Netiquettes are general rules and customs governing social and professional interactions that are considered acceptable. Objectives: To explore Teachers' perceptions of netiquette practices by undergraduate dental students during online classes in COVID-19 pandemic. Study Design: Descriptive cross-sectional Study. Methodology: Research was conducted in two leading private dental colleges of twin cities. Convenience sampling was done to obtain data. A self-constructed questionnaire comprising of open and close ended questions was disseminated to the dental faculty of both colleges through What’s App groups. Statistical analysis: SPSS software, v 21 analyzed data. Results: Responses from ninety-seven participants showed that students exhibited a casual attitude in online classes and showed lack of interest and motivation. Issues like absenteeism, distraction during classes and use of unfair means during exams were prevalent. Teachers were of the opinion that students should be guided properly on how to attend online classes and provided with constructive feedback. Faculty had a general idea about "netiquettes., however, there was a significant lack of formal knowledge regarding netiquette rules and standards. On account of this, most of the participants reported the lack of institutional guidelines for netiquette standards and practices. Therefore, a need for documented netiquettes policy in educational institutes was suggested. Conclusion: We concluded that accrediting bodies and medical institutions should formulate a policy of netiquette practices. Implementation of netiquette practices in the undergraduate curriculum is the need of time. Key Words: Netiquette Practices, Undergraduate Students, E-learning and Online Teaching.

Objectives: To determine the contextual factors responsible for stress and anxiety in undergraduate medical students. Study Design: Qualitative Study. Setting: Islamic International Medical College, Al Mizan Campus, Riphah University, Rawalpindi. Period: 04th April 2019 to 03rd October 2019. Material & Methods: This qualitative exploratory studied was conducted at Islamic International Medical College Rawalpindi from April to October 2019 with the help of semi structured interviews each lasting for about thirty minutes conducted from final year medical students and the data was analyzed to establish the factors responsible for stress in medical students. Results: The study revealed academic and non academic reasons for stress in medical students’ time of graduation. Fear of examinations came at the top of the list of stress causing factors followed by hectic time tables, challenging clinical environment, lack of feedback by clinicians, lack of structured clinical training, non conducive learning environment, time management issues, peer pressure, pressure from parents to achieve academic excellence, less number of leisure hours, lack of sleep and finally the issues of attendance. Conclusion: Majority of final year students experienced stress in their medical life which was due to social factors, academics reasons and non academic issues.

ABSTRACT BACKGROUND & OBJECTIVE: Opinions regarding student’s evaluation of faculty performance and use of formal feedback from students and/or lack of self-evaluation to improve their performance ranges widely. Keeping this under consideration, the present study was conducted to compare self-evaluated and students-reported teaching effectiveness of medical teachers. METHODOLOGY: A cross sectional study was conducted in Islamic international Medical college Rawalpindi, of three months duration (10th September to 10th December, 2018), on a sample of one hundred medical students and twenty medical teachers. Teaching effectiveness was assessed using “Self-assessment Instrument for Teacher Evaluation (SITE)” and students rated “Evaluation of teaching performance (CEID)” questionnaires. RESULTS: Teachers rated their teaching more effective with a mean score (M=111) than students (M= 109). The result was significant statistically. CONCLUSION: Self-evaluated teaching effectiveness was rated higher than students reported teaching effectiveness.

Objective: To identify the level of procrastination in undergraduate medical students and to explore the coping strategies adopted by low procrastinators to overcome the tendency. Methods: The mixed method, sequential explanatory study was conducted at the Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan, from April to September 2019, and comprised medical students from preclinical first, second and third years of the academic programme. The pre-validated Academic Procrastination Scale was used to assess the prevalence and level of procrastination in the subjects, followed by semi-structured interviews with students having low level of procrastination to explore the coping strategies used by them to beat the negative habit. Data was analysed using SPSS 21 and was further subjected to manual thematic analysis. Results: Of the 255 subjects, 85(33.3%) each were in the first, second and third year of undergraduate medical studies. Overall, the level of procrastination was high in 134(52.5%) students and low in 121(47.5%). The low procrastinators were 43(51%) in the 1st year, 46(54%) in the 2nd year and 45(53%) in the 3rd year. On the basis of interview-based data, 10 coping strategies were identified: time management, self-regulation, establishment of priorities, self-reward, goal-setting, conducive learning environment, self-reminders, task management, self-evaluation and self- monitoring. Conclusion: Procrastination is a behavioural disorder and is prevalent in undergraduate medical students, but it can be effectively treated through effective coping strategies. Keywords: Coping, Strategies, Combat, Academic, Procrastination. Continue...