HPE Confernece Book

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Innovations in HEALTH PROFESSIONS’ EDUCATION

17-18 NOV 2021

TNMC CME 2 Credits

Conferences Proceedings Theme:

Authentic learning Environment Bridging the theory practice gap 1 www.iCON2021.co.in https://

iCON 2021

Organizing Team Patrons Dr. Anuradha Ganesan Director, VMRF

Dr. A. S. Ganesan Chancellor, VMRF

Advisory Dr. P. F Kotur Dean, AVMC

Mr. Suresh Samuel Member – BOM, VMRF

Program Lead Dr. B. Vishnu Bhat Director - Medical Research, AVMC

Dr. V.N. Mahalakshmi Dean Health Professions Education, AVMC

Team Registration Dr. Thumjaa A Prof. Paediatrics, AVMC

Dr. K. P. Uma Devi Asso.Prof, Pathology, AVMC

Dr. J. James Rajesh Asso.Prof & Head (I/C), Forensic Medicine, AVMC

Scientific Team

Abstracts

Conference Digest

Dr. Sasmita Mishra HOD, Biochemistry, AVMC

Dr. Pushpa Kotur Prof, O&G, AVMC

Dr.Manju. M Prof, Biochemistry, AVMC

Dr.Manju. M Prof, Biochemistry, AVMC

Dr. J. Arun Daniel Asso. Prof, CM, AVMC

Dr. J. Arun Daniel Asso. Prof, CM, AVMC

Team Finance

Coordination Team

Technical Team

Dr. S. Ilankathir Prof, Anatomy, AVMC

Dr. B.R Asokan MEU, Coordinator,AVMC

Dr. M. Gopinath Asso. Prof, Physiology, AVMC

Dr. J. Govardhan Prof, DVL, AVMC

Dr. R. Latha HOD, Microbiology, AVMC

Dr. A. Arthy Asst. Prof, FM, AVMC

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About the theme: Authentic Learning Environment - Bridging The Theory Practice Gap

“Tell me and I forget.

Teach me and I remember.

Involve me and I learn”.

- Benjamin Franklin

The gap between education and the clinical practice has always been challenge for educational experts in the field. The theory practice gap is the difference between idealized and common practice; taught general principles and the difficulty in interpreting them for application to a specific situation; the gap between our individual mental representations of knowledge and the established scientific facts. Varying levels of the TPG exist in various settings based on the degree of mal-alignment between learning outcomes, learning activities and the learning environment (consisting of the community of learning)

Studies have shown that perceived issues in students’, instructors, environment, culture, and the organizational processes have shown to be responsible for the theory-practice gap. Strong intention and active participation of all stakeholders is needed to bridge the gap between theory and practice. Creating an appropriate context for learning along with the use of pedagogic strategies can help decrease this gap. By designing learning experiences with relevance and authenticity, the teachers can plan occasions for all our goals to be realized, allowing us to become ‘coaches of understanding, not mere purveyors of content or activity’ (Wiggins and McTighe, 2011).

Educational theory and research support this claim. The daunting thing is, how do we as educators, plan for this? How do we design learning so that it is a meaningful experience? How do we ensure that students are active and engaged participants in their learning? Every day, in both our professional and personal lives, we come up against unfamiliar situations in which we have to solve problems, adapt own behaviors and make decisions. we do this by utilizing and manipulating the knowledge we already have, drawing upon our experience and skills to guide our choices and help us to determine our next steps within the content of the situation we find ourselves in. Authentic learning experiences are designed to connect what students are taught in classes to real- world issues, problems, and applications; learning experiences that mirror the complexities and ambiguities of real life. Essentially, authentic learning is multi-disciplinary, skills- based learning in a real- life context, demonstrating to students that their learning is connected, relevant, and can an impact upon the world around them, as well as their future selves.

In the face of the COVID-19 pandemic, higher education institutions around the world have closed their physical doors and opened virtual ones in an effort to help students complete their studies. Educators and students alike converted to this new reality at a rapid pace, and with mixed results. However, we have to provide educational experiences that are engaging, motivating and effective, regardless of how it is delivered. The challenge is to develop instructional design that puts active learning at the very center of the learning process.

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The Competency based Education model is well thought-out and takes into account the social and educational context.

Investments in capacity building of faculty in this area is of key importance, as it not only to help them understand the rationale of the guidelines, but also because they positively affect their awareness and attitude. The outcome of our education system should be to send students into the world prepared for both their personal and professional lives. By giving students the opportunity to learn through authentic, real life, relevant learning experiences, we are giving them the ability to apply their learning, to learn through doing, to see their abilities, to adapt and change, and to form the habits required to do this successfully in their lives beyond college.

Overview of the Program:

iCON 2021 features unique keynotes, interactive lectures, a panel- symposium, opportunities for networking, sharing experiences by faculty and students, demonstrations on digital media use and more. It has been accredited with 2 TNMC credit points. A National essay contest for students of health professions’ education on the ‘Need and Relevance of Authentic Learning’ has been organized and the authors of the top 2 essays will be sharing their views during the conference.

An award paper session featuring the best innovations in the field of HPE and a free papers session featuring presentations across a wide range of topics from curriculum design, teaching-learning-assessment strategies, faculty development, student support, etc. will also give the participants opportunities to learn from the resource persons and also from each other. The demonstration of digital resources available for the CBME curriculum is another unique feature of the program to keep the participants abreast of technological advancements in the field.

The resource persons chosen for the topics are well recognized in this field and bring-in a lot of practical experience as value addition to the program. The organizers are pleased to note that over 240 participants across health sciences institutes from India and also participants from Malaysia, Saudi Arabia, Singapore and Sri Lanka are participating in the program. The 70 students essays and 50 abstracts received for presentation shows appreciation for the theme and the organizers efforts.

We are pleased to bring this event to you.

