Analysis on the homogeneity of clinical basic skills teaching based on OSCE exam scores / 沈阳医学院学报

Objective:To identify and improve the weakness in different clinical practice teaching hospital,and enhance the quality of practical teaching.Methods:A total of 291 trainees majoring in clinical medicine in grade 2016 in a medical college in Shenyang who practiced in different clinical teaching hospitals and participated in the objective structured clinical examination(OSCE)were enrolled.The OSCE scores was analyzed with one way ANOVA and Kruskal-Wallis statistic methods to identify the weakness in clinical practice teaching and improve the teaching quality.Results:In the standardized patient consultation and physical examination results,the passing rate and average score of H hospital was the lowest.The average score of trainees in H hospital was statistically significant compared to that in A,B,F,G,K,and L hospitals(P＜0.01).In terms of skill operation scores,H hospital had the lowest pass rate and average score.The average score of interns in H hospital was statistically significant compared to that in A,D,E,F,G,I,J,K hospitals(P＜0.01).In the interpretation of auxiliary examination results,the passing rate and average score of H hospital was the lowest.The average score of interns in A and H hospital was significantly different from that of B and J hospitals(P＜0.01).Conclusions:There are great differences in the practice effect of students in different clinical teaching hospitals.Medical colleges and universities should strengthen the management of clinical teaching hospitals to ensure the homogeneity of clinical practice teaching quality.

The value of standardized patient simulation combined with OSCE model in clinical undergraduate teaching / 中华医学教育探索杂志

Objective:To study the value of standardized patient simulation combined with objective structured clinical examination (OSCE) in clinical undergraduate teaching.Methods:A total of 114 medical undergraduates who were interned in our hospital from January 2018 to January 2020 were selected as the research objects. All the students were randomly divided into observation group ( n=57) and control group ( n=57). Other undergraduate students were recruited as standardized patients and trained; students in the observation group were given standardized patient simulation teaching, while patients in the control group were given traditional teaching methods; experienced teachers prepared test questions and developed unified scoring standards, and OSCE model was adopted to assess the two groups. The scores of theory, medical history, humanistic communication, rehabilitation thinking, practical skills and total scores of the two groups were recorded. The evaluation of standardized patient simulation by 57 undergraduates and the evaluation of OSCE model by 114 undergraduates in the observation group were recorded. SPSS 22.0 statistical software was used for t test. Results:After teaching, the scores of medical history, humanistic communication, rehabilitation thinking and practical skills in the observation group were significantly higher than those in the control group ( P<0.05), but there was no significant difference in theoretical scores between the two groups ( P>0.05). Before teaching, there was no significant difference in the total scores between the two groups ( P>0.05); after teaching, the total scores of the two groups were both improved, with significant differences ( P<0.05); compared with the control group, the total score of the observation group was improved higher, with significant differences ( P<0.05). All the undergraduates in the observation group thought that the standardized patient simulation teaching improved themselves, and 89.47% of the undergraduates thought that the standardized patient simulation was worth promoting in the teaching of rehabilitation and therapy. Most of the undergraduates believed that OSCE model could reflect the students' comprehensive ability better than the traditional written examination, and could improve their communication ability and practical operation ability, cultivate their high-quality rehabilitation thinking, and change their tendency to lay stress on theoretical study. And 91.23% of the undergraduates thought that OSCE model was worth promoting in the courses of rehabilitation therapy. Conclusions:Standardized patient simulation combined with OSCE model is conducive to improving the comprehensive performance of undergraduates, improving their communication ability and practical operation ability, and cultivating their high-quality rehabilitation thinking, which can be promoted in clinical undergraduate teaching.

10. Policy on Reasonable Accommodations for Medical Students with Disabilities in Common Achievement Tests / 医学教育

The Common Achievement Tests for medical students consists of Computer Based Testing (CBT) conducted before clinical training, and Objective Structured Clinical Examination (OSCE) conducted before and after clinical training. Since the publicization of the Common Achievement Tests for medical students before clinical training in 2023, the Committee for Reasonable Accommodation has been established within the Common Achievement Tests Organization (CATO), where reasonable accommodations for each exam are being considered. Reasonable accommodations begin with an assessment based on requests from candidates and proceed through constructive dialogue between candidates and universities. Additionally, recordings of practical training sessions are provided to facilitate objective assessments, enabling the provision of reasonable accommodations tailored to candidates’ participation in clinical training and internships, thereby ensuring smooth examination processes.

