The control of dengue vectors with effective tools is crucial. Here, we fabricated silver nanoparticles (AgNP) using a cheap method relying to a mangrove extract (Sonneratia alba) as a reducing and stabilizing agent. AgNP were charac- terized by UV–vis spectroscopy, Fourier transform infrared spectroscopy, scanning electron microscopy and X-ray diffraction. LC50 of S. alba extract against Aedes aegypti ranged from 192.03 ppm (larva I) to 353.36 ppm (pupa). LC50 of AgNP ranged from 3.15 (I) to 13.61 ppm (pupa). Sub-lethal doses of AgNP magnified predation rates of guppy fishes, Poecilia reticulata, against Ae. aegypti and Chi- ronomus kiiensis larvae. Mangrove-fabricated AgNP were evaluated for their antimicrobial potential against Bacillus subtilis, Klebsiella pneumoniae, and Sal- monella typhi, using the agar disc diffusion and minimum inhibitory concentration protocol. Notably, S. alba-synthesized AgNP tested at doses ranging from 5 to 15 lg/mL down-regulated the expression of the envelope (E) gene and protein in dengue virus (serotype DEN-2), while only little cytotoxicity rates (i.e.\15%) were detected on Vero cells when AgNP were tested at 10 lg/mL. Overall, this study pointed out the potential of S. alba-synthesized AgNP to develop eco-friendly nanoformulations effective against dengue virus and its mosquito vectors

Background: Problem Based Learning [PBL] is one of the approaches which use learning material to help students learn, and apply knowledge. Objectives:1] To develop and implement PBL. 2] To compare performance of second year MBBS students exposed to PBL and lecture-based learning.3] To collect feedbacks and analyses the perception. Methodology: Second year MBBS students who gave consent were enrolled in this study. In total 4 groups of 8 students each were formed. One group was taught by the traditional learning approach while problem-based learning was conducted for the other 3 groups on the same topic. At the end of sessions, the performance of the all the groups was evaluated by Post-test. The perception of students towards PBL was obtained through feedback Result: The post test score among PBL groups students were higher as compared to Traditional Lecture based group students. The PBL experimental and traditional lecture control groups differed in their mean post-test scores (P < 0.05), wherein the PBL group showed higher scores than the Traditional Lecture group. In present study, 100% Students believed that PBL helped the students to clear basic concepts of microbiology and 91% felt that PBL improved their self-study skills. Conclusion: PBL is effective teaching method in comparison to traditionallecture based teaching method.

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