Best wishes for an active learning experience.

Dr. V.N. Mahalakshmi

Program Lead and Dean Health Professions’ Education, AVMC

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iCON2021 National Conference - Final Program Schedule 17.11.2021, Wednesday 2.00 to 2.30 PM 2.30 to 3.30 PM 3.30 to 4.15 PM

4.15 to 4.45 PM

Inauguration Prof. K. R. Sethuraman, Dean Faculty of Medicine & Senior Professor of Medicine, AIMST University, Malaysia Prof. P. F. Kotur, Feedback in the Educational Dean & Professor of Anaesthesia, environment AVMC, Pondicherry Dr. Medha Joshi Director, Medical Education Unit, International Medical School, Management and Science University(MSU), Students Presentation on Authentic Bangalore campus, India E-Library Learning for students of 21st century health professions Judges Dr. Kavitha Vasudevan education: From the National Essay Prof – HoD of Community Medicine and MEU Competition held on the same topic Coordinator, IGMCRI, Pondicherry Dr. Srinivas Pagadpally Prof – HoD of Paediatrics and MEU Coordinator, VMMC, Karaikkal Ole’ to ALE - The pathway beyond relevance - keynote address

18.11.2021, Thursday 9.00 to 9.30 AM

Pedagogy of Learning spaces Designing Experiential Learning Experiences A Symposium Panel

Themes: 9.30 to Teachable moments in 11.00 AM clinical medicine Community based experiential learning Immersive Simulation

Prof. V. N. Mahalakshmi, Dean Health Professions Education & Professor of Paediatric Surgery, AVMC, Pondicherry Panelists: Prof. Sanjiv Lewin, Medical Superintendent & Professor of Paediatrics, St Johns Medical College, Bangalore.

Prof. Amol Dongree, Head, Department of Extension Programmes, Professor in Community Medicine & Medical Education, Pramukhswami Medical College (PSMC), Bhaikaka University, Gujarat Dr. Ashokka Balakrishnan, Consultant Anaesthesiologist and Simulation Program Director (Anaesthesia) National University Hospital, Singapore 5

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11.00 AM

Tea

11.15 to Promoting reflections 12.00 PM

Prof. B. Vishnu Bhat, Director Medical Research and Prof of Paediatrics, AVMC , Pondicherry

12.00 to 1.00 PM

Prof. N. Ananthakrishnan, Emeritus Professor of Surgery & Medical Education, Dean of Faculty, SBV, Pondicherry

Assessment for Authentic Learning keynote address

1.00 PM 2.00 to 2.30 PM

2.30 to 4.30 PM 4.30 to 4.45 PM

Lunch Digital Resource for CBME Live Demonstration

Oral Presentations

2.00 to 2.10 PM

ClinicalKey Student

2.10 to 2.20 PM

India E-Library

2.20 to 2.30 PM

CBME & e-Portfolio

Main Hall

Award Papers

Hall 1, 2, 3

Free Papers

Announcement of awards & Valedictory

Team iCON

Award Papers Session - Main Hall 1. Digital tools in histopathology learning: An evaluation of Image game Based Histopathology Learning on Students knowledge acquisition 2. Effectiveness of using the SNAPSS model for structured case presentation in Medicine in developing clinical reasoning.

3. Fables in Anatomy’ - An innovative and novel teaching- learning method 4. Imparting Longitudinal Clinical Clerkship in Internal Medicine by Simulation Mode During COVID-19 pandemic 5. Low cost low fidelity dynamic model to teach lung compliance, and work of breathing to first year medical students

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6. Multistation hybrid adaptation of ABIM Mini CEX for a high stakes clinical examination 7. Narratives for professional development 8. Perception of faculty towards challenges in teaching and the role of medical education workshops in addressing Theme: Mixed methods study 9. Practices, Perceptions and Challenges of Postgraduate Medical Students on Breaking Bad News A Mixed Method Study 10. Quality chasm in Indian medical education and the possible solution 11. Teaching Behavioral and Social Sciences in Medical Schools: Catch them Young

Free Paper Session Hall 1 1. Data visualisation using python 2. Utility and evaluation of Mind Mapping as a complementary tool in facilitating learning among second year medical students 3. Determinants to frame the elements of curriculum in Heutagogy 4. A Descriptive Study of Cognizance of Applied Research Bioethics & Biostatistics Principles Among Nursing Postgraduates 5. COVID-19 pandemic “An opportunity to promote digital professionalism” 6. Effectiveness of an online faculty development programme for Dental educators about remote teaching during COVID-19 Pandemic 7. Communication Skill: Non-Tripod Pen Holding-Its Incidence and Effects on Academic Outcomes 8. Assessment of perceptions, barriers and enablers towards uptake of research activities among undergraduate medical students “ A mixed methods study” 9. Needs and Perception of medical faculties towards online faculty development programs in medical education 10. Case directed Practical in Biochemistry-Does it improve learning 11. Retention of Basic Preclinical Sciences Among Nursing Faculty in A Southern Teaching Tertiary Care Centre and Hospital: A Cross-Sectional Survey 7

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Free Paper Session Hall 2 12. Comparative evaluation of the OSPE and conventional methods in Biochemistry department 13. Assessment of learning outcomes using Objective Structured Practical Examination (OSPE) in I MBBS CBME curriculum 14. The assessment of effectiveness of online learning in undergraduate medical education: A crossover case control study.

15. Innovative medical teaching using Information technology: A model classroom 16. Tectonic Shift from Traditional to Online Teaching: Perception of Faculty of Medical Domain During COVID-19 17. Student involved fun activities “a novel strategy to teach functional correlation of brain in lectures” 18. Effectiveness of crossword puzzle as an adjunct tool for active learning and critical thinking in Microbiology.