Assessment of pathological response of breast cancer in patients undergoing neoadjuvant chemotherapy in a refferal hospital in Amazonas State

Introduction: The therapeutic options for breast cancer are diverse. Increasingly, treatments are established on an individual basis, depending on a series of variables ranging from age to the molecular profile of the tumor. When neoadjuvant chemotherapy (NAC) is necessary, adequate clinical evaluation (CE) and control examinations, such as breast ultrasound (US) and mammography (MMG), are of fundamental importance, as it is necessary to reevaluate the tumor lesion to determine an individualized surgical treatment, with the aim of performing breast-conserving surgery within the available techniques. This study sought to evaluate the pathological response of patients undergoing neoadjuvant chemotherapy, analyzing the presence or absence of tumor reduction by relating the physical examination with imaging methods (MMG and US), taking the anatomopathological examination measurements as the gold standard, thus intending to identify the best method for evaluating the pathological response. Methods: This was a prospective, observational, analytical cohort study. The study included 41 patients diagnosed with breast cancer detected by mammography and ultrasound (MMG and US) followed by biopsy, who underwent neoadjuvant chemotherapy (NAC) and surgery. The measurements of the malignant breast lesions obtained by CE, MMG and US were compared with the anatomopathological measurements on biopsy as the gold standard. Results: Pearson's correlation coefficient was the statistical method used for evaluation, finding a value of 0.49 between the anatomopathological examination and CE, 0.47 between the anatomopathological examination and MMG and 0.48 between the anatomopathological examination and US (p<0.05). Conclusions: CE, MMG and US showed a moderate correlation with anatomopathological measurement, in addition to a moderate correlation between them, demonstrating equivalence in the pre-surgical definition of the size of the breast tumor after NAC, being complementary to each other to define a measure of greater accuracy of the tumor in breast cancer. (AU)

Application of objective structured radiology examination in clinical skills assessment of medical imaging technology / 中华医学教育探索杂志

Objective:To explore the application value of objective structured radiology examination (OSRE) in clinical skills assessment of medical imaging technology, and evaluate the repeatability of the assessment tool.Methods:A total of 55 interns majoring in medical imaging technology were randomly divided into 11 groups (5 in each group), and 9 different cases of OSRE were designed. Each student had to complete 3 cases of OSRE. Five senior attending doctors or deputy chief physicians independently evaluated each case of OSRE. Two months after the internship, three cases of OSRE were randomly selected for scoring to evaluate the internal consistency between raters and the repeatability of the evaluation method. SPSS 16.0 was used for statistical analysis, and multiple linear regression was used to analyze the correlation between academic qualifications and OSRE scores.Results:The OSRE average score of all the students was (12.0±4.9), and the average ICC range between evaluators was 0.36 to 0.80 ( P < 0.001). The consistency of 6 cases was good, that of case 3 was poor, and that of cases 6 and 7 was moderate. After 2 months, the ICC of 4 raters was equal to or greater than 0.8 (excellent consistency), and the ICC of rater 3 was 0.68, and the average original score difference ranged from -1 to 0.8. In multiple linear regression, the OR value of education was 0.90 (95% confidence interval 0.30-1.50, P = 0.01), and education was positively correlated with OSRE score. Conclusion:The OSRE aims to assess clinical skills and knowledge in a standardized clinical environment through the use of pre-set standard scoring scales, so that clinical knowledge can be evaluated in a high-level and repeatable manner.

An analysis of current status of research on objective structured clinical examination in China and globally based on knowledge graph / 中华医学教育探索杂志

To investigate the research status and trends of application of objective structured clinical examination (OSCE) in medical education in China and globally, and to provide a reference for clinical teaching and medical education research. CNKI and Web of Science Core Collection were searched to identify journal articles related to OSCE published up to the present day. CtieSpace V software was used to visually analyze the research institutions, authors, highly cited literature, and keyword changes of the articles based on scientific knowledge maps. The overall number of publications on OSCE published in China and globally showed an increasing trend, but foreign publications were significantly more than Chinese publications. The institutions and authors were widely distributed. Comprehensive universities were the main institutions in foreign publications, with relatively little cooperation between each other. Domestic research primarily focused on medical education in the early stage, SP training and standardization in the middle stage, and clinical competence for resident physicians, nurses, and other clinical professionals in the late stage. Early foreign research focused mainly on medical education and clinical competence, while later research focused primarily on communication with patients and ability assessment. It is expected that future domestic research will focus on building clinical competence evaluation systems based on the OSCE model, while future foreign research will focus on patient communication and humanistic care assessment.

