Purpose: Interventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures, IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum; however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques. The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India. Materials and methods: Electronic anonymous surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded. Results: 85.7% of respondents positively reported that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% of students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02-2.22; p < 0.05) times more likely to be considering it as a career. Conclusion: Medical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India. Our proposition includes introducing a regulated IR teaching in undergraduate medical education using new module designs and presenting medical students an opportunity to attend IR education days, symposiums and conferences to incite early participation.

Purpose: Interventional radiology (IR) is a novel and evolving sub-specialty that encompasses image guided diagnostic and therapeutic procedures. With the advent of new imaging techniques and an increasing demand of minimally invasive procedures, IR continues to grow as a core component in medical and surgical therapeutics. Radiology teaching is a part of medical undergraduate curriculum; however, the medical undergraduate cohort lacks exposure to IR principles, methods and techniques. The purpose of this study is to determine the knowledge and awareness of IR among medical students in a single university in India. Materials and Methods: Electronic anonymous surveys were sent to 350 medical students of Pt. JNM Medical College, Raipur, India. Each survey comprised of questions assessing knowledge and exposure to IR. A total of 70 students (20%) responded. Results: 85.7% of respondents positively reported that radiologists have a role in diagnostic as well as therapeutic interventions, however, 60% students cited a very poor/poor knowledge of IR. A larger part, 91.5%, stated that they would be interested in IR based teaching delivered as a part of their undergraduate teaching program. Those who knew at least one interventional radiology technique were 1.51 (95% CI: 1.02 - 2.22; p < 0.05) times more likely to be considering it as a career. Conclusion: Medical Students demonstrate a poor knowledge of IR. This corresponds to a limited and inconsistent exposure to IR in medical schools. The study suggests that there is a need to deliver an IR based curriculum in medical undergraduate teaching in India.

BACKGROUND Mobile application-based delivery of mental health awareness programs may help in reducing the knowledge gap in mental healthcare in India. Apps can be used to educate our community about mental health first aid protocols. Apps have shown effectiveness in high-income settings, but they suffer from lack of applicability in low resource scenarios due to challenges of availability of apps in local vernaculars and digital illiteracy. We wanted to determine the potential of technology usage in mental healthcare awareness. We also wanted to explore the acceptability and willingness of caregivers in using mobile based mental health apps. METHODS A cross-sectional quantitative survey was conducted in outpatient setting of Dr. Bhimrao Ambedkar Memorial Hospital, Raipur, in which a semi structured questionnaire was provided electronically to collect data. A total of 120 participants, including 60 caregivers of mentally ill patients and rest 60 caregivers of patients suffering from diseases other than mental illness were included in the study. All 120 participants were included for data calculation. Data obtained was analysed statistically, using Cross Tab Analysis which includes chi-square and Cramer's V with the help of SPSS (16 th) version. RESULTS Out of 120 participants, 85 (70.83%) use smart phone with internet facility. 34 (28.33%) participants already use internet as their primary source of health-related information. 42 (35%) cases and 30 (25%) controls were keen to learn about Mental Health First Aid (MHFA) protocols. Those who had a mentally ill patient in their family were more likely to use a MHFA learning App (Pearson chi square = 11.528; df = 4; p = 0.02 < 0.05; Cramer's V = 0.031; p= >0.021). There was no significant difference in both the groups' eagerness to help their loved ones after learning MHFA protocols. Lack of knowledge and awareness and unavailability of an appropriate app were significant barriers. CONCLUSIONS The study looks into the scope and limitations of implementing a mobile technology-based intervention for low resource setting. Handholding of caregivers and frequent encouragement from treating doctors might significantly help in technology adoption and in surmounting the apprehension related to using technology. The scope of delivering mental health services through technology is immense.