19. Real-time reflection by gamification as teaching-learning-assessment tool in Competency based Medical education 20. Assignment Must Know Physiology: Improves Academic Performance Among Slow Learners Of First Year Dental Students 21. Well-being and perspective of 2nd year MBBS students on online pharmacology classes held during COVID 19 pandemic in a tertiary care teaching hospital 22. Attitude and Perceptions of Students towards Self Directed Learning in Undergraduate Medical Education: A mixed method study

Free Paper Session Hall 3 23. Snippets of Student Centric Methods for Postgraduate Teaching 24. Medical Student Perception on Clinical Training Using Standardised Patients in A Medical College at Puducherry 25. Students as Patients: Effectiveness of Peer Simulation over traditional clinical teaching- A pragmatic comparative study.

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26. Perception of faculty and students on using standardized patient for clinical teaching- A mixed methods study 27. Learning Biochemistry through models in Phase I MBBS. 28. Group-In-Group Concept: Its Application In Small Group Teaching In Teaching-Learning Process 29. Awareness of Applied Clinical Basic Science Principles Among Students of a Southern Teaching Dental College: A Descriptive Study 30. The Role of Conducting Tutorials Classes on Academic Performance in A Southern Based Dental Teaching Tertiary Care Centre And Hospital 31. An innovative method of learning clinical applications in Physiology using an interactive method Analyse, Integrate and Display (AID) among Phase 1 MBBS students.

32. Authentic learning in nutrition education and the social accountability of health professions institutions 33. Systematic Periodic Seminars Significantly Enhanced the Scoring and Interest Among Medical Professional Students

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About MEU

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Medical Education Unit, AVMC, Puducherry Background: The NMC (erstwhile Medical Council of India) as per the MCI Regulations on Graduate Medical Education, 1997, had made it mandatory for all the medical colleges in the country to establish Medical Education Units (MEUs) in order to enable faculty members to update themselves in modern teaching methodology and educational technology for carrying out the UG /PG teaching effectively. Keeping these directives of NMC/MCI in mind, a MEU was established in AVMC&H in the year 2004 The MEU of AVMC is quite vibrant with academic and educational activities round the year with highly experienced and qualified medical educationists viz., Prof .P.F. Kotur, Dean, as the Chairman of MEU, Prof. V.N. MAHALAKSHMI, Professor Paediatric Surgery as Convener, Prof. B. Vishnu Bhat, Director Medical Research as mentor, Prof. K.R. Sethuraman a Pioneer in Medical Education in the country as visiting faculty and Prof. B.R. Asokan, HOD, Pharmacology, as the Coordinator with 15 Core MEU Faculty members many of them have completed ACME-MCI and NTTC-JIPMER courses.

The MEU of AVMC&H comes under purview of the MCI Regional Centre, NTTC, JIPMER, Puducherry and the Nodal Centre at SHRIHER, Porur, Chennai. The unit is committed to capacity building in medical education by conducting faculty development programs such as MCI Revised Basic Course Workshop (RBCW) in Medical Education Technologies NMC’s Curriculum Implementation Support Program (CISP) and other focussed Basics in MET programs.

MEU of AVMC boasts of a state of art infrastructure and logistics viz., Fully air conditioned and furnished Conference/ Seminar Hall with demo rooms for breakout activities. SMART board, LCD projector, AV Aids, document camera and

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Video conferencing facilities with internet connectivity and high speed Wi-Fi accessibility and uninterrupted power backup.

AVMC MEU has a well stuffed library with over 142 books and Journals. A thematic, MEU wall museum displays important concepts/ strategies in medical education In addition, to carrying out the capacity building activities for the faculty members of AVMC, in MET including medical Educational research, round the year, the MEU core members are also invited by the other institutions as resource persons for conducting various FDPs elsewhere. The faculty members are also sponsored to undergo ACME courses at Nodal Centres of NMC, Certification courses in Simulation, Communication skills, Courses for training of standardised patients, etc in other centres of excellence. They are also encouraged to attend national and international conferences in ME. AVMC MEU has its own ‘Annual Calendar of Events’ to host/conduct the routine programmes such as Interns Orientation Programme and Training Program, Postgraduate Orientation Programme (for first year postgraduate students) and Foundation Course for first year MBBS students. Introduction to Medical Education Technology, Microteaching, and Training on Teaching Clinical/ Practical skills and Gurudhakshatha – the Faculty Induction Program series are some of the other workshops and training programs organised by the MEU. The MEU facilitates the transition, implementation and monitoring of the new CBME curriculum of NMC for UGs and PGs. AVMC MEU also provides support and guidance to faculty development programs organised by the School of Allied Health Sciences, School of Physiotherapy and the College of Nursing located in the campus. The MEU works in close association with Clinical Skills Lab in carrying out the Hands on Training Clinical Skill Training workshops/activities for the staff and students.

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Objectives of the MEU are to...

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Conduct professional development programmes to sensitize faculty about newer concepts in medical education and develop knowledge and skills required by them to perform their varied roles as competent and effective teachers, researchers and mentors.

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Recommend educational policies and provide solutions to improve the standard of teaching - learning - evaluation and student support services.

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Support implementation of the new CBME curriculum for UG/ PG education.

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Update knowledge of faculty and students in using modern information technology tools

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Assist students to acquire competency in communication and behavioural skills including professionalism.

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Support research in medical education.

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Document activities to facilitate accreditation process.

Educational & Training Programmes in Medical Education organised 1. NMC Basic Course Workshop in Medical Education Technologies 2. NMC Curriculum Implementation Support Programme (CISP).

