Introduction: Small group teaching has grown in popularity in medical education as it offers a dynamic and collaborative setting for learning. It improves the retention of knowledge and students thinking. Conflicting reports in literature regarding effectiveness of small group teaching vs didactic lectures. Aim and objectives: 1.To assess the effectiveness of small group tutorials versus didactic lectures 2.To know the Students' and faculties' perceptions regarding small group tutorials. Methods: Eighty final year MBBS students with informed consent were divided randomly into two groups. Two topics on head injury were taken in two sessions. In which pre and post assessment was done based on MCQs. In first session, one group was subjected to didactic lecture and the other group to tutorials followed by the cross-over in the second session. The same group of teachers took the didactic lectures and tutorials respectively. Perception of faculty based on likert scale taken. The data analysed in SPSS software using paired t-test. Results: There is a significant statistical difference in the pre-test and the post-test scores of each modality of teaching on the application of paired t-test (p-value <0.01). The gain (difference in pre and post test scores) through the two TL methods was also found to be statistically significant. Small group tutorial teaching was agreed upon by students and faculties more effective. Conclusion: The educational effectiveness of small group teaching as compared to didactic lecture was statistically significant and the perception of students and faculties was in favour of it.

No abstract

Background: Hypothyroidism is known to be the commonest form of endocrine disorders and has been linked with disturbances in various minerals metabolism. Calcium, phosphorus and magnesium and trace element zinc are required for many enzymes in various metabolic pathways which are directly or indirectly regulated by thyroid hormones. Aim and objectives of the study was to estimate serum zinc, calcium, magnesium and phosphorus in hypothyroid patients, with the objectives to evaluate any relationship with TSH and to compare them with euthyroid controls.Methods: The analytical cross-sectional study included 50 hypothyroid subjects with TSH levels >4.5 mcg IU/mL and 50 euthyroid subjects of 20-50 years in RMCH, Bareilly. TSH was estimated by ECLIA, serum calcium and phosphorus were estimated by autoanalyzer and serum zinc & magnesium by the kit method using semi autoanalyzer. All the biochemical parameters were expressed as median with Interquartile Range (IQR). Mann-Whitney test was applied to compare the parameters of cases and control. Spearman’s rank correlation coefficient 2-tailed was used to correlate the parameters among the cases.Results: A significantly decreased level of serum calcium and increased level of serum magnesium and phosphorus were observed in hypothyroid cases. A significant negative correlation between TSH and serum calcium while a significant positive correlation of serum magnesium and phosphorus with TSH was observed.Conclusions: The indexed study indicates the significant effect of overt or subclinical hypothyroidism over the mineral status of the body which may have inconsistent effect over the various metabolism and enzymes and thereby clinical manifestations.

Background: It is postulated that memory of basic sciences in medical curriculum and its correlation with clinical work among undergraduate students is less than expected, which drives into the dire necessity to vertically integrate the subjects. The aims and objectives of the study were to assess the impact of vertical integration of teaching among medical undergraduate students of a medical college and to assess the perceptions of the medical undergraduate students about the vertical integration of teaching during lecture classes in a medical college.Methods: Ninety six out of 119 second MBBS students had undergone vertically integrated sessions by six departments of a medical institute on assessment and management of diarrhoea using four interactive methods and two traditional teaching methods during April 2015 to September 2015 among the M.B.B.S. students of Rohilkhand Medical College and Hospital, Bareilly. Inclusion criteria were all the M.B.B.S. 2nd year students of 2013 batch were included in the study. Exclusion criteria were the M.B.B.S. students who were absent on the day of study were excluded. Competency of students was assessed using competency based assessment methods i.e. OSCE, OSPE, DOPS, SAQ and MCQs and their perceptions recorded using Likert’s Scale. Comparative analysis of pre and post-tests was done using paired t-test and ANOVA.Results: The difference between the mean value of the marks obtained by the medical students using the five assessment tools was found to be statistically significant (p value being <0.05) using paired t-test, showing improvement in competency. Vertical integration was strongly agreed upon as the best method by 45.8% on Likert scale. Comparative analysis of variance (ANOVA) of the assessment tools was also found to be highly significant (p value being <0.05).Conclusions: The indexed study derives us to a conclusion to incorporate vertical integration in our medical education in order to accomplish higher learning domains.

Introduction: The factual knowledge says that interactivity leads to better learning outcomes. MCI has recommended interactive and innovative teaching but it is rare to find studies that have emphasized on faculty development and so this research work is a step-stone in medical education. Aim and objectives: To compare the educational effectiveness of interactive lectures with didactic lectures as well as to acknowledge the preferred mode of teaching in a large group through the perception of students and faculties. Methods: Randomized controlled Trial with cross-over was conducted among the 7 th semester students (112) in RMCH, Bareilly for a period of 3 months. Each group (56) were taught interactive (by Think-Pair-Share, buzz groups, peer instructions, questioning) and didactic lectures respectively with cross-over. Pre and Post tests were conducted in each session using MCQs. Feedback from the students (112) and faculty (11) were filled subsequently using Likert's scale. The data was analyzed by using the SPSS and P values <0.05 considered significant. Results: Statistically significant difference (p <0.01) was found in pre-test and post-test scores of both groups. Also, the gain through the two was also found to be statistically significant (p-value <0.001). Interactive teaching in medical education was agreed upon by the students and faculties as a more active and better way of learning for attaining the specific learning objectives. Conclusion: Learning was enhanced through interactive lectures as compared to didactic ones and there was positive perception among students and faculties, so it is strongly recommended to train the faculty members in the various interactive methods but still further research is needed on a larger sample to improve external validity.