Influence of the teaching model based on the synergy of medical education on the objective structured clinical examination scores and critical thinking ability of interns in emergency department / 中华医学教育探索杂志

Objective:To investigate the influence of the teaching model based on the synergy of medical education on the objective structured clinical examination (OSCE) scores and critical thinking ability of interns in emergency department.Methods:A total of 84 students who studied as interns in Emergency Department of our hospital from January 2020 to 2021 were selected as research subjects, and they were divided into observation group and control group using a random number table, with 42 students in each group. The students in the control group were taught using traditional methods, while those in the observation group were taught based on the synergy of medical education. Both groups received an OSCE examination, and the two groups were compared in terms of OSCE score, critical thinking ability, and evaluation of teaching. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher scores of theoretical assessment, disease assessment, first aid measures, special skills, use of medical instruments, communication skills with SP, and medical record writing and a significantly higher total score of OSCE assessment ( P<0.05). After teaching, both groups had a significant increase in the score of critical thinking ability, and the observation group had a significantly higher score than the control group [(306.38±25.76) vs. (280.39±20.17)]. The observation group had a significantly higher degree of satisfaction with teaching than the control group ( P<0.05). Conclusion:The teaching model based on the synergy of medical education can improve the OSCE score of interns in emergency department and cultivate their critical thinking ability, and there is a relatively high degree of satisfaction with this teaching model.

Computer-based clinical examination (CCE) in surgery: would It complement or replace the OSCE in the post-COVID-19 era?

Objectives: Surgical clinical assessment of medical students is confronted by many challenges particularly the increasing numbers of students with limited resources, and pandemics. The search for new tools of assessment continues. Our objectives were: (1) To develop a computer-based clinical exam (CCE) and identify its characteristics (2) To assess its acceptability of the students. Method: The study was conducted at the Surgical Department, Alzaiem Alazhari University (AAU) between February and August, 2017. We used the modular object oriented dynamic learning environment (MOODLE) program as a platform to upload and deliver the exam. The exam consisted of 45 questions (stations). Each consisted of a clinical scenario accompanied by a photograph (of a patient or investigation) or short video followed by multiple choice questions (MCQs). A questionnaire was designed to get the students' feedback. We analyzed the questionnaire and scores obtained by the students and compared them to their performance in other tools of the surgical exam, using SPSS statistical program. Results: The study included 188 final year medical students. There was a highly significant correlation of the CCE scores of each student with their final result (r= 0.67), and with other tools of the surgery exam particularly the objective structured clinical examination (OSCE). Students' acceptability was high. Conclusion: The CCE is valid and practicable. It saves time and is popular with the students and tutors. It complements the OSCE in the assessment of clinical competency and allows wide coverage of the curriculum. It is expected to gain importance and popularity in the post-COVID-19 era.

Challenges of objective structured clinical examination as a tool in medical assessment

Medical education is witnessing changes across the globe to produce more competent and responsive medical graduates to meet patients’ growing needs. Medical educators are aspiring for more objective and relevant assessment methods for the evaluation of medical graduates. Objective structured clinical examination (OSCE) introduced in the year 1975 for clinical evaluation has gone through many changes over the past 45 years and matured over time. The article describes the challenges of OSCE as a tool in medical assessment from students’ and organizers’ perspectives. We have also suggested a feasible solution to address the challenges while conducting OSCE to assess medical students.

Feasibility and Effectiveness of Objective Structured Clinical Examination for Assessment of Field Visits in Community Medicine for Undergraduate Medical Students