3. Foundation Course for first year and Second MBBS 4. Pandemic and AETCOM modules 5. Interns Orientation Program 6. Postgraduate Orientation programme 7. Faculty Induction Program 8. Short faculty development workshops 9. Curriculum Development Programmes 10. Continuing Medical Education Activities

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List of MEU – Activities in the last 5 years MEU Activities for Faculty Workshop 1. Overview of Media and Methods in Medical education, 12, 13th April 2017 2. Mentorship, 13, 14th Dec 2017 3. Mentorship, 18, 19th June 2018 4. TL Methods, 01, 02nd Aug 2018 5. Assessment Tools in Medical Education, 13, 14th Dec 2018 6. Microteaching, 01st April 2019 7. CISP (Curriculum Implementation Support Program), 20 to 22nd May 2019 8. Introduction to Medical Education Technology, 12, 13th Dec 2019 9. Teaching Clinical / Practical Skills, 31 jan & 01st Feb 2020 10. Revised Basic Course Workshop, 11 to 13 March 2020 11. CISP (Curriculum Implementation Support Program) – II, 10, 11th Nov 2020 12. Revised Basic Course Workshop – II, 30th , 31st March & 01st April 2021 FDP 1. Making good PPT Presentations-Tips &Tricks., 11 Feb 2019 2. Translate CBME into Class room/Clinical Practice, 01 to 08th Feb 2019 3. Domains of Competence &Taxonomy, 21st Feb 2019 4. How to make your Lecture more interesting?, 19th March 2019 5. How to teach AETCOM Module, 22nd March 2019 6. How to conduct effective FDP?, 23rd March 2019 7. The Choice of appropriate T-L & Assessment Methods to achieve the outcomes of MBBS – 2018 Curriculum, 02nd May 2019 8. How to develop an effective lesson plan, 03rd May 2019

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9. CBME for PG Studies, 15th July 2019 10. FDP on “Pedagogic Effectiveness ”, 03, 04th Oct 2019 11. E-Learning, 30 March & 03, 29 April 2020 12. E-Content Creation for LMS, 19, 20th March 2020 & 13th May 2020 13. Introduction to Principles and Practice of Evidence Based Medicine (EBM), 23rd May 2020 14. MEU FDP on Online Assessment, 03 June 2020 15. Online FDP on Question Paper Setting, 16th ,18th & 20th June 2020 16. FDP on CBME - PG Studies, 17th to 20th Aug 2020 17. Introduction to Medical Education Technology, 12th to 15th Oct 2020 18. Teaching Clinical / Practical Skills & Effective use of Skills Lab, 08th, 10th & 12th Aug 2021

MEU Activities for Post-Graduate students 1. Workshop on Research Methodology, 02nd to 04th Sept 2015 2. Workshop on Research Methodology, 30th, 31st Aug 2016 3. Induction & Orientation Programme for I year PGs, 25th to 27th June 2019 4. Induction & Orientation Program for 1 Year PGs - Part I, 12th Aug 2020 5. Induction & Orientation Program for 1 Year PGs - Part II, 05th to 07th Oct 2020

MEU Activities for Interns & students 1. Essential Skills for CRRIs, 03rd to 05th April 2019 2. Interns Orientation & Training – Part I, 30th Sept 2019 3. Interns Orientation & Training – Part II, 29th to 31st Oct 2019 4. AETCOM Module 5. Foundation Course - I MBBS

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Composition of the MEU - AVMC Chairperson Dr. P.F. Kotur, Dean Convener Dr. V.N. Mahalakshmi, Dean-HPE Co-ordinator Dr. B.R. Asokan, Professor & HOD, Dept of Pharmacology Core Faculty Dr. Vishnu Bhat, Director-Medical Research Dr. K. Jayasingh, Medical Superintendent Dr. Pushpa Kotur, Professor., Dept of OG Dr.Sasmita Mishra, Professor & HOD, Dept of Biochemistry Dr. R. Latha, Professor & HOD, Dept of Microbiology Dr. Manju .M, Professor, Dept of Biochemistry Dr. J. Govardhan, Professor, Dept of Skin & STD Dr. K .P. Umadevi, Associate Professor, Dept of Pathology Dr. A. Thumjaa, Professor, Dept of Paediatrics Dr. S. Ilankathir, Professor, Dept of Anatomy Dr. Gopinath .M, Associate Professor, Dept of Physiology Dr. J. James Rajesh, Associate Professor, Dept of Forensic Medicine Dr. Arun Daniel, Associate Professor, Dept of Community Medicine Dr. A. Arthy, Assistant Professor, Dept of Forensic Medicine

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Dr. A.S.Ganesan Honorable Chancellor VMRF

It is heartening to note that AVMC, a constituent institution under Vinayaka mission’s research foundation (DU) is organizing a National conference on Innovations in Health Professions’ Education on the relevant theme of ‘Authentic learning environment’ on 17th and 18th of November 2021. As the Chancellor of VMRF(DU), I appreciate this initiative taken by the faculty members especially those in the medical educational unit for undertaking this task. Our faculty in the medical educational unit are very active in conducting several workshops throughout the year and this adds a feather in their cap.

The education process during the last few years has shifted from mere learning to acquiring competency for better patient outcomes and to meet the societal needs; All health care personnel need to have proficiency in various tasks that they need to undertake. The curricula across courses are being updated in order to meet the local and international standards. We need to improve students’ learning experiences and the educational environment to translate the theoretical reasoning behind these mammoth changes into practice. Hence, I feel that this conference has been organized at the right time and for the right people.

The organizers have carefully selected the topics and identified well known and experienced persons for deliberating on various important issues. I appreciate that the organizers have included a national level essay contest for students. Since students are the customers in the educational process, it is essential that their voices are heard while planning and modifying the curriculum.

I hope that the deliberations of this conference among faculty members and students will help in enhancing the standard of health professions’ education in India. My best wishes to the organizers, resource persons and participants of this conference.

Best wishes

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Dr. Anuradha Ganesan Director VMRF

Greetings!

