There is a move toward a modular approach to curriculum implementation these years. The approach has gained special attention in most of the world’s education systems, particularly in medical education. The modular approach is an emerging trend in educational philosophy that modifies the traditional method of instruction to an outcome-based learning paradigm. Modularization is focused on the principle of dividing the curriculum into small distinct modules or units that are independent, non-sequential, and typically brief. A modular approach to education allows the learner to have governed one learning and accepts greater responsibility for learning. It stresses greater wisdom on the part of the learner; the modules are more applicable for more mature students. In a modular approach, all the competencies required to perform are closely linked. Sets of tasks are assembled. Moreover, the very essence of modularization is that learners are in the middle of the teaching-learning process. It demands a classroom atmosphere in which students are actively involved in the knowledge construction process and a shift in the role of the teacher from knowledge transmitter to a facilitator of students’ learning. Not only that, but modularization also necessitates continuous follow-up and assessment of students’ progress throughout the module. Effective continuous assessment allows instructors to modify teaching and learning in response to assessment evidence. This also benefits students receive feedback about their learning with advice on what they can do to progress further. The starting point was a traditional, discipline-based curriculum that was transformed into a fully integrated, competency-based program during the transition. This conversion process went over three stages: initiation, curriculum development and implementation, and sustainability.1 Now, the following leading question arises: What are the key elements, if any, that challenge the implementation of active learning and continuous assessment in a modular curriculum? Applying the active learning approach in a Modular curriculum mainly depends on the perception that instructors and learners follow. In addition, instructors may often fear trying different teaching techniques, hence resorting to the traditional teacher-centered teaching methodology. Such concerns could merely be fear of the unknown. Instructors should be innovative and be willing to try new teaching strategies to improve their professional practice in general and augment students’ knowledge. The most important challenge is influencing students’ approaches toward deep learning, which is complex and appears much more challenging than predicted, even in student-activating learning environments.  ‘Deep learners’ try to know the meaning of what they are learning, relate facts to previous knowledge, observe basic principles and critically evaluate their knowledge and the inferences they draw.3 There is evidence that learning attitudes are affected not only by the learning situations but also by how students perceive them. Students may have diverse intentions when beginning with a learning assignment and use different learning practices and strategies to deal with it.2 However, the modular curriculum positively influences students’ attitudes towards health research, as proved in a comparative study on MBBS students. Students of the modular system had significantly higher attitudes than conventional education methods. However, the level of knowledge was the same in both groups.4 The modular approach must emphasize (a) the intention of assessment tasks as learning tasks and (b) the provision of feedback that targets assisting students throughout the process of learning, rather than focusing on giving feedback on the completed task (i.e., when they obtain the grade), and (c) the engagement of students in organizing and monitoring their learning.

Objectives: To analyse the correlation between ferritin level in serum and lipid profile in patients presenting to a Tertiary Care Centre. Study Design: Cross Sectional Descriptive study. Setting: Khyber Teaching Hospital Peshawar. Period: 1st January 2019 to 31st July 2019. Material & Methods: About 60 patients presenting to the laboratory referred for serum lipid profile or serum ferritin were included in the study. Sampling was done by purposive non probability technique. Blood was taken from patients in gel tube. Serum ferritin levels and lipid profile were done in all cases. Lipid profile included serum cholesterol, triglyceride level, low density lipoprotein and high density lipoproteins. The levels were recorded in a proforma. The serum ferritin level was correlated with the lipid profile status in all patient and the results were drawn accordingly. Results: About 60 patients were analysed. The mean age was 20.8± 5.2 years (range: 2 years to 60 years). There were 39 (65%) males and 21(35%) females. Out of 60 cases, serum ferritin level was normal, increased and lower in 15(25%), 40(66.6%) and 5 (8.3%) cases respectively. The cases where serum ferritin was abnormally raised, the significant changes in lipid profile were raised cholesterol and raised triglyceride (in 62.5% and 82.5% cases respectively). Conclusion: There is an association between raised serum ferritin and raised serum cholesterol level and serum triglyceride levels. This supports the link between serum ferritin regulation and lipid metabolism in the body. As dyslipidemia is a major cardiovascular risk factor. Therefore, a raised ferritin level must alert the physician about lipid profile of the patient and should prompt the physician to think about preventive measures against cardiovascular events in order to decrease the morbidity and mortality in patients at risk.

Objectives: To determine the pattern of histological findings in prostatic chips obtained from cases of enlarged prostate gland and to correlate the findings with PSA levels. Materials and Methods: It was a cross sectional descriptive study conducted in Northwest General Hospital , Peshawar from 1st January 2018 to 23rd December 2021. A total of 500 male cases with features of enlarged prostate, frequency, urgency and dribbling with mean age of 52 ± 12.3 years (range 45 -80 years) were included in the study. The prostatic biopsy specimens were obtained and PSA levels were done in all cases. The histological specimens were subjected to microscopic examinations and findings were recorded in proforma. The findings were correlated with the PSA levels. Mean and standard deviation were used for quantitative data. Frequency and percentages were used for qualitative data Results: Out of 500 cases of enlarged prostate, benign prostate hypertrophy was seen in 375 (75%) cases. 125 cases (25%) had micro invasive carcinoma prostate . All 375 cases of benign prostate hypertrophy had prostate specific antigen levels less than 4ng. Out of 125 cases of micro invasive carcinoma, 120 (96%) had PSA levels >10ng . Sensitivity of PSA at levels of 10ng/ml for prostatic carcinoma was 96%. Conclusion: Benign prostate hypertrophy is the commonest lesion in cases of prostate pathology. PSA is useful marker to determine the presence or absence of micro invasive carcinoma in patients with prostate hypertrophy. Keywords: Benign prostate hypertrophy, micro invasive carcinoma prostate, prostate specific antigen.

Objective: To determine the frequency and type of anemia based on MCV in diabetic patients. Materials and Methods: A Retrospective descriptive study, done at Peshawar Medical College, Peshawar, and its affiliated teaching hospitals from January 2016 to August 2018. It was a Laboratory and Medical OPD record-based study of 450 diabetic patients presenting to these teaching hospitals. Results:  Among 450 diabetic patients, 283(63%) were having anemia (Hb less than 13.5 g/dl in males and 11.5 g/dl in females).  Among those who had anemia, 102(36%) had microcytic hypochromic, 176(62%) had normochromic normocytic and 6(2%) had macrocytic anemia on the basis of the mean corpuscular volume of more than 80, 80-95 and 95 fl respectively. Conclusion:   More than 60 % of diabetic patients presented with anemia predominantly suffering from normocytic and normochromic anemia. KEYWORDS: Anemia, Diabetes, hemoglobin, MCV, Normocytic and Normochromic anemia.