Introduction : The Graduate Medical Education Regulation (GMR) 2019 in the curricular reforms recommends that “Shows How” level of the Miller's Pyramid is assessed through long case, Objective Structured Clinical Examination and Mini-Clinical Evaluation Exercise (Mini CEX). Objectives : 1. To utilize OSCE for assessing Field Visits carried out by Undergraduate medical students as formative assessment. 2. To find out the feasibility and effectiveness of Objective Structured Clinical Examination (OSCE) in Community Medicine. Method : An Educational Innovation Pilot Project was carried out in the department rdof Community Medicine of a Medical College in India. A pilot (18) of 3 MBBS students were assessed through Objective Structured Clinical Examination (OSCE) for epidemiological case study of malaria assigned to the author faculty. These students were also exposed to the oral viva. The analysis of the assessment was through assessment of codes of the procedure stations through checklists and mean scores of procedure and response stations. Qualitative analysis of emerging themes and quantitative analysis as likert scale were utilized for evaluation of the exam were used. Results : The mean score of all response stations was 5.1. Almost all students felt that OSCE was better than the conventional oral viva in assessing skills. Furthermore, almost all students and faculties suggested that it should gradually become a part of curriculum and scaled to entire and other batches with suggested modifications. The residents who participated as simulated cases found it to be a novel experience and a different kind of learning process. Conclusion : It is feasible to introduce OSCE with some modifications in assessing skills acquired in field visits in Community Case Management

Application of objective structured clinical examination assessment mode in neurosurgery specialist nurse training / 中国实用护理杂志

Objective:To analyze the application effect of objective structured clinical examination (OSCE) assessment mode in the training of neurosurgery specialist nurses.Methods:Using convenience sampling method, 21 trainees who were trained in neurosurgery specialist nurse training base of Nanjing Drum Tower Hospital, the Affiliated Hospital of Nanjing University Medical School in 2018 were selected as the control group, and the conventional training methods of theory and clinical practice were adopted; the 22 trainees in 2019 were selected as the experimental group, and the OSCE training and assessment mode was adopted. After the training, the core competence, satisfaction, learning and growth of the trainees were compared.Results:There was no significant difference in the score of the core competence before the training between the two groups( P>0.05). After the training, the scores of professional skills, critical and difficult medical record management and professional quality were (4.55 ± 0.51), (4.14 ± 0.77), (4.36 ± 0.66) points in the experimental group and (3.90 ± 0.62), (3.62 ± 0.80), (3.76 ± 0.83) points in the control group, the differences were statistically significant ( t=3.69, 2.15, 2.64, all P<0.05). The total score of satisfaction was (66.82 ± 2.26) points in the experimental group and (62.05 ± 2.29) points in the control group, the difference was statistically significant ( t=6. 87, P<0.05). There was no significant difference in the learning and growth of the trainees before and after the training between the two groups ( P>0.05). Conclusions:Using OSCE assessment mode to carry out neurosurgery specialist nurse training is helpful to improve students′ professional skills, critical and difficult medical record management, professional quality, and improve students′ satisfaction with the training.

Application of objective structured clinical examination in the dental standardized residency training / 中华医学教育探索杂志

Objective:To master the 2018 annual oral operation skills assessment of dental standardized residency training trainees, to explore the weak links in the process of the dental residency training, and to provide data support and scientific basis for improving the teaching of clinical skills for dental residency training in the future.Methods:The results of 2018 annual oral operating skills examination of dental standardized residency training trainees in the Affiliated Stomatological Hospital of Nanchang University were collected, the data were sorted by excel and analyzed statistically by SPSS 22.0, and independent sample t test was performed for univariate analysis. Results:The tooth preparation expert results and the scores of cavity preparation expert process in Batch 2017 were higher than those in Batch 2016 [(23.72±2.13) scores vs. (25.82±1.53) scores], and the cavity preparation results of Batch 2017 [(21.08±3.13) scores] were lower than those of Batch 2016 [(23.36±2.32) scores]. The scores of social trainees in the process of tooth preparation [(24.59±2.03) points] were lower than those of the professional postgraduates [(26.29±1.64) points], and the results were all statistically significant ( P<0.05). The three lowest scores of each item in different grades and status types were almost the same. Conclusion:Different grades and different status categories have different scores in different operation items and different score indicators, which suggests that the dental standardized residency training should focus on the weak items and the indicators with lowest scores of each item, so as to make up the shortage and improve the quality of standardized residency training.

Application of OSCE-based situational simulation case teaching in Nursing Fundamentals practical training / 中华医学教育探索杂志