As Director of VMRF- DU, I take great pride in welcoming all the attendees of iCON 2021, National conference on the ‘INNOVATION IN HEALTH PROFESSIONS’ EDUCATION’, organised by the Medical Education Unit of AVMC. This topic has an immense impact on the educational experience of the students globally. With approximately, over 250 delegates and resource persons dedicated into brainstorming and finding solutions for this issue, I am sure the conference will come to a consensus on the above topic.

On behalf of VMRF and AVMC, I welcome you all to our institution and wish you a successful conference.

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Mr. Suresh Samuel Member – BOM VMRF

Excellence in any work can be achieved with utmost dedication, hard work, and perseverance. We, at AVMC, strive to live up to this motto on all our campus academic activities. We routinely conduct Workshops, FDPs and training programs on contemporary and relevant topics in order to facilitate faculty development and research in those areas which will lead to necessary metamorphosis in the academia.

MEU, AVMC has been active in innovations and has set up an ambient academic environment for their implementation in the Institute. With the commitment of highly qualified and efficient faculty, the unit endeavours vigorously to make a mark in the field of medical education. This National Conference, iCON 2021 ‘Innovation In Health Professions’ Education’ organised by them is a venture to provide platform for academicians – teachers, students, research scholars and industry personnel – globally to discuss on contemporary trends and innovations in Health Professions Education.

I wish the conference all the very best and urge all participants to brainstorm on the various thrust of the conference.

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Dr. P.K. Sudhir Hon. Vice-Chancellor VMRF

I am delighted to note that the Aarupadai Veedu Medical College & Hospital, Pondicherry is organizing a National Conference on “Innovations in Health Professions Education” on the theme “Authentic Learning Environment - Bridges the Theory Practice Gap” on 17th & 18th November 2021 and also bringing out an “Conference Proceedings”. I am sure this conference will enlighten the emerging innovations in healthcare education to all the participants. I congratulate the entire panel for the hard effort, they comprise to give this event in much desired color and verve.| express my best wishes to the entire team for their laudable effort and also wish them grand success in conducting the event.

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Dr. P. F Kotur Dean, AVMC

It is a matter of pride that the Medical Education Unit of AVMC Pondicherry, under the patronage of the VMRF management is organising the ‘National Conference on Innovations in Health Profession’s Education’, with the most appropriate theme- Authentic Learning Environment, on 17-18 November, 2021, which is the need of the hour.

Presently, Health Profession’s Education across the country is undergoing reformations. The traditional curricula are being replaced by the competency based ones; assessment methods have moved from subjective to objective one. Ongoing Covid 19 pandemic has further disturbed or complicated the Educational Environment.

Entire Teaching Learning and Evaluation process had to be converted in to a virtual one. Both the teacher and student fraternity are facing newer challenges, in this new normal educational environment, which has opened the doors for the innovations.

During such a scenario, MEU-AVMC has thoughtfully crafted this academic platform and invited medical educationists of international repute from across the globe to address the challenges faced by all the stake holders.

I am sure all the participants shall be immensely benefitted.

As the Head of the institution, I extend a warm welcome to all the resource persons and the other participants of this conference and I wish fruitful deliberations. iCON 2021

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Dr. B. Vishnu Bhat Director - Medical Research VMRF

I am very happy to note that Aarupadai veedu medical college and hospital in Puducherry is conducting National conference on ‘Innovation in health profession’s education’ on 17th and 18th November 2021. Organizers have selected an important theme, ‘Authentic learning environment- bridging the theory-practice gap’ for the conference.

There is tremendous advancement in treating patients with modern technologies. Medical science is rapidly expanding with development of multiple specialties and super-specialties. India is a vast country with huge population requiring enormous number of trained medical personnel. Training the students also necessitates the application of modern technologies in education. John Dewey said, “If we teach today as we taught yesterday, we rob our children of tomorrow”. National medical council has introduced the competency based curriculum in order to ensure that all trained personnel will have the required competency.

Teacher/facilitator needs to confirm that the learning has occurred and the learner is competent enough to deliver the required to care and support to the needy. The facilitator has to identify the required competencies and provide environment for acquiring the same. Reflection and feedback are very important in a competency based curriculum.

The learning has to be monitored and verified by observation and documented in the Log book and portfolio.

Authentic learning involves the use of wide variety of educational and instructional techniques focused on connecting what students are taught in school to real world issues, problems and application. “Technology will never replace great teachers, but in the hands of great teachers, technology will be transformational” said George Couros.

Organizers have identified experienced resource persons who will deliberate on various issues during the conference. This will help both the young and experienced faculty members to interact and learn from each other. There are free paper sessions during which teachers from different institutions can present their experience and discuss with colleagues.

I am also happy to learn that there is an essay competition for the students during the conference. It will help the teachers to understand the student’s side of learning process and their expectations I am sure that this two day conference will help the teachers and learners to understand each other better and succeed in improving the educational standards of our country in the future.

I wish the conference all success 23

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Invited Talks

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Prof. K. R. Sethuraman, Dean Faculty of Medicine & Sr. Prof. of Medicine, AIMST University, Malaysia

Qualifications: MBBS (1972), MD-Medicine (1977), PG-Dip in Higher-Edu (1997) His prior experience: 1981-2006 (25 years) in the Faculty of Medicine, JIPMER, Pondicherry, India; 2006-’13 and 2018-’21 (10 year) Dean & Senior Professor of Medicine at AIMST 2013-18 (5 years) Vice-Chancellor, SBV University, Pondicherry, India He has been in the international advisory panel for four editions of the Davidson’s Textbook of Medicine. He has authored and edited 9 books (3 in ME) & several video-based learning resource. His book “Trick or Treat – a survival guide to healthcare” was a best seller in its Tamil version. He has guided 46 PG dissertations, six PhD scholars and has 16 copyrights in innovative academic programs. He has published around 100 scientific papers in National & international journals. Has been a short-term consultant to WHO on a few occasions during 2000-2006. He has been the master trainer for the World Bank assisted Health Systems Projects in Several Indian states.

