Objective:To develop a tool to evaluate faculty perceptions of assessment quality in an undergraduate medical program.Methods:The Assessment Implementation Measure (AIM) tool was developed by a mixed method approach. A preliminary questionnaire developed through literature review was submitted to a panel of 10 medical education experts for a three-round ‘Modified Delphi technique'. Panel agreement of > 75% was considered the criterion for inclusion of items in the questionnaire. Cognitive pre-testing of five faculty members was conducted. Pilot study was done with 30 randomly selected faculty members. Content validity index (CVI) was calculated for individual items (I-CVI) and composite scale (S-CVI). Cronbach's alpha was calculated to determine the internal consistency reliability of the tool.Results:The final AIM tool had 30 items after the Delphi process. S-CVI was 0.98 with the S-CVI/Avg method and 0.86 by S-CVI/UA method, suggesting good content validity. Cut-off value of < 0.9 I-CVI was taken as criterion for item deletion. Cognitive pre-testing revealed good item interpretation. Cronbach's alpha calculated for the AIM was 0.9, whereas Cronbach's alpha for the four domains ranged from 0.67 to 0.80.Conclusions:‘AIM' is a relevant and useful instrument with good content validity and reliability of results, and may be used to evaluate the teachers´ perceptions about assessment quality.

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.

Background and Objective:Specialists in dermatology come across ethical issues in their practice. The topic is subjective so dialogue and reflection is required. The main objective of this study was to explore how dermatologists deal with ethical dilemmas in their clinical practice.Methods:This was a qualitative narrative analysis. It was conducted by involving dermatologists working in tertiary care hospitals across Pakistan from January to June 2017. Open ended semi structured in-depth interviews of twelve dermatologists were recorded and transcribed manually through transcribers verbatim. Thematic interactional analysis was done by NVivo 11.Results:Ethical dilemmas were narrated. Thematic analysis showed that compromises in standard medical and ethical practices were made on academics and training. Ethics were left to individual choice. Consultation of patients suffered due to quality of patient physician relationships and breeched patient’s confidentiality. In cosmetic dermatology unrestrained role of media, injudicious procedures and improper counseling created difficulties. Pharmaceuticals relation revolved around conflict of interest. In sexually transmitted diseases disclosure were difficult due to sociocultural limitations. In teledermatology practices patient’s confidentiality and consent were compromised while consultation remained challenging for dermatologists being visual only.Conclusion:Dilemmas appearing in everyday life needs peer discussion, reflections and protocols that should be role modeled.

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Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrapersonal, teaching and learning, social, drive and desire, and group activities related stressors. The students were further asked to answer questions related to their gender, study routine and physical activity. They were also asked about family and social support available to them. SPSS software version 23 was utilized for data analysis. Results: Data revealed that the 2nd and 3rd year students regard academic related stressors as the most bothersome for them, whereas the desire related stressors were regarded by them as causing mild to moderate stress. The remaining four domains were rated as causing only moderate stress. 1st year students graded the academic related stressors as the cause of most stress for them, while the teaching and learning related stressors, interpersonal related stressors and social related stressors were rated less than it. Drive and desire related stressors were regarded as causing mild stress. When we compared the data from all three years, we found that group activates related stressors were regarded as least stressful by 3rd year students. 3rd year MBBS students rated the intrapersonal & interpersonal stressors, social related stressors, drive and desire related stressors and group activity related stressors at a level that was lower than the 1st & 2nd year MBBS students. Conclusions: Academic related stressors and teaching and learning related stressors were rated as being most stressful by students of all three years. Institutions should take to make the learning environment less stressful for the students as continued stress can adversely affect the health and mental well-being of the students. Keywords: Undergraduate Medical Students, Stress, Medical student stressor questionnaire (MSSQ)