Practical demonstration for histology is still being done using traditional methods in most of the medical colleges in this digital era. Teacher begins the class with pre-practical briefing, and then draws diagram on the board, discuss slide in small groups & finally correct record books. Teacher attends student individually for any clarifications. Time constraints often may not permit the teacher to attend everyone. The present study evaluates the development & evaluation of combined use of pre-practical briefing, conventional microscopy, flex-board image & electronic slide display that make practical demonstration easy and effective. Objective: To evaluate students & teachers perception regarding the new histology practical teaching approach by analysing responses to Likert scale based questionnaires. Methodology: Questionnaire based survey was undertaken on 1 st MBBS students with sample size of 60 students & 4 teachers from Department of Anatomy, JSS Medical College, Mysuru, Karnataka, India. Exam slides procured from the department were photographed using camera while focussed under light microscope. These slides were presented in demo class electronically. Grading of parameters was done with structured Likert scale. Data was collected & analysed for results. Results: Survey stated that encouraging results were found among teachers & students while using electronic media for slide display & flex board images for pre-practical briefing. Conclusion: Time management was found to be very effective during histology practicals. Technical problems may be there while using electronic media but student acceptance is wonderful with this method. Further ease of demonstration with more advanced equipment like trinocular microscopes is already used in few colleges while other medical colleges need upgradation.

No abstract

Competency Based Medical Education (CBME) Curriculum has been introduced in India with the intent to move towards outcome based education. Competencies, specific learning objectives and preferred teaching learning methods are provided by Medical Council of India. Assessment tools suitable to CBME have been suggested to fulfil the essence of new curriculum. Objective Structured Practical Examination (OSPE) is one such valid, reliable and objective tool suggested in anatomy curriculum. OSPE was introduced to 200 students of new batch during routine formative assessment. The perception of faculty and students on the process, OSPE were obtained through validated questionnaire based on 5 point Likert’s scale. Testing skills with knowledge, objectivity and aligning with purpose of CBME were supportive features and need for practice, teacher fatigue were disapproving factors for this new assessment tool. Perseverance and practice would assist to develop OSPE as an ideal tool tailored to new curriculum. Hence OSPE is definitely a better assessment tool that is well accepted by both faculty and students.

Introduction: Anatomy is one of the basic sciences of medicine. Optimal anatomical knowledge is essential for competent future doctors. Assessments in medical education not only help the students but also, the teachers to address the critical areas of weakness among the students and guide them. Most of the times, the process of periodic assessment becomes stressful for the students and an extra work for the teachers. Aim: To evaluate the effectiveness of Periodic unit test in improving academic performance of first year MBBS students in Anatomy. Materials and Methods: A pilot study was conducted among 26 students of first year MBBS belonging to two dissection tables- table A and table B (randomly selected) for a period of six months. Each table consisted of 13 students. Marks of the 1st and 2nd internals of both table students were analysed with and without intervention (periodic unit tests). Feedback was taken from the students about the periodic unit tests by a questionnaire with 11 statements (answered using Likert scale). Median scores were calculated for each statement. Independent t-test was done between the 1st and 2nd theory internal assessment marks of both the table students using Statistical Package for Social Sciences (SPSS) software. Results: About 76.9% of students had performed well in the theory internals with intervention (periodic units) than without intervention. In the feedback, all the students were of the opinion that the periodic unit tests were not stressful and helped them in various ways in the preparation for the Internal assessment examination. Conclusion: Formative assessment and appropriate feedback by the mentors help students to score marks and gain confidence about the subject.