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Ole’ to ALE (Authentic Learning Environment): The Pathway beyond Relevance Authentic learning environments i) have real world relevance (not simply classroom based learning of theory); ii) provide complex tasks that take a significant amount of time and effort to complete; iii) have ill-defined real-word problems that require students to define tasks and sub-tasks to be completed through multiple interpretations; iv) allow competing solutions and a diversity of outcomes instead of one single correct answer; v) provide students the opportunity to collaborate and to examine the problem from different perspectives using a variety of resources; vi) require students to reflect on their collective and individual learning experiences; vii) require integration of content from several disciplines and lead to outcomes and competencies beyond the specific learning objectives; viii) integrate assessment into the activities rather than employing external tests; ix) lead to the creation of polished products or unique solutions with value in their own right (Harrington, Oliver and Reeves, 2000).

ALE contributes to authentic learning that is relevant, coherent, balanced in its scope, proximal to their later day roles and feasible to implement. Sincere adoption of ALE will make it possible to produce IMG (Indian Medical Graduate) who is an effective clinician, communicator, team-leader, ethical professional and a life-long learner of the 21st century skills.

Dr KR Sethuraman, MD, PGDHE Dean and Senior Professor of Medicine & Medical Education AIMST University, 08100 Malaysia

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Dr. P.F. Kotur, Dean & Professor of Anaesthesia, AVMC, Pondicherry

Qualifications: MBBS, MD-(Anaesthesiology), Ph.D(Medical Education), FICA. He has held various prestigious postions like Former Vice Chancellor Sri Devaraj Urs University, Kolar (Karnataka):2012-16, Former Registrar, KLE University Belgaum (Karnataka):2006–12; Sr. Prof.& HoD, Anaesth.at J.N.Medical College, Belgaum,(1995-2012); Former Dean/Director, SSSMCRI Ammapettai Tamil Nadu since Jan 2017 – Oct 2019 Professional Achievements/Positions Held Member of “Executive Committee” of WFSA (2008-12), President, Indian Society of Anaesthesiologists (2007), Editor, Indian Journal of Anaesthesia (2001-06), Editor, SAARC Journal of Anaesthesia (2007-12) and Member Executive Council, SAARC Association of Anaesthesiologists (2007-10) For outstanding contribution to the growth and development of Anaesthesia in India, he was awarded ‘Life Time Achievement Award-2014’ by ISA and Award by British Association of Indian Anaesthesiologists. 2009.

He was delivered 14 Oration and key note addresses, has been a resource person in 24 International Conferences, has more than 75 scientific publications, established Depts of Medical Education/ Health Professions, established education, Skill & Simulation Labs in all the 3 Universities. His areas of interest are Medical Education, Evidence Based Medicine,Cardio Vascular and Thoracic Anaesthesia and Regional Anaesthesia in Children

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Feedback in the Educational Environment In the background of medical educational reformation that is going on around the world , the environment in the context of medical educational setting has become an important issue for debate amongst the educationists.

Educational environment (EE) applies to a vast range of settings, both formal and informal in the institution. The important elements of an educational environment can broadly be classified under 4 broad headings viz. 1 Teacher’s skills, Assessment methods 2. Infrastructure, Learning Resources and students’ support. 3. Social life, Personal safety and sense of belonging in the campus. 4. Learning Outcome .

It is necessary to understand 4 things about the EE: Firstly, it is never static but always dynamic. Secondly, variables in EE are different in different institutions and may be different during different times in the same institution. Thirdly, EE can be measured and there is always a scope for improving it. Fourthly, EE as perceived by the medical students determines or influences the students’ behaviour.

It is needless to mention that the climate in which learning takes place has to be nurtured to optimize or maximize the educational output and the important tool for the improvisation of the educational output is the feedback Feedback (FB) can be defined as the information, describing students’ performance in any given learning activity, that is fed back to the students by the teacher or any other stakeholder, with an intention to improvise their current performance or to guide their future performance in that same or a related activity . Hence FB is an essential component of the teaching and learning process.

FB plays a critical role for the learner, the teacher and the educational programme. FB can be either positive or negative and Constructive feedback from the teacher always gives the learner an insight into his or her actions and their consequences. FB has certain definite advantages to the learner; FB clarifies goals, reinforces good performance, provides basis for correcting mistakes (formative evaluation), serves as a reference point for summative evaluation, reduces anxiety and insecurity about performance, demonstrates interest about the student and promotes two way communication.

Giving an effective FB is an art and requires a structured faculty training. Important principles to be followed for an effective FB are: FB should be timely and expected, FB has to be based on the first hand data of the teacher, FB has to be specific, selective, balanced, descriptive, constructive and non judgmental. FB should always be monitored to the learner’s temperament, personality and response.

At times giving a FB might be difficult because of various factors viz. Time and Place, Knowledge base, Ability and Affective factors, Different perceptions about feedback and the Culture of all the stake holders.

When FB is given skilfully, the teacher and the learner work as allies towards a common goal. FB allows both the student and teacher to successfully accomplish both personal and course objectives.

Dr. P.F. Kotur Dean & Professor of Anaesthesia, AVMC, Pondicherry 29

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Prof. V. N. Mahalakshmi, Dean, Health Professions Education & Professor of Paediatric Surgery, AVMC, Pondicherry

Qualifications: MBBS (KMC, Chennai), MS General Surgery (JIPMER), MCh Paediatric Surgery (Madras Medical College), FRCS (Glasgow) She has many additional qualifications like Harvard Macy Scholar (2018), WHO certified Program in Hospital Management, Pursuing PhD Medical Education. She has been the Controller of Examinations, Sri Balaji Vidyapeeth University for 2 years and Vice Principal (Curriculum), MGMCRI – 4.5 years.

