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Objective: This prospective hospital base study was conducted to examine the role of chest radiography in diagnosis of pneumonia in children and correlate the severity of the disease with radiological findings.Methods: A total of 156 cases aged 1-59 months admitted through the Emergency Room with severe pneumonia were enrolled over 24 hours/day admissions, once every two weeks Results: The enrolled groups were 61.5% female, 38.5% were male. The chest X-ray showed pneumonia in 83 (53.2%) cases with alveolar pneumonia accounting for 47 (30.12%), and non alveolar pneumonia for 36 (23.10%) cases. Factors that were found to have significant association with severe pneumonia included smoking associated diarrheal diseases, endemic diseases, malnutrition anaemia and breastfeeding < 18 months. (P. value < 0.04; < 0.001, <0.001, <0.001, <0.01 and <0.48, respectively).In conclusion chest X-ray is an important tool in diagnosing severe pneumonia, particularly in situations where other means of investigations are meager.

Aim Students’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures. Methods A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods. Results The two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of −14.26 points, (p<0.001; 95% CI: −12.54, −15.98) less than class 6. Similarly, in LBL, class 4 had a mean of −10.18 points (p<0.001, 95% CI: −7.02, −13.35), less than class 6. Conclusion Students’ performance using team-based learning was superior to lecture-based learning, irrespective of students’ gender, noticeable among senior students.