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Background:The technological advances and the internet contributed to the development of the e-learning resources. Internet applications do the distribution of digital content to its end users learners simultaneously over wide area. Aims and Objectives: The present study was carried out to find the use and purpose of using internet among the medical students. Material and Methods: A cross-sectional study was done committee in 200 undergraduate medical students and 50 interns after the permission of Institutional Ethics. Questionnaire was validated by experts and administered after receiving due consent. Results: Out of 250, 61.6% were female and 38.4% were male. The average age was 22.01 ± 1.37 years. Nearly 93.6% have access to internet and 79.49% had access at home or hostel. Nearly 48.29% used internet on smartphone. Nearly 97.6% have email address. Students from urban area used internet more frequently than from rural area. About 44.4% rely on internet for medical information. About 90.40% feel the need to use internet during medical studies. The reason for using internet was 92.4% for time-saving and 92.8% for latest knowledge. Females depended more on their friends for internet use than males. In first year, students searched maximally for anatomy and in second year for pharmacology subject. Most common website for searching nonmedical information was Google (56%) and for medical was Wikipedia (51.2%). Nearly 68.40% feel need to use internet in medical curriculum. About 92.8% feel that internet training is necessary and 94.8% feel internet will have positive impact on academic performance. Conclusion: There is urgent need to undertake training for improvement of internet skills in medical undergraduates. This will be helpful to enhance e-learning skills and easy assimilation in medical education.

Introduction: In 21st century, Physicians has to deal with both technical and emotional component associated with doctor patient relationship, technical aspects are taught but emotional aspects are not taught. Aim: To evaluate Emotional Intelligence (EI) in undergraduate medical students of different academic years. Materials and Methods: A cross-sectional study was conducted on 200 undergraduate medical students from medical college and tertiary care hospital for two years from January 2018 to February 2020. Demographic information was collected on separate annexure. EI in the study was assessed using emotional quotient self-assessment checklist devised by Sterrett. The validity and reliability of the questionnaire was tested. Emotional quotient self-assessment checklist consists of 30 statements, five each for the six areas. Each question was based on a 5-point Likert scale scoring from 1 to 5 (virtually never=1 to virtually always=5). Results: Out of 200 students, only 16 (8%) could correctly describe about EI. Out of total, 89 (44.5%) felt EI very important, 92 (46%) students felt important while 185 (92.5%) students desired to learn about EI. The EI score in Ist year MBBS was 103.45±13.73 which increased in IInd year MBBS (108.02±12.2) and had statistically significant increase in IIIrd year (111.74±13.86) and IVth year (115.02±14.79). Empathy and motivation were the EI components that decreased from Ist year MBBS to IVth year. Empathy component negatively correlated with social competency component. Conclusion: Emotional Intelligence (EI) has become a crucial element to be inculcated in a competency based curriculum for all academic years. There is a need of EI training in medical curriculum.