Natl Med J India
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Background The Covid-19 pandemic drastically affected medical education. One consequence was the shift of teaching-learning process to the online mode. This left many teachers unprepared. ⋯ The positives were the gradual comfort factor with online teaching, and the mental preparation for the long haul with this modality. Conclusion In-depth interview and its qualitative analysis proved useful in getting a deeper understanding of the perceptions of the medical faculty towards online teaching-learning. The negative and positive perceptions thus obtained have proved useful as feedback to the medical education department to suggest changes to improve the online teaching programme.
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Dissections or prosections: Which method has a better impact on sustainable gross anatomy knowledge?
Background Assessing the level of knowledge of anatomy of undergraduate students four years after their primary anatomy training will give a better indication as to which system of teaching is more effective. We aimed to ascertain which method was more effective at establishing a core of anatomy knowledge that could be recalled after a considerable amount of time. Methods We tested two groups of medical students in their final year on the key concepts of gross anatomy using a question paper that included true-false type questions and identification of anatomical line diagrams. ⋯ The two groups were subjected without prior warning to a question paper that had six questions, each with five true-false statements and four questions on identification and labelling of anatomical line diagrams. Results There was no statistically significant difference in the marks obtained for the true-false type questions between the two groups (p=0.08), but the prosections group obtained higher marks for the diagram identification questions (p=0.02). Conclusion A prosection-based curriculum when compared to a dissection-based curriculum was equally effective at establishing a core of gross anatomy knowledge.
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Medical journals started appearing formally in Europe in the 17th century and in North America in the 18th century. In Australia, the first issue of Australian Medical Journal (AMJ) was issued in Sydney, under the stewardship of a New South Wales (NSW) senior surgeon William Brooks working in Newcastle (NSW) in August 1846. This article refers to that issue of AMJ exploring its contents and context. ⋯ With the incorporation of other regional Australian medical journals, AMJ was re-named as the Medical Journal of Australia (MJA) in 1914. As MJA, it continues to perform to-date. Natl Med J India 2023;36:263-8.
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Background We aimed to introduce the flipped classroom approach for teaching clinical anatomy and to assess its perception and feasibility among medical undergraduate students. Methods Our study included 151 MBBS students of the first professional. We took written informed consent after the study was approved by the Ethics Committee. ⋯ They learnt better from FCR than other teaching methods and their in-depth understanding of the topic improved with FCR. Conclusion FCR is an established teaching-learning tool but it needs to be implemented in undergraduate teaching of clinical anatomy for better understanding of the topics. Didactic lectures do not touch upon clinical correlations in a case-based manner, which can be easily discussed in FCR.
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Letter Case Reports
Reticular epithelial corneal oedema secondary to topical netarsudil drops.