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The transcondylar approach is being increasingly used to access lesions ventral to the spinal canal at the level of the foramen magnum can be reached using a ventral or a dorsal approach. Understanding the anatomy of the occipital condyles is important for this approach.The present work is aimed to study occipital condyles morphometrically and its importance in transcondylar approach. Materials and Methods: The study was performed on 200 occipital condyles of 100 adult human dry skulls of unknown age and sex. The measurements like length, width, height, and the anterior and posterior intercondylar distances were measured. Results: The length, width and height of the occipital condyle were found to be 21.83, 1=1.07 and 8.25 mm on the right and 22.19, 11.42 and 8.19 mm on the left respectively. The anterior and posterior intercondylar distances were 21.28 and 40.61 mm respectively. Conclusion: The above said parameters of the occipital condyles and its variations should be taken into consideration during posterior and lateral approaches to the craniovertebral junction by neurosurgeons and orthopaedicians.

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Background : Cognitive development, motivation and confidence building among tomorrows practitioners forms basis of today's medical education. Learning through social interaction, discussing, clarifying doubts from peers can facilitate process of understanding and implementing knowledge and skills. Objectives: To introduce Peer-assisted learning [PAL] in radioanatomy and to assess efficacy and utility of Peer-assisted learning [PAL] in radio anatomy. To gather perception of students regarding PAL. Methods: Sensitization regarding PAL to students was given. Pre test Objective structured practical examination [OSPE] followed by PAL sessions where five peer tutors conducted session for rest of the batch describing all five selected radiographs. Post test OSPE was conducted for knowledge gain. Separate questionnaire evaluated peer tutors and peer students responses. Focused group discussion were conducted to collect feedback from students regarding PAL. Results: 72.5% of peer students agreed on appropriate time management by peer tutors, 68% agreed the explanation and elaboration was appropriate, 66% agreed that important facts were emphasized and 86% agreed the session was interesting. Post test results showed maximum knowledge gain was seen in identification of radiographs. Peer tutors felt their confidence level, time management understanding improved. Conclusion: Peer assisted learning session aroused interest in study and was more informative for students. Peer tutors acquired confidence and could explore their teaching skill.

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