Background: Obesity affects the different organ systems of human body and has been recognized as a risk factor for the development of many diseases. Most of the cardiovascular diseases develop due to obesity which reflects alterations in either cardiac morphology or conduction defects. These abnormalities are reflected in ECG as prolongation of various intervals. Prolongation of QT-interval has been found to be associated with ventricular arrhythmia and sudden cardiac death. Aims and Objectives: The aim of the study was to investigate the effect of obesity on QT-interval to assess the risk of development of cardiovascular diseases in early stage. Materials and Methods: A cross-sectional study was conducted on 80 cases and 80 controls, which included adults of 18–40 years age groups from both sexes. The cases were obese [body mass index (BMI) >30 kg/m 2 ] and the controls were nonobese (BMI < 25 kg/m 2 ). ECG of the cases and controls was recorded and their QT-intervals were calculated and analyzed with BMI by independent samples test. Results: We found significantly higher QT-intervals in obese group in comparison to that of nonobese group ( P = 0.000). Conclusion: Obesity was found to be associated with prolongation of QT-interval among young obese adults. This prolongation of QT-interval duration increases the possibility of left ventricular enlargement and ventricular fibrillation. Hence the present study helps in creating awareness among obese people so that they can change their lifestyle in order to prevent the onset of the deleterious effects of obesity on their health.

Background: The new curriculum is competency-based and revised. The student must be imparted and should have learned these competencies. New teaching–learning methods such as “Case-based learning (CBL)” and “Flipped classroom (FCR)” can help medical students to be competent Indian medical graduates. Aims and Objectives: This study was aimed to evaluate the effectiveness of “CBL” over “FCR” for teaching clinical and applied aspects of physiology. Materials and Methods: Faculty and residents of the department of physiology and first-year MBBS students were introduced and oriented to the study and concept of CBL and FCR. Students were divided into two groups; one was taught clinical and applied aspects of cardiovascular physiology by CBL and another group by FCR. Pre- and post-test with a validated questionnaire were conducted for both groups. Feedback from the students was collected on 5-point Likert’s scale and the marks obtained by them were analyzed statistically by paired t -test. Results: Both CBL and FCR improved the post-test marks significantly when compared to pre-test marks ( P < 0.0001). CBL and FCR methods showed no significant difference, but the mean post-test marks were higher in FCR. As per the students’ feedback, 62% of students strongly agreed that CBL is useful for clinical and applied aspects of physiology. Conclusion: CBL and FCR both are equally important and complementary to each other. CBL was found to be slightly more effective for later days of clinical practices, whereas FCR slightly more effective for better performance in university examinations.

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