Introduction: The period of adolescence involves a lot of emotional changes as it is a period of transition to adulthood demanding independence.Adolescents with depression are more likely to have anxiety, disruptive behavior disorder and substance abuse when compared to those who are not depressed. Objective: To estimate the prevalence of depression among school going adolescents and to assess the factors associated with depression among them. Method: A cross-sectional study was conducted among school going adolescents aged 13-16 years in the urban field practice area of a Medical College. Depression was assessed using Beck's depression inventory (BDI). Total 896 adolescents were included in this study. Single stage cluster sampling method was done in which schools were considered as clusters and students constituted the sampling units. Schools were selected by simple random sampling technique using lottery method. Results: In this study about 45.2% of the adolescents had depressive disorder, out of which mild depression was reported among 22.2% students, 12.4% moderately depressed and 10.6% severe depression. Factors like mother's education, lack of communication by father and mother with their children, lack of needs satisfied by the fathers of the adolescents (61.9%), father's role in adolescents' life (62%) and domestic violence in family (69.7%) were some of the important reasons for developing depression among adolescents. Adolescent whose parents were having conflict (69.2%) were found be depressed when compared to those adolescents whose parents had no conflicts this difference was statistically significant (p<0.05). Conclusion: The prevalence of depression was found to be 45.2%. Finding of the study emphasizes the need for creating awareness about the early identification of behavioral changes leading to depression among adolescents by the parents and teachers. It is also important to emphasize to the parents on how their relationship and behavior towards the family affects the mental wellbeing of the adolescent.

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

Immunization is one of the most cost effective public health interventions; eradicated small pox in the past and now polio has been stopped in all countries except for 2: Afghanistan and Pakistan. It averts an estimated 3 million deaths annually. Despite the success, globally, in 2015 an estimated 19.4 million infants did not receive even basic routine immunization services and yearly ~1.5 million children die of VPD. 1 Since the inception of EPI in 1978, India is consistently trying to raise and sustain the coverage ≥90% with 6 basic vaccines passing through UIP in 1985, CSSM in 1992, part of RCH in 1997 / NRHM in 2005, introduction of Measles 2 nd dose in 2010. 2 Coverage is not uniform ABSTRACT Background: Since the inception of EPI in 1978, India is consistently trying to achieve and sustain high vaccination coverage. The objectives were to detect population immunity gap in the catchment area of RHTC through the offline tool-immunogram and to evolve the shortest period required for closing this gap using immunogram and supportive supervision. Methods: A short term interventional field study from December 2012 to April 2013 done in RHTC of KVG Medical College. Children born since 1 st April 2010 were line-listed chronologically in the "immunogram" which can both record vaccination data and measure programme indicatorshence the name. Data analyzed and baseline indicators obtained. Sustained Supportive Supervision provided was documented at the RHTC. The study ended on 31st March 2013 on clearance of the backlog coinciding with the launch of pentavalent-replacing DPT + HepB from 1 st April 2013 in Karnataka. Results: RHTC is a good performing planning unit with high baseline coverage; ~90% for primary vaccination. Significant impact was seen with measles 1, DPT/OPV booster dose and Measles 2nd dose which increased from 89 to 97%, 85 to 95% and 55 to 94% respectively in consecutive intensified regular sessions in 3 months. Conclusions: Immunogram precisely detected the immunity gap in a good performing planning unit and rapidly closed the gap in just 3 months, realizing the theme of WHO world immunization week 2016close the immunization gap. The planning unit graduated from good to better forever.