IntroductionLeadership and crisis resource management (CRM) skills are important skills for doctors, however there is a recognised lack of undergraduate leadership education. There remains debate over how best to teach leadership and CRM skills, and poor leadership skills among clinicians are associated with adverse patient outcomes. We examined whether high-fidelity battlefield and prehospital scenarios can improve leadership and CRM skills.MethodThis was a prospective observational study with students self-reporting their leadership and CRM skills using the Ottawa Crisis Resource Management Global Ranking Scale (OCRMGRS) before and after completing the Cambridge University Emergency Medicine Society Battlefield and Pre-Hospital Trauma course. The course involves a mixture of small group tutorials and practical high-fidelity battlefield and prehospital trauma scenarios. Faculty also completed the OCRMGRS for the first and last candidates at the scenarios. The mean precourse versus mean postcourse score of the OCRMGRS was analysed using a two-tailed t-test.Results46 students completed paired OCRMGRS before and after the course. The mean precourse scores for each of the domains (leadership, communication skills, resource utilisation, problem solving skills and situational awareness) were calculated. There was a statistically significant (p<0.05) increase in both self-reported and faculty-reported scores across all domains, and the increase remained at 1-year follow-up.ConclusionsLeadership and CRM skills are important non-clinical skills for doctors, however there is debate over how best to teach them. High-fidelity battlefield and prehospital trauma scenarios are an effective means of teaching leadership and CRM skills to civilian medical students.

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Pesticides produces considerable effects on biochemical parameters of organisms and since enzymes allow specific reactions to proceed and collectively constitute the metabolism, studies on metabolic enzymes and proteins of earthworms may be useful biomarkers for ecotoxicological aspects. Endosulfan, belonging to the organochlorine group of pesticides on growth, reproduction and avoidance behavior of earthworm E. foetida and found that the pesticide significantly affected the parameters. Due to its used against a broad spectrum of insects and mites in agriculture and allied sectors, it is one of the most extensively used pesticides in the agricultural fields of MP, Central India. The present study has been undertaken to reveal its chronic effects on two important enzymes, i.e. Acetylcholinesterase and Cellulase of earthworm E. foetida. Both the enzymes have their own significance in earthworm physiology. The inhibition of AchE activity was found to be concentration dependent. During the exposure period of 28 days the percent of AchE activity was found as 43%, 51% and 68% at doses of 0.5, 1 and 2mg/kg endosulfan whereas, during the exposure period of 30 to 90 days same doses caused inhibition of AchE activity up to 25%, 39% and 63% after first 30 days of exposure and no significant changes or recovery of enzyme activity was observed after 90 days of exposure. Therefore, from the present findings it can be concluded that long term exposure to organochlorine pesticides could lead to severe and irreparable effects on biochemical mechanisms of earthworms. Citation Extraction of EnzymesFollowing the method of Mishra et al. [9] with slight modifications earthworms taken for enzyme estimation were kept in moist filter paper for 24hrs to void their gut contents and then homogenized (10%w/v) in 0.1M,pH 7.5 phosphate buffer. For Cellulase estimation the homogenates were centrifuged at 2,500rpm for 10 min, the supernatant fluid was removed into another centrifuge tube and were centrifuged at 3000 rpm for 5 min, the supernatant fluid was collected and used to test enzyme activity. For Acetyl Cholinesterase activity, the homogenates cooled up to 4°C were centrifuged at 10,000rpm for 10 min and the resultant supernatant was recentrifuged at 10,000rpm for 10 min (name of the centrifuge model) and supernatant was stored in ice for AchE activity [10]. Determination of cellulase activityCellulase activity was determined by following the method of Mishra et al. [9] with little modifications. Incubate 1 ml of cellulose solution, 1ml of Cellulase extract and 1 ml of phosphate buffer (pH 6.4) in a test tube for 24hrs. The enzyme activity was measured using the DNS method when 1ml of working DNS reagent was added to each test tube covered with a marble and kept in boiling water bath for 5 min, cool it and absorbance was measured against a suitable blank. The activity of cellulase was measured in terms of mgs of glucose/ hr/per mg body proteins by plotting the linear regression curve with glucose standards. Determination of acet...

In this study the group of teachers working in technical colleges and non-technical colleges both are selected to find out their attitudes towards use of ICT as their instructional resources in classrooms. As it is the fact that normally in technical colleges InroductionIn recent years, ICT-related Initiatives are adopted and implemented by education systems with greater appreciation of their complexity. A major aspect of the complexity involved with ICT integration into education systems is based on the many factors involved with it including factors associated with the human side of the integration (e.g. teachers, on-going support, trainers, and headmasters) and the technological side of it (e.g. access to computers, technical support, and the e-materials). During the early attempts of integrating computers into education systems the technology itself was over emphasized at the cost of the human side. These attempts were based on the assumption that technology can revolutionize education and therefore, resources and efforts were diverted to providing schools with computers and other technologies. During that stage, technology was conceived as an end in itself, which resulted in computers being distributed to schools with little thought given to their best use (Richardson, 2005; Veen, 1993).As a developing country, India is striving to improve its education system for the knowledge era. ICT professional development courses are integral to improve educational practices as they empower teachers with knowledge and skills required for integrating ICT in the classroom. Such moves and actions need to be guided with research. The education practices in India need sound and grounded.Research studies in the past decade have shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers' decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process (Baylor & Ritchie, 2002). However, it is important for teacher trainers and policy makers to understand the factors affecting effectiveness and cost-effectiveness of different approaches to ICT use in teacher training so training strategies can be appropriately explored to make such changes viable to all.The establishment of Information and Communication Technology infrastructure is a vital sustainable development for academic programs in higher education. It is important to interlink primary schools and kno...