Objective:To study the application effect of objective structured clinical examination (OSCE)-based situational simulation case teaching on Nursing Fundamentals practical training. Methods:Using convenient sampling method, two undergraduate nursing classes of Batch 2018 in Hubei University of Chinese Medicine were chosen as the study objects. They were divided into observation group with 45 students and control group with 43 students through ball touching method. The control group used traditional teaching method, on this basis, the observation group used OSCE-based situational simulation case teaching. At the end of the semester, the results of theoretical assessment, operational skills assessment, humanistic care, health education achievements of the two groups of nursing students and students’ evaluation of the new teaching method in the observation group. SPSS 22.0 was used for t test. Results:The sores of theoretical assessment, operational skills and humanistic care assessment in the observation group were (81.01±8.53), (92.69±3.87) and (11.73±1.59), and the corresponding sores in control group were (76.94±9.74), (91.21±2.70) and (10.79±1.36). The nursing students in the observation group had significantly higher scores than the control group in above mentioned aspects ( P<0.05). In the observation group, 45 students (100.0%) believed that this teaching method could stimulate learning interest and comprehensively deal with clinical problems, 43 students (95.6%) thought that this teaching method could improve team cooperation ability, only one person (2.2%) did not agree that this teaching method could help to form critical thinking, and 42 students (93.3%) said that the teaching hours of this teaching method could be appropriately increased. Conclusion:The OSCE-based situational simulation case teaching may effectively improve the teaching quality of the nursing students and mobilize their learning activities.

Overview of Medical Education in Ukraine / 医学教育

Also, the majority of doctors trained in Ukraine provide medical assistance worldwide, which is evidence of an outstanding level of medical education in Ukraine. Quite a few students from Asia, the Middle East, and Africa entered medical schools in Ukraine due to inexpensive tuition. The fact that those graduates served in various countries assures the global standard of medical education in Ukraine.

Validity of Medical Students Self-Assessment of Proficiency in Clinical Long Case Examination

@#Introduction: Self-assessment is a mechanism to evaluate one’s own performance and identify strengths and weaknesses. However, there is paucity of information on the the validity of self-assessment in the literature. This study is planned to assess the validity of medical students’ self-assessment skills in clinical examinations with long case during their postings in Obstetrics and Gynaecology. Methods: A cross sectional study was conducted during Obstetrics and Gynaecology (O&G) rotation assessing the students performance in the clinical long case examination. Participants were 80 fourth year medical students who were in their last week of their O&G rotation between August and December 2019. Each student was given a random case from the obstetric ward for the clinical long case examination during their final week of posting. At the end of examination, both student and examiner were tasked to independently evaluate the performance with a standardized grading sheet. Students were assessed in three areas namely Case Presentation (4 items), Case Discussion (4 items) and Professionalism and Overall approach to the practice of medicine (2 items). Results: The correlation coefficient was identified to be 0.307, p<0.01, indicating validity in self-assessment in the context of a clinical examination. The overall bias index was -0.97. Students underrated themselves in all areas with bias indexes of -0.35 in case presentation, -0.26 for case discussion and -0.35 in the professionalism and overall approach to practice. The correlation coefficients were 0.186, 0.360 and 0.170 respectively, indicating that in isolation only the component of case discussion showed significant correlation (p<0.01). Conclusion: Self-assessment in clinical examination is shown to be a valid assessment method when multiple assessment items are combined.

Application and effects of objective structured clinical examination in the clinical ability assessment of stomatology undergraduates / 中华医学教育探索杂志

Objective:To explore the objective structured clinical examination (OSCE) on the improvement of clinical competence of stomatology undergraduates, and to promote their ability and skills of taking the National Medical Licensing Examination (NMLE).Methods:The OSCE was implemented to evaluate the clinical skills of stomatology undergraduates from Batch 2009 to Batch 2012. The OSCE results were analyzed and compared with the NMLE (Stomatology) results on the correlation coefficient analysis of annual passing rate.Results:The passing rate of practical skills in the NMLE (Stomatology) of Batch 2009 to Batch 2012 stomatology undergraduates was basically consistent with the excellent rate of OSCE, and the correlation coefficient was 0.94.Conclusion:It has not been proved that the OSCE assessment organized by our school can increase the passing rate of practical skills in the NMLE, but it has certainly helped students better understand and apply theoretical knowledge, and it plays a positive role in promoting students' future development.

A Practical Approach to the Patient with Obesity

@#The prevalence of obesity and obesity-related comorbidities is rising. Primary care physicians are the frontline of healthcare and play a central role in the management of obesity. In this article, we discuss the 5As framework (Ask, Assess, Advise, Agree, and Assist) as a practical framework for obesity counselling, focusing on initiating the conversation and assessing the person with obesity. The assessment includes taking a weight history, excluding secondary causes, understanding lifestyle factors contributing to weight gain and assessing for complications of obesity. This assessment then makes it possible for subsequent patient engagement, including advising, agreeing (goal setting), and assisting the patient on an individualised care plan.

