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Background: Unemployment, insufficient resources, family poverty, and poor financial benefits are crucial determinants for internal or external migration of large sections of educated youth. Aims: To perform a comparative analysis of different levels of job satisfaction and the status of mental morbidity among migrant and nonmigrant population. Settings and Design: A cross-sectional study was employed between March 2016 and October 2017 at the field practice area of one of the tertiary health care institutes in Anand District of Gujarat State of India. Methods and Material: A total of 456 educated and skilled professionals participated in the study. Job descriptive index, Job in General, and Global Health Questionnaire-28 were utilized. Statistical Analysis: The data entry was performed in Epi Info™ 7 followed by data analysis in EPI-INFO Software. Results and Conclusions: The overall job satisfaction in the study was found to be significantly higher among nonmigrants than migrants. All three scores were correlated with each other significantly. Overall, migrants were found to be significantly less satisfied with their jobs in general and more psychologically distressed, as compared to their nonmigrant counterparts.
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Introduction: Demographic transition enhanced the proportion of geriatric population in India. Senior citizens experience progressive economic dependency for their daily survival. The Government of India provides economic assistance through social welfare schemes. However, inadequate awareness of schemes is the key reason for its low utilization. The present study was implemented to evaluate knowledge and utilization of social welfare schemes and also to assess the effect of educational intervention on awareness of elderly persons about welfare schemes. Materials and Methods: A community-based interventional study carried out from July to December 2022. A structured 'TIV intervention' comprised of 'Training module', 'Interactive sessions' and 'Village Health Meeting' was administered on 839 elderly persons in one of the rural blocks of Mahabubnagar district of Telangana State of India. Community health workers were actively involved in sensitization sessions. Pre- and postintervention questionnaires were completed through face-to-face interview with participants by trained social workers. The statistical analysis was performed using SPSS Version 20 Software. Results: There was a statistically significant improvement in awareness levels and utilization of social welfare schemes due to TIV intervention (P < 0.001, SD = 3.01vs 1.21). The awareness of schemes was significantly greater among males, literates, socioeconomic scale of classes 1 and 2 and with age group of 60-70 years. Conclusions: Simple, cost-effective intervention can make significant gain in awareness and utilization levels of social welfare schemes among elderly population. 'Traditional Village Meetings' can be used as a potential opportunity to sensitize community members about social welfare schemes.
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BACKGROUND: Online learning environments are becoming more frequent in teaching and learning than ever before. Asynchronous learning provides "high degree of interactivity" between participants and helps them to reflect upon their ideas/thoughts, before sharing them with others leading to more insightful responses and in-depth learning. Moderating an online discussion is an art and challenging task, which needs meticulous planning and effective execution approaches. One of the major challenges in online discussion is to ensure active participation and interest among participants, and therefore, it reiterates the need for inclusion of interactive strategies to enable it meaningful and effective. The present article is to share our experiences in moderating session on "Dramatics in Medical Education" (DIME) as a part of ML web discussion of Foundation for Advancement in International Medical Education and Research (FAIMER) at one of the regional FAIMER institutes in India. MATERIALS AND METHODS: Thirty-two FAIMER fellows participated in online discussion on DIME, supplemented with various engagement triggers including, sharing of real-life situation case scenarios, motivational quotes, competitions and rewards, script writing, script editing exercises by using Forum Theatre method, discussion on uploaded academic videos on "YouTube," use of mnemonics, etc. RESULTS: Online discussion yielded improved knowledge and positive attitudes of participants toward DIME. Task-based exercises within authentic or realistic situations, teamwork, and interactions facilitated active learning of participants. CONCLUSIONS: Appropriate planning, well coordination, and interactive strategies can foster learning and reflective abilities as well as develop favorable perceptions of learners toward virtual mode of teaching-learning.