She has fronted many of the Curricular Reforms for undergraduate training like Systems approach to Transition to online learning including effective use of LMS and e-portfolios, Innovative Academic schedules for 250 MBBS students, Creation of STEPS, an integrated modular curriculum, Use of Standardized Patients in medical students training, Formative OSCEs and exit OSCE for personalized competency maps, Faculty development and Capacity building for educational innovations. She has been the program coordinator, host and moderator for over 62 episodes of ongoing FFF webinar series. She has done more than 40 Presentation in CMEs, National & International Conferences. She has planned and organized >80 FDPs for MEU. She has received 5 best paper awards at national and international medical education conferences. She has got 15 publications, 12 Monographs, book Chapters and 12 IPR copyrights. She has organized 3 CMEs, 9 National, 2 International Conferences and 1 national level consensus building workshop on OSCEs in Summative Assessment

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Integration of Pedagogy and Learning spaces In traditional classrooms, learning occurs due to a variety of interactions both overt and covert. The student - teacher Interaction is the most obvious /visible one wherein exchange of ideas and information takes place. We also have student – student/s interactions. The Peer group interactions on both the content and process, though less obvious on surface, do drive the learning, especially achievement of assessed learning outcomes. The Student - content interaction is responsible for the cognitive engagement with the course content and is responsible for the creation of mind maps and development of IQ (Intelligence Quotient). Learner engagement in all the three forms is vital for application of information in real world context and other higher order thinking skills (HOTS). It also forms the basis of metacognition and creation of future learning Plans.

Educators across the globe are exploring how to transform the higher educational learning environment to meet the learning needs of the ‘digital generation’. Sadly, in our rush to transform education digitally, health professions’ educators across the country have converted the traditional classrooms into tech enabled/ virtual ones without obvious emphasis on the above interactions.

Learning space design takes into consideration the students characteristics, the scope of technology and our understanding of the learning process. Information Technology, teaching methods and learning space form a triad of enablers of learning – the PST framework (Pedagogy – Space- Technology). All three interact with each other. In this talk, we shall explore how to integrate established pedagogic principles into creating learning spaces in the classrooms using technology.

Prof. V. N. Mahalakshmi, Dean Health Professions Education & Professor of Paediatric Surgery, AVMC, Pondicherry

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Prof. Sanjiv Lewin, Medical Superintendent & Professor of Paediatrics Chief of Medical Services, Clinical Ethics, Medical Education St Johns Medical College, Bangalore Visiting Clinical Professor, University of Maryland-Baltimore

Qualifications: MD (Paed), DNB (Paed) He has vast experience in the field of medical education. He has held various positions like Ex-Head – Department of Medical Education, Ex-Convenor – Nodal Center, Ex-Head – Department of Ethics, Ex-Head – Disaster Relief and Training Unit, Clinical Mentor and Instructor – Paediatric HIV (AIDS Relief- Africa and South America), Ex-Member of MCI’s UG academic committee for AETCOM, Basic, Advance Faculty development Courses.

He has 45 publications in esteemed indexed national and international journals. He is the recipient of Pioneer Award for Best Teacher, AICHEE National Teacher Award and many other awards.

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Teachable Moments in Clinical Medicine It was Sir William Osler who said “To study the phenomena of disease without books is to sail an unchartered sea, while to study books without patients is not to go to sea at all.” This quote is a bleak reminder of the state of clinical teaching after nearly two years of Covid disrupting the implementation of our curriculums across the country given the recent roll out of a Competency based Curriculum.

We cannot allow the undergraduate course to slip into a distant online mode for fear of losses of competences mandated to perform professional roles as physicians of first contact. The focus of this brief lecture is on Undergraduate Teaching-Learning in Clinical Medicine though postgraduate education isn’t necessarily exempt from these ideas. It will attempt to suggest possibilities given the existing context of the transformation towards the new Competency based Curriculum and the facts of faculty-student ratios that challenge us. Assumptions must be stated at the beginning that faculty are not only motivated but enthusiastic and interested in their task to educate their undergraduates to learn and the vice versa exists especially in dealing with students in their clinical phase of studentship.

If the patient needs to return to the centre of our education, then moving very moment of teaching to the Bedside, Outpatient clinic, Emergency and even Operation Theatre is the need of the hour. Key elements towards achieving competences and outcomes requires us to insist on small groups (usually not more than 15-20 per unit) and formative assessments ongoing throughout phases of teaching clinical medicine. To force multiply we need to include Senior Residents and Postgraduates (even the special Intern) into the pool of ‘faculty’ and more importantly use every opportunity to provide experiences in the clinical settings mentioned above not restricted to ‘9 to 5 work hours’.

Outpatient (Ambulatory) clinic has great potential to teach small groups of clinical students assigned to shadow faculty and residents/ interns working up patients in regular Outpatient clinics even participating actively in the actual care and treatment of patients. Since clinical postings occur usually through 3 semesters leading up to final examinations, judicious involvement in ‘work ups’ documented in case notes or log books as students under supervision of faculty/residents makes fabulous learning. Initial postings begin with history and anthropometric measurements and growth charting leading to physical examination both General and Systems finally even deciding on differentials with investigation plan and writing then counselling regards prescriptions. All this is after it is presented to the faculty/ resident in the presence of the parents for confirmation or clarifications. Even a single patient work up by every student assigned to a faculty/resident is enjoyed by undergraduates simply because it is realistic. Of course, informing the patient or attender of the patient and appropriate allocation even of healthy or follow up patients for this exercise makes this a possibility. It is rare that such an informed patient or attender disallows such an exercise. Depending upon Outpatient space, the clinical exercise may occur while sitting opposite the faculty/resident in the same consult room or in a nearby room to return to the faculty/resident’s room for presentation in front of the parents. One may hasten the process by focusing on a one patient - one key learning system and various models have been described

by John Dent and Ronald Harden classified on Student:Faculty ratios. As an example, in the case of Paediatrics, focusing on growth charting, practical immunisation, nutrition counselling, discussing most likely differentials, investigation approaches, form filling, rational therapeutic choices, optimal prescriptions, education and counselling may be chosen as learning points for different students seeing 33

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different patients. Initially, case notes of history and examination are allowed onto outpatient charts followed by assisting by investigation requests, discussing results when relevant and finally actually writing prescriptions to be scrutinised and signed off by faculty/residents.

