical students being taught through an integrated modular curriculum with the students receiving conventional mode of education towards health research. Materials and Methods: A cross-sectional study was conducted between 3rd-year MBBS students following Lecture Based Learning and Problem Based Learning (groups A and B respectively). A self-designed pretested questionnaire was filled by 153 students of each group (from group A in 2019 and group B in 2020) through a simple randomized sampling technique. Analysis was done using SPSS 21. P-value <0.05 was considered to be significant for all purposes. Results: Mean knowledge score of PBL students was 50% against a score of 55.5% of LBL students (p-value=0.114). However, the mean attitude score of PBL students was 79.2% against a score of 67.4% of LBL students (p-value< 0.000). Over 49.6% of LBL students and 41.8% of PBL students had satisfactory knowledge. 19.7% of LBL students and 82.3% of PBL students had a satisfactory attitude.  Conclusion: Significantly higher attitude of PBL students was found. However, the level of knowledge was found to be the same in both groups. PBL curriculum has a positive influence on students on their attitudes towards health research.

Introduction: Pressure ulcer is a common preventable complication of prolonged hospitalisation. Although debilitating, but preventable through timely assessment and proper management. This study was conducted to access student nurse’s knowledge and practices towards the prevention and management of pressure ulcers. Materials and Methods: A cross-sectional study was conducted at Nursing Schools of Holy Family Hospital and Benazir Bhutto Hospital Allied with Rawalpindi Medical University. A pre-tested self-designed questionnaire was filled by 264 students selected through the non-probability convenient sampling technique. Data were analysed using SPSS 21. P-value <0.01 was considered significant. Results: Mean percentage of Student nurse’s knowledge and practices were 58.7% 69.62% respectively. 21.7% of first-year students, 34.1% of second-year students, and 60.2% of third-year students had good knowledge. Correspondingly, 10.89% of first-year students, 32.9% of second-year students, and 56.2% of third-year students had good practice. There was a significant correlation between knowledge and practices i.e. r value is 0.92, the p-value is <0.000. Conclusion: Knowledge and Practices of Student Nurses towards the prevention and management of pressure ulcers was found to be average. The practices of students gradually improved as their knowledge improved throughout their years of education.