Background: Six sigma is a powerful tool which can be used by laboratories for assessing the method quality, optimizing Quality Control (QC) procedure, change the number of rules applied, and frequency of controls run .The aim of this study was to quantify the defects or errors in the analytical phase of laboratory testing by sigma metrics and then represent the sigma value in Method Decision Chart.Methods: A retrospective study was conducted in a tertiary care hospital in Bhubaneswar, India. The clinical chemistry laboratory has been NABL accredited for the past 5 years and strictly quality checked.  Internal and external quality control data was collected for a period of six months from January - June 2018 for 20 biochemical analytes. Sigma metrics for each parameter was calculated and plotted on method decision chart.Results: The sigma metrics for level 2 indicated that 6 out of the 20 analytes qualified Six Sigma quality performance. Of these seven analytes failed to meet minimum sigma quality performance with metrics less than three and another seven analytes performance with sigma metrics was between three and six. For level 3, the data collected indicated that seven out of 20 analytes qualified Six Sigma quality performance, six analytes had sigma metrics less than 3 and seven analytes had sigma metrics between 3 and 6.Conclusion: In our study Sigma value was highest for amylase and lowest for potassium. Use of alternative methods and/ or change of reagents can be done for potassium to bring the sigma value within an acceptable range.

Introduction: Flipped classroom is a new pedagogical model in which students are provided with study resource material to develop a basic understanding of the topic before class, and in-class precious time is used for learner-centric activities. Accordingly the study objectives were to compare the effect of flipped and traditional classroom teaching method and to determine the student’s perception of flipped and traditional teaching method.Method: This was a non-randomized experimental study. A detailed multiple choice question based test was used to assess the knowledge gain. Another structured questionnaire on students’ perception on flipped classroom teaching and traditional teaching technique was used for both the groups.Results: A total of 112 students participated in this study. The mean assessment scores in the flipped and traditional classroom were not statistically significant. We observed in the current study that the qualitative response was better as compared to quantitative response.Conclusion: As per our qualitative observation, a hybrid of both traditional and flipped classroom teaching method can be used in the transition period until the acceptance for new innovative methods increase. Long term learning gain may be attained by improving motivation and engagement of students in learning process.