Reflective narratives on unfolding ethics case vignettes: integration into the physiology course of first-year medical students.

Reflective narrative writing on unfolding ethics case vignettes has the potential to promote values like empathy among medical students, which will prove useful in their future. The objective of this study was to explore the scope of guided reflective narratives on unfolding ethics case vignettes integrated into physiology teaching to promote empathy among first-year medical students. First-year medical students (n = 150) were presented with unfolding case vignettes exploring ethical issues, as part of their physiology curriculum, with questions and prompts for a guided reflective narrative. Feedback about the program was obtained through a semistructured questionnaire. The contents of the students' reflective narratives and feedback were analyzed. The narratives revealed that students empathized with the various individuals involved in medical treatment and research, which was also reflected in student feedback (n = 116; 79%) and high Likert scale scores (74%). The program was considered effective by students in broadening their perspective and promoting critical thinking (n = 129; 88%). Through analysis of reflections, a rubric that would enable the evaluation of students' empathy on a scale of increasing ability to look at a situation from another's point of view emerged. This rubric could be used to quantitatively assess the impact of similar programs. Although divided in their individual opinions, the study population was able to relate to all individuals involved in medical practice and research, recognizing the need for fair and ethical practices. The content analysis led to the development of a rubric to grade empathy.NEW & NOTEWORTHY Unfolding case vignettes exploring ethical issues were introduced into the physiology curriculum of first-year medical students. The effectiveness of guided reflections following the case vignettes was explored. The analysis of the reflections and feedback on the program revealed that students became more empathetic. The reflections broadened their perspective and encouraged critical thinking. The analysis led to development of a rubric to grade the level of empathy, which can be used for quantitative assessment of empathy.

Introducing reflective narrative for first-year medical students to promote empathy as an integral part of physiology curriculum.

Guided reflective narratives facilitate deeper understanding and learning. The study was aimed at exploring the scope of guided reflective narratives on early clinical exposure, for first-year medical students, in promoting empathy. Strengths and limitations of the process of reflective narratives were also explored. First-year medical students (n = 150) were exposed to guided reflective narrative writing following each of the three "early clinical exposure" sessions integrated into a physiology curriculum. A feedback on the entire program was obtained through a semistructured questionnaire. The contents of the reflective narratives and feedback on the program were analyzed. Students empathized with the situation and needs of patients and caregivers and could relate to responsibilities and challenges faced by members of health care team. They realized the importance of cooperation from patients and caregivers and work efficiency, communication, behavior, and teamwork from members of healthcare and thereby emerged with the idea of the coordinated effort in patient care. Students opined that reflective narratives made them reflect and empathize with people and situations. Too many narrative writing sessions and hesitation to share their thoughts were some of the suggested limitations. The process led to emergence of a working model for guided reflections to promote empathy. Guided reflective narratives made students reflect and relate to people and situations. While promoting empathy, the reflections also gave them an idea of holistic approach to patient-centered care. Inferences led to a conceptual model for guided reflections to promote empathy among medical students.

Student perceptions of "doing" hematology physiology practicals.

Although hands-on experience in hematology practical work has been an integral part of physiology education, the students' perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students' perception on the importance of "doing" hematology experiments. The first-year medical students of the 2017-18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching (n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge (n = 120: 39 men, 81 women; 82%) and fine-motor skills (n = 107: 41 men, 66 women; 73%), but also molded their attitude (n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.

"Thinking ethics": a novel, pilot, proof-of-concept program of integrating ethics into the Physiology curriculum in South India.

Integrating medical ethics into the physiology teaching-learning program has been largely unexplored in India. The objective of this exercise was to introduce an interactive and integrated ethics program into the Physiology course of first-year medical students and to evaluate their perceptions. Sixty medical students (30 men, 30 women) underwent 11 sessions over a 7-mo period. Two of the Physiology faculty conducted these sessions (20-30 min each) during the routine physiology (theory/practicals) classes that were of shorter duration and could, therefore, accommodate the discussion of related ethical issues. This exercise was in addition to the separate ethics classes conducted by the Medical Ethics department. The sessions were open ended, student centered, and designed to stimulate critical thinking. The students' perceptions were obtained through a semistructured questionnaire and focused group discussions. The students found the program unique, thought provoking, fully integrated, and relevant. It seldom interfered with the physiology teaching. They felt that the program sensitized them about ethical issues and prepared them for their clinical years, to be "ethical doctors." Neutral observers who evaluated each session felt that the integrated program was relevant to the preclinical year and that the program was appropriate in its content, delivery, and student involvement. An ethics course taught in integration with Physiology curriculum was found to be beneficial, feasible, and compatible with Physiology by students as well as neutral observers.

"Fever clinic duty" during Covid-19: through the eyes of a preclinical doctor-teacher.

In this narrative, a teacher of physiology writes about her shifts at an out-patient fever clinic during the Covid-19 pandemic. Apart from describing the author's own struggle during her return to a clinician's role, the narrative reveals the anxieties, fears, challenges and stigma faced by patients and the pressures on the healthcare team in a pandemic situation.

Effect of Curcumin in Experimental Peritonitis.

Despite medical advancements, the inflammatory cascade and oxidative stress worsen the prognosis in most cases of peritonitis. Curcumin has emerged as a potential antioxidant and anti-inflammatory agent in few of the acute inflammatory and infective conditions. We examined the effect of intraperitoneal injection of curcumin in endotoxin-induced peritonitis in rats. The blood and peritoneal fluid samples were collected at 3 and 24 h following the induction of peritonitis. Animals were sacrificed at 24 h and the organs preserved. The histopathological report of lung, liver, and intestines in the curcumin-treated rats showed maintenance of tissue architecture to a large extent compared to the control group which showed massive congestion, hemorrhage, and necrosis. The blood and peritoneal fluid total count and differential neutrophil counts were significantly higher at 24 h of induction of peritonitis. Serum amyloid assay and lipid peroxidation were significantly lower, and myeloperoxidase assay was higher in the curcumin-treated group at the end of 24 h; thus, curcumin probably demonstrated a neutrophil-mediated immunopotentiation and anti-inflammatory action thereby protecting the animal from endotoxemia-induced multi-organ damage.