The obvious disadvantage is that it does slow down patient clearance but while students work up their patients one can continue to clear other patients and every patient doesn’t need to be handed over to students to work up. Their involvement in actual patient care makes great inspiration to learn more. Ambulatory settings also allow one to direct students to the immunisation room or pharmacy to observe and under supervision begin to even administer common vaccines while recognising components of the the many prescriptions we dispense.

We all know that to do is the best way to strengthen the learning experience. Teaching in the wards at the bedside of patients is also rather fulfilling and motivational for students to understand and want to learn the art and science of medicine. The bedside clinic has been the cornerstone of clinical education only to disintegrate as one ‘Bakra’ works up and presents the chosen allocated patient to the faculty while the remaining clinical batch of students passively stand by hopefully learning. Allocating patients or beds to individual students or a pair of students, the latter in early postings, with mandatory responsibility of working up and seeing ‘their’ patients every morning of the clinical posting with details entered in the log book is the first step. The faculty assigned for the bedside that day, doesn’t reveal the patient to be discussed but may randomly pick up one of the patients asking the student(s) ‘responsible’ to present. This mandates that all students posted have to be up to date with history, examination, investigation results and treatment if not daily assessments and care plan. Another successful involving method is to walk up to the batch allocated patients from the parent unit after they have seen their patients for the day and conducting teaching rounds mimicking realistic patient service rounds. Each student or pair of students presents updates of their patients and discussions occur similar to one has on regular rounds. Differentials are argued, Investigation results analysed and Treatment options even choice of antibiotics with doses and duration justified. This clerkship exercise is an early extension of internship and we all know that most learning occurs during Internship at least in our times. Documentation may occur in student log books but one may make provisions that patient progress notes be clearly identified as student learning notes and documented as such.

The student-doctor then needs not only to interact with patients, practice examining patients, documenting the same, to chase results and cross consults. Common non medical issues faced in care and treatment are then experienced by students. It is only in the ward that feeding, introducing intravenous cannula, performing phlebotomy, medications administration, infusions, monitoring transfusions, transportation within hospital, changing diapers and even bed making is experienced. It is in the wards that opportunities to participate in procedures like LPs, biopsies, etc. occur making sure that documentation occurs in log books. To enable more excitement in learning, the mandating evening “duties” as observers from 6-8 pm assigned to report to duty residents/postgraduates as they deal with emergencies and regular work documenting what they observe during such duties.

Observation in Operation Theatres or in areas where Procedures occur only makes good learning if there is a structured system in place, where the teacher briefs the students preparing them for what they are to witness and observe followed by the actual witnessing of the procedure/intervention ending with debriefing of the steps involved and findings. The continuum of learning must continue into the postoperative period to complete the learning by student participation in post operative rounds. In later postings, the occasional opportunity to scrub up to ‘participate’ in the intervention adds to the inspiration to learn.

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In all these encounters, students must adhere to norms expected of professional behaviour And patient consent by the primary care provider essential. Patients if informed do understand the need and accept reasonable student interaction during their stay in medical college settings. Involving them in providing feedback of students who interviewed and examined them also makes great learning points right from dress code to demonstrating respect.

This brief lecture shares ideas to recognise and optimise utilisation of possible teachable moments in clinical medicine thus opening up possibilities of many other ideas from participants.

Prof. Sanjiv Lewin, Medical Superintendent & Professor of Paediatrics, St Johns Medical College, Bangalore.

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Dr. Amol R Dongre Head, Department of Extension Programmes Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India

Qualifications: MD (Com.Med), MPS & Masters Health Professions’ Education, FAIMER & IFME Fellow Dr. Amol Dongre is presently working as Head, Department of Extension Programme (SPARSH) at Pramukhswami Medical College, Bhaikaka University, Karamsad, Gujarat, India. He received an International Fellowship in Medical Education (IFME) in 2015 and received his Master’s in Health Professions Education through the FAIMER-Keele program. Dr. Dongre has conducted 20 national level workshops on Qualitative Research Methods and six workshops on Mixed Methods Research. He is a regional faculty member for the PSG-FAIMER and MAHE-FAIMER Regional Institutes in Coimbatore and Manipal, India. His areas of interest and work are research and evaluation in the field of community-based health programmes, and community-based medical education.

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Community-based experiential learning The purpose of this session is to discuss about community-based experiential learning and its benefits to students and community. To begin with, community based experiential learning requires commitment from the medical college and secondly it requires a contextspecific curriculum. In addition, such programmes require space in the existing curriculum. Faculty are the drivers of such exposure.

Hence, they need to be experienced, available, and willing to take their students to such exposure. It is important to note that learning in community setting is well supported by various learning-theories such as social-learning, constructivism, and critical theory. This session aims to give quick overview of all the points mentioned above.

Prof. Amol Dongree, Head, Department of Extension Programmes, Professor in Community Medicine & Medical Education, Pramukhswami Medical College (PSMC), Bhaikaka University, Gujarat

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Dr. Ashokka Balakrishnan, Consultant Anaesthesiologist, Simulation Program Director (Anaesthesia) & Associate at Centre for Medical Education (CenMED), National University Hospital, Singapore

Qualifications: MD, FANZCA, MHPE He holds additional responsibilities like Asst treasurer for the Pan Asia Society of Simulation (PASSH), Treasurer for the Asia Oceanic Society of Regional Anaesthesia and Pain Medicine (AOