Background: Medical professionalism is an essential skill in medical education. Objective: The aim of this study was to evaluate medical professionalism among first year, final year and faculty of public and private medical and dental colleges. Material and Methods: A cross-sectional study was conducted among 184 medical students of private and public Medical and Dental Colleges, of Karachi from November 2021 till January 2022 after ethical approval.First, final year students and faculty were enrolled using non-probability convenience sampling. We used a validated self-assessment tool “LAMPS” after getting permission. This questionnaire consisted of Accountability (seven items), Autonomy (six items), Integrity, Altruism, and Respect had five items each. The data was analyzed using t-test by SPSS version-23.(P ≤ 0.05)was considered significant. Results: The students of Public college’s undergraduate (first and final year; p=0.00) scored higher on Excellence(sub-scale of professionalism)while private sector students scored higher on altruism (first year p=0.01, final year; p=0.00) and respect (first year; p=0.01, final year p=0.02)respectively. Public sector faculty scored more on duty, honor, and respect (p=0.02, p=0.00 and p=0.00 respectively) while private medical college’s faculty scored more on Excellence (p= 0.00). Conclusion: The professionalism curriculum, teaching and assessment must be tailored to specificpublic and private sector to meet the needs of the community. The curriculum delivery and assessment offaculty development initiatives is essential to address the gaps of professionalism. Keywords: Assessment, Dental students, Faculty, Medical students, Medical Professionalism

Background: During COVID-19 all universities have shift their face to face teaching pattern to e-learning. Objective: This study explores various factors of E-exams and learning associated to academic failure during Covid-19. Material and Methods: A case-control study was conducted in March, 2021 among 225 dental undergraduate students out of which 75 were cases (failed) and 150 were controls (passed). Online questionnaire consisted of 24 items was filled by BDS students’ from first year till final year. Hence, odds ratio was calculated by using SPSS version 23. Results: The results of the study revealed that the rate of failure among the dental students from first year till final year was (60%), (11.1%), (13.9%) and (19.0%) respectively (p= 0.000). Significant E-exam related factors associated to academic failure were effort and time required to attempt exams (p=.000, OR=1.8), online OSPE/OSCE (p= .001, OR=2.7), technical IT skills (p= .009, OR=2.1), Student’s presentation marks (p=0.05, OR=1.7) and cheating (p=0.03, OR=1.8), whereas lower risk factors were MCQ’s (p=0.06), synchronous oral viva (p=0.5), internet connectivity issues (p=0.2), assignments (p=0.3) and online quizzes (p=0.7). Factors associated with highest risk of failing were pre-recorded didactic online lectures (p=0.03), less responsibility of learning online (p=0.04), dissatisfied bedside clinical skills (p=0.02) and poor attendance (p=0.05). Conclusion: The results of the study conclude that faculty training is immediately required to conduct fair online E-assessments, OSCE/OSPE using appropriate technology and include presentation marks. While designing E-courses, interactive virtual sessions should be conducted to improve student engagement and attendance. Keywords: Academic failure, Dental students, Remote E-exams, Undergraduate