Aim: To determine anatomical variations of superficial veins of cubital fossa. Background: The cubital fossa Veins lie superficially in the subcutaneous tissue and not paired with any artery, they are easy to view and access. The superficial veins include the cephalic, basilic, median cubital, and antebrachial veins and their tributaries. The knowledge of superficial venous distribution of the cubital fossa is important, not only from an anatomical-clinical and surgical point of view, but also anthropologically and biologically. Materials and Methods: The study done on120 males and 30 females were randomly selected from among the rural area of central India which also include the students and staff members of J.N.M. College Sawangi Wardha (M.S.) 150 cases of right upper limbs and 150 cases of left upper limbs. After taking the subject's consent, the superficial veins of the cubital fossa were made prominent by using tourniquet. The patterns of cubital veins were marked on skin and photograph are taken. Results: the patterns of arrangement of superficial cubital vein observed are as follow. Type I-MCoVjoining with the CV and BV in 51%., type II CV bifurcating into MBV and MCV which join BV and ACV respectively, Type III-MVF bifurcating in MBV and MCV 9.66%., Type IV-7.66% subjects of present study the CV terminates in to BV and ACV runs separately, In Type V-3% of subjects the CV communicating directly with BV and ACV was absent and Type VIA large single CV ascending upwards without any communication with other veins. 3 of 300 subjects i.e. 1%. Conclusion: Numerous studies in different races and ethnic groups have shown similarities and differences in the deposition of the superficial veins of the cubital fossa. Various procedure should be perform with caution bearing in mind the anatomical variation present in these region.

Background: Evaluation and perception of MBBS first year students regarding early clinical exposure (ECE). The goals of ECE are to provide significance to basic sciences along with expansion of medical knowledge so as to establish the cognitive component of professional learning. Medical council of India has given new curriculum for MBBS for undergraduate medical education in which ECE is one of the reforms to improve quality of medical education. Methods: The study was conducted in the department of physiology, Peoples college of medical science and research centre Bhopal. The study duration was one year, 150 students of MBBS first year were included in study. All didactic lecture on systems was delivered mainly on respiratory physiology. It was vertically integrated with department of medicine and is followed by hospital visit. During hospital visit students was divided in 6 groups of 25. Clinicians was exposing the students to the relevant patients and discuss important symptoms and examination/findings on the patients. To assess whether the skills gained through ECE helped the students in the physiology classes of clinical examination, OSCE (Objectively structured clinical examination) was arranged before and after the intervention. Results: The post OSCE scores are better than pre OSCE scores. Perception of students toward ECE they have better understanding and retention of topic. Conclusions: ECE is a good tool for teaching and learning for first year MBBS.

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Background: Objective structural practical examination assesses students by evaluating their knowledge, attitude, communication skills, interpersonal skills, ethical issues and professional judgement. Objectives were to compare the traditional practical clinical examination with objective structured practical examination. To establish the relation between the TCE and OSPE. To take the feedback from students about the study. Methods: This interventional longitudinal study was conducted on 100 first-year medical students. They were divided into 4 practical batches each consisting of about 25 students. In TCE each student performed a clinical skill, followed by viva voce on the RS. Assessment of each student were done on the bases of overall performance. In OSPE, students were provided an OSPE map and a written instruction list before the start of the examinations, and they move from one station to another following the audible ring by the timekeeper. Three observation station, six unobserved stations with questions relates to the procedural stations arrange in physiology practical laboratory. An examiner was provided with prevalidated checklist to mark according to the observed procedure. Results: Marks obtained during OSPE mean was 11.07 was more effective than marks obtained during TCE mean was 8.34. Most of students strongly agreed that OSPE was well structured, performance based, more objective as compared to TCE. Conclusions: OSPE is a good tool for practical assessment as compared to TCE to improve students’ learning process.