An Evaluation of Medical Students' Perceptions, Knowledge, and Attitudes About People With Disability After Attending the Learning Session on Disability Competency: A Cross-Sectional Study.

Background and objective The Medical Council of India [now replaced by the National Medical Commission (NMC)] has implemented a new competency-based curriculum for medical education. Eight competencies in the curriculum are related to the principles of disability-inclusive compassionate care. This study aimed to evaluate the knowledge, perceptions, and attitudes among undergraduate medical students about people with disability after attending learning sessions on disability competency. Materials and methods After they attended the learning session during the foundation course, participants were evaluated by using a questionnaire involving 26 questions, of which 17 were based on the Likert scale to assess general perceptions towards the person with a disability, while three questions aimed to assess attitudes, and six closed-ended questions tried to assess knowledge about disability. Results In the present study, 79.7% (n=157) of the students thought that people with disabilities faced problems getting involved in society, and 81.2% (n=160) felt that it was harder for them to make friends than others. The majority of the students disagreed with the idea that people with disabilities are a burden on society (n=149, 75.6%) or their families (n=119, 60.4%); 65% (n=128) of the students thought that people with disabilities are more determined than others to reach their goals and achieve more owing to their disability (n=104, 52.85%). A total of 161 (81.7%) students disagreed with the statement that people with disabilities should not be optimistic about their future. A comparison of the pre- and post-test data revealed that students' knowledge regarding disability increased and they gained a more positive attitude towards people with a disability after attending teaching and learning sessions (p<0.0001). Conclusion Our findings showed a significant improvement in the undergraduate medical students' understanding and empathy toward individuals with disabilities following sessions on disability competency. Teaching and learning sessions on disability competencies for newly admitted students in medical school can sensitize, orient, increase knowledge, and develop positive attitudes toward people with disabilities. Further studies on the topic are needed involving different phases of clinical teaching.

A Narrative Review of Antiviral Drugs Used for COVID-19 Pharmacotherapy.

PURPOSE: A number of research articles has been published evaluating safety and efficacy of drugs against COVID-19. This study was undertaken to collate and review the information regarding common proposed anti- viral drugs for easy reference. METHODS: The literature was search was done using terms like severe acute respiratory syndrome or SARS-CoV-2 or 2019-nCoV or SARS-CoV or COVID-19 in combination with drugs or treatment or pharmaco-therapy using PubMed and google scholar to identify relevant articles. RESULTS: Despite showing good early results, hydroxychloroquine and lopinavir-ritonavir has not shown clinical benefit in randomized controlled trials. However lopinavir in combination with other drugs specially interferon is being investigated. Remdesivir has shown positive effect in terms of clinical improvement and continued to being investigated alone or in combination with other drugs. Favipiravir has shown mixed results and more data from adequately powered study is needed to prove its efficacy. CONCLUSIONS: Many drugs which showed positive effect in initial studies could not replicate the same benefit in large randomized controlled trials. There is need to evaluate efficacy and safety of drugs based on high quality evidence before allowing it to be used in general population.

Perceptions of the Use of Blueprinting in a Formative Theory Assessment in Pharmacology Education.

OBJECTIVES: This study aimed to assess perceptions of the use of a blueprint in a pharmacology formative theory assessment. METHODS: This study took place from October 2015 to February 2016 at a medical college in Gujurat, India. Faculty from the Department of Pharmacology used an internal syllabus to prepare an assessment blueprint. A total of 12 faculty members prepared learning objectives and categorised cognitive domain levels by consensus. Learning objectives were scored according to clinical importance and marks were distributed according to proportional weighting. A three-dimensional test specification table of syllabus content, assessment tools and cognitive domains was prepared. Based on this table, a theory paper was created and administered to 126 pharmacology students. Feedback was then collected from the faculty members and students using a 5-point Likert scale. RESULTS: The majority of faculty members agreed that using a blueprint ensured proper weighting of marks for important topics (90.00%), aligned questions with learning objectives (80.00%), distributed questions according to clinical importance (100.00%) and minimised inter-examiner variations in selecting questions (90.00%). Few faculty members believed that use of the blueprint created too many easy questions (10.00%) or too many difficult questions (10.00%). Most students felt that the paper had a uniform distribution of questions from the syllabus (90.24%), that important topics were appropriately weighted (77.23%), was well organised (79.67%) and tested indepth subject knowledge (74.80%). CONCLUSION: These findings indicate that blueprinting should be an integral part of written assessments in pharmacology education.