Effect of red bull energy drink on auditory reaction time and maximal voluntary contraction.

The use of "Energy Drinks" (ED) is increasing in India. Students specially use these drinks to rejuvenate after strenuous exercises or as a stimulant during exam times. The most common ingredient in EDs is caffeine and a popular ED available and commonly used is Red Bull, containing 80 mg of caffeine in 250 ml bottle. The primary aim of this study was to investigate the effects of Red Bull energy drink on Auditory reaction time and Maximal voluntary contraction. A homogeneous group containing twenty medical students (10 males, 10 females) participated in a crossover study in which they were randomized to supplement with Red Bull (2 mg/kg body weight of caffeine) or isoenergetic isovolumetric noncaffeinated control drink (a combination of Appy Fizz, Cranberry juice and soda) separated by 7 days. Maximal voluntary contraction (MVC) was recorded as the highest of the 3 values of maximal isometric force generated from the dominant hand using hand grip dynamometer (Biopac systems). Auditory reaction time (ART) was the average of 10 values of the time interval between the click sound and response by pressing the push button using hand held switch (Biopac systems). The energy and control drinks after one hour of consumption significantly reduced the Auditory reaction time in males (ED 232 ± 59 Vs 204 ± 34 s and Control 223 ± 57 Vs 210 ± 51 s; p < 0.05) as well as in females (ED 227 ± 56 Vs 214 ± 48 s and Control 224 ± 45 Vs 215 ± 36 s; p < 0.05) but had no effect on MVC in either sex (males ED 381 ± 37 Vs 371 ± 36 and Control 375 ± 61 Vs 363 ± 36 Newton, females ED 227 ± 23 Vs 227 ± 32 and Control 234 ± 46 Vs 228 ± 37 Newton). When compared across the gender groups, there was no significant difference between males and females in the effects of any of the drinks on the ART but there was an overall significantly lower MVC in females compared to males. Both energy drink and the control drink significantly improve the reaction time but may not have any effect on muscular performance. Energy drink per se is no better than control drink, which may indicate that there is no role of caffeine in the beneficial effect seen after the drinks.

The effectiveness of self-directed learning (SDL) for teaching physiology to first-year medical students.

BACKGROUND: Self-directed learning (SDL) has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. AIMS: The primary aim was to find out if there was any benefit of supplementing self-directed learning activity with a traditional lecture on two different topics in physiology for first-year medical students. METHOD: Two batches of first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) (Batch A and Batch B) comprising 125 students each, received an SDL session on Morphological classification of anaemia. The students belonging to Batch A received a one-hour lecture on the same topic three days prior to the SDL session. The students were given a 10 multiple choice questions (MCQ) test for a maximum of 10 marks immediately following the SDL session. The next topic, Conducting system of the heart, disorders and conduction blocks was taught to both batches in traditional lecture format. This was followed by an SDL session on the same topic for Batch A only. The students were evaluated with a MCQ test for a maximum of 10 marks. RESULTS: The mean test scores on the first topic were 4.38±2.06 (n=119) and 4.17±1.71 (n=118) for Batch A and Batch B, respectively. The mean test scores on the second topic were 5.4± 1.54 (n=112) and 5.15±1.37 (n=107) for Batch A and Batch B, respectively. There was no significant difference between the groups. CONCLUSION: For first-year medical students, SDL is an effective teaching strategy for learning physiology. However, no additional benefit is gained by supplementing SDL with a lecture to facilitate learning physiology.

Team-based learning as a teaching strategy for first-year medical students.

BACKGROUND: Teaching programmes in medical education are now routinely employing active learning strategies to enhance the learning process and engage students in higher levels of learning. Team-based learning (TBL) is one active learning strategy that builds on individuals' strengths by allowing them to collaborate and work as a team to achieve a common learning objective. AIMS: The present study aims to evaluate the impact of TBL on student performance. It also aims to assess students' attitudes towards TBL and the feasibility of its incorporation into the course curriculum. METHODS: From a class of 241 students, 128 who agreed to participate in the study underwent two sessions of TBL each consisting of Individual and Group Readiness Assurance Tests (IRATs and GRATs). The readiness assurance tests each had 13 multiple choice questions (MCQ). To analyse the impact of TBL supplementation, the median sessional MCQ scores of students who underwent TBL supplementation (group 1) were compared with those who did not undergo the session (group 2). Students' experiences with TBL and their attitudes towards incorporation of TBL into the course curriculum were analysed using a feedback questionnaire that was given to students who underwent TBL. RESULTS: Students belonging to the TBL group performed significantly better than the students who did not undergo TBL (p<0.001). The median sessional MCQ score of the TBL group was seven and non-TBL group was six. The overall mean attitude score obtained from feedback questionnaires was 3.57, which indicates a positive attitude towards TBL. CONCLUSION: The team-based learning session improved student engagement with course content. The majority of the students felt that TBL supplementation enhanced their understanding of course content and believe that it will help them perform better in their exams.

Efficacy and perceived utility of podcasts as a supplementary teaching aid among first-year dental students.

BACKGROUND: The advent of newer technology and students' growing familiarity with it has enabled information providers to introduce newer teaching methods such as audio podcasting in education. Inclusion of audio podcasts as a teaching aid for undergraduate medical or dental students could serve as a useful supplement to make reviewing more convenient and to enhance understanding and recall of the subject matter. AIMS: To assess the efficacy of podcasts as a supplementary teaching and learning aid for first-year dental students of Manipal.To study students' attitudes towards audio podcasts and perceived utility of podcasts. METHOD: This study was conducted at the Manipal College of Dental Sciences, India. The participants were first-year dental students. Live lecture classes were conducted for the students (n=80). The students were then divided randomly into two equal groups of 40 each. Group 1 students (n=40) had a study session followed by a multiple choice question (MCQ) test. This was followed by a podcasting session. Group 2 students had a study session along with an opportunity to listen to a podcast, followed by the test. Following this both groups completed a feedback form intended to assess their perceived utility and attitude towards podcasts. The performance score was analysed using SPSS and an independent sample t test was used to test the significance of differences in the mean score between the two groups. RESULTS: Our analysis revealed a significant difference (p = 0.000) in the mean score between the two groups. Group 1 scored a mean of 7.95 out of 13 and group 2 scored a mean of 6.05 out of 13. Analysis of the feedback forms showed that 91.3 per cent of the students found the podcasts useful, as they could listen to lecture content repeatedly and at their own convenience. Sixty-three per cent of the students, however, felt that the absence of images and diagrams in podcasts was a disadvantage. CONCLUSION: Students benefited when podcasts were used to supplement live lectures and textbook content. This was indicated by better student performance in the podcast group. Also, students showed a favourable attitude for podcasts being used as a supplementary teaching and learning aid.