Application of micro-course teaching combined with TSP/OSCE mode in clinical practice teaching of pediatric nursing / 中华医学教育探索杂志

Objective:To study the effect of micro-course teaching combined with teacher standardized patient combined with objective structured clinical examination (TSP/OSCE) on clinical practice teaching of pediatric nursing.Methods:Forty nurses who performed clinical practice in Pediatrics Department from February 2019 to July 2019 were selected as the control group, and traditional teaching was adopted in the group. In addition, 42 nurses who performed clinical practice in Pediatrics Department from August 2019 to January 2020 were selected as the research group, and the micro-course teaching combined with TSP/OSCE mode teaching was adopted in the group. Two groups of nurses' theoretical and practical skills assessment results were analyzed, and a questionnaire survey was conducted to assess nurses' satisfaction with the teaching of pediatric nursing clinical practice training mode. SPSS 22.0 was used for t test and chi-square test. Results:The research group nurses' theoretical and practical skills assessment scores were better than those of the control group, and the difference was statistically significant ( P=0.000).The nurses in the research group were more satisfied than those in the control group with such eight aspects as improving practical skills, emergency response capabilities, humanistic care and service capabilities, communication skills, and stimulating their interest in nursing learning. There were statistically significant differences ( P<0.05). Conclusion:The use of micro-teaching combined with TSP/OSCE mode in the clinical practice teaching of pediatric nursing can improve nurses' clinical practice ability and increase nurses' satisfaction in pediatric training.

Modified triple assessment in the diagnosis of breast lump in Saurashtra region of Gujarat

Background: Breast lump is a common complaint of women presenting to surgeons. Most of them are benign, careful evaluation, exact diagnosis and definitive treatment is mandatory to rule out cancer. The diagnosis of breast cancer is suggested on clinical examination. Currently a combination of three tests, i.e. clinical examination, radiological imaging (mammography, ultrasonography) and pathology called as triple assessment test is used to accurately diagnose all palpable breast lumps. Together they give sensitivity of 100%. The triple assessment is taken as positive if any of the three components, two are positive or positive report of FNAC and negative only if all of its components are negative for malignancy.Methods: This study was conducted in the Department of Surgery, P.D.U Medical College, Rajkot, Gujarat over a period of 2 years. A total of 100 patients with a breast lump were selected more than 15 years of age. A detailed history, focused clinical examination, radiological imaging and FNAC were used as diagnostic tools for screening of the patients. The aim of this study was to evaluate accuracy of modified triple assessment in the preoperative diagnosis of patients with breast carcinoma.Results: Results shows sensitivity and specificity of all the modalities used in triple assessment when combined together was 100% and 99.3%, respectively. Positive predictive value was 93.3%, negative predictive value was 100%, p-value was highly significant (p<0.0001). We conclude that modified triple assessment is a very useful diagnostic tool to evaluate patients with breast lumps and an overall accuracy of 98%.Conclusions: Thus, triple assessment is an easily available, cost effective, least invasive, rapid and patient compliant diagnostic tool for diagnosis of breast lump.

A study on the surgical management of abdominal tuberculosis in patients attending a tertiary hospital

Background: Tuberculosis is seen due to various factors such as overcrowding and unhygienic conditions. In order to diagnose a case of abdominal tuberculosis, a detailed history and a thorough clinical examination must be done. The objective of this article was to determine the number of patients who presented to a tertiary hospital with abdominal tuberculosis and in which of these patients management in the surgical department was required.Methods: A total of 50 patients who had abdominal tuberculosis were studied. The study was carried out at SRM Medical College Hospital and Research Center, Kattankulathur, Tamil Nadu, India. The study was carried out from February 2017 to January 2020. A detailed history was obtained and a thorough clinical examination was done. Investigations such as CBC, chest X-ray, abdomen X-ray, ultrasound scan and CT scan of the abdomen were done. When required, patients underwent surgery and the results obtained were analyzed and tabulated. In our study, out of a total of 50 patients, 32 patients were found to have required surgery. The statistics were analyzed using SPSS package 16.0.Results: It was seen that in this study, male patients were more commonly affected with abdominal tuberculosis, and resection and anastomosis was the most common surgical procedure done when required. The findings obtained were compared with other studies.Conclusions: In patients with abdominal tuberculosis, a detailed history and a thorough clinical examination are required in order to diagnose the condition as early as possible.