Background: Transitions of care are a patient-safety priority. Constructs such as SBAR (situation, background, assessment, recommendation) and I-PASS (illness severity, patient summary, action list, situation awareness, synthesis by receiver) have been used to teach the benefit of structured handovers and have demonstrated an impact in simulated and clinical environments. Despite this, there is still a lack of literature describing handover training for medical students that allows early and sustained knowledge and skill acquisition. Methods: We designed a curriculum to teach handovers to medical students that spanned 28 months of a 4-year medical education curriculum at a large medical school. The curriculum included two separate workshops that book-ended medical student core clerkships. The curriculum was evaluated via knowledge-based surveys and open-ended feedback from students. Results: Two-hundred and forty students participated in the first 'Transition to clerkship' (T2C) workshop. There was improvement in the mean scores on a knowledgebased survey after the workshop (p < 0.001). The overall improvement in performance remained significant 1 year later (p < 0.001). Following Handovers have been a patientsafety priority in the USA since publication of the Institute of Medicine report Building a Safer Health System

Background and aims: To use Web 2.0 tools for learning human histology by First year MBBS students and thus make them aware of the features of these tools. To assess, by way of a feedback, the utility of the web 2.0 tools as instruments for self- directed learning. Materials and Methods:A questionnaire based longitudinal study was administered to sixty students. Their knowledge level about Web 2.0 tools, Self directed learning and Competency based learning were assessed. Then they were asked to participate in online discussions using Web 2.0 tools. Opinion regarding the utility of these Web 2.0 tools was collected using pre-validated questionnaires. Results: Awareness of Web 2.0 tools and Self-Directed Learning [SDL] was low. Even though students found the Web 2.0 tools to be good instruments for learning of that material which was not taught in routine classes, several students preferred their learning to be guided by teachers. Conclusion: Web 2.0 tools are good instruments for Self Directed Learning which leads to better development of competencies required of a professional doctor. Web 2.0 tools need to be integrated into our current curriculum to be fully utilised. These tools are yet to find acceptance by the students.