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Background Organ donation is a community service that not only saves lives but also improves the quality of life. The major concerns causing organ shortage in the country are the lack of awareness and correct knowledge among the public and myths and misconceptions clouding organ donation because of religious and cultural barriers. Material and methods A cross-sectional study was conducted among 300 medical students of a private medical college in the Telangana region, India, from July 2019 to October 2019 after approval from the Institutional Ethics Committee (IEC). A total of 300 participants (218 females (72.66%) and 82 males (27.33%)) were included in the study. Respondents completed a three-section questionnaire that included sociodemographic data, 15 questions on knowledge, and 12 questions on the attitude and ethical aspects of organ donation. Statistical tests utilized for investigation were the Student's t-test and one-way ANOVA to compare knowledge and attitude scores. Results The mean knowledge score among the participants was 10.85±1.79, with a P value of 0.45. The mean attitude score concerning organ donation among the participants was 45.5±4.47, with a P value of 0.44. The majority (87.1%) showed a positive attitude in this study. Conclusions The study emphasizes the necessity of interdisciplinary educational interventions for medical students to help them realize the complexities of the problem holistically. Their attitude regarding organ donation is not significantly affected by traditional educational interventions such as lectures and demonstrations. Educated healthcare professionals will play a critical role in motivating the public for the cause of organ donation promotion.
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Introduction Lip prints are the characteristic pattern of wrinkles and grooves on the labial mucosa. Lip prints can be classified into various patterns and can be used for personal identification as they are unique and do not change during the life of a person. Cheiloscopy is a forensic investigation technique that deals with the identification of humans based on lip traces. Objectives This study aimed to investigate the distribution of lip print patterns, to assess gender differences, and to calculate the lip score using a weighted value scoring system. Material and methods A cross-sectional study was carried out in the Department of Anatomy, All India Institute of Medical Sciences (AIIMS), Guwahati, India, from May to October 2023, after getting approval from the Institutional Ethics Committee (IEC). A total of 200 individuals (100 males and 100 females) were included in the study. Each lip print was divided into four quadrants. In each quadrant, up to 14 grooves were marked from the midline, and the pattern of each groove was observed. Each pattern was given an Arabic numeral score. Weighted values were given for the grooves in descending order from 15 to 1 with reference to their position from the midline of the lip print. The product of the Arabic numeral score of the groove and the weighted value of the groove is the lip line score. The sum of the lip line scores was calculated. Results The most common pattern observed in the present study is type II, with 3,816/12,000 (31.8%), followed by type I' with 3,146/12,000 (26.21%), type I with 1,865/12000 (15.54%), type III with 1,491/12,000 (12.42%), type IV with 1,133/12,000 (9.44%), and type V with 549/12,000 (4.5%). The mean total lip score is 1,467.68 (1,486.41 in males and 1448.96 in females). Conclusion Lip prints are unique and useful for personal identification, as the lip score in various quadrants and the total lip score are different for different individuals.
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Introduction Team-based learning (TBL) is an active and structured learning process. This study was undertaken to develop interest among the students over the subject and to analyze the academic performance over routine conventional lecture method of teaching. This was a comparative study organized to know the effectiveness of TBL over conventional didactic lecture (CDL) and also to assess the student's perception towards TBL. Methods This was an interventional study where second-year MBBS students took part. Students were divided into two groups and the same topic was discussed by using two different teaching-learning methods. Similar sessions were conducted with crossing over of groups for four different topics and assessments were done after each session simultaneously for both the groups and the results were analyzed. Results Assessment of each session has been counted and the mean marks with standard deviation have been tabulated for both groups A & B. The results were statistically significant for the TBL group. Students' perception was also evaluated by using 5-point Likert scale for both the teaching methods, which revealed statistically significant score for TBL over CDL with the a p-value of 0.001. Conclusion Overall, TBL was a good teaching-learning method according to the students' performance and perception. Interactive innovative and small-group sessions can be an effective tool to overcome the limitation of conventional method.
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Introduction In the present Competency-Based Medical Education (CBME), learning is more student-centered where the students take the responsibility for their learning. Anatomy is an important basic science that lays the foundation for clinical courses in the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum. To make it interesting and clinically useful, several innovative teaching-learning methods like case-based learning (CBL) and problem-based learning (PBL) are introduced. The present study was taken up to know the effectiveness of CBL as a teaching-learning method in Anatomy in improving the knowledge and retention of acquired knowledge. Material and Methods This was an interventional cross-over study carried out at NRI Medical College and General Hospital, Guntur, Andhra Pradesh. Two hundred students studying in first-year MBBS were included in the study and divided into two batches. The batches - A and B - were exposed to CBL and didactic lecture, respectively, in the first month for Topic I, and then cross-over was done in the second month for Topic II. The knowledge of the students before and after the sessions was assessed by pre-session and post-session multiple-choice question (MCQ) tests. Knowledge retention was assessed by another MCQ test conducted four weeks after the post-session test. Results The average difference of the scores between pre-session and post-session tests in the CBL group for Topics I and II (4.01±1.17 and 3.8±1.6) are significantly more compared to the didactic lecture method (3.3±1.3 and 1.9±1.2). The average difference of the scores between the post-session tests and retention-tests in the CBL group (0.122±1.05 and 0.18±1.04) were further compared to the lecture method (0.016±0.95 and 0.09±0.8) for Topics I and II, respectively. There was a significant increase in the proportion of students with scores above 50% in the post-session test and retention test in the CBL group compared to the didactic lecture group. Conclusion Results from the pre-session tests, post-session tests, and retention tests for both the topics indicate that CBL as a teaching-learning method in Anatomy is a more effective method for improving and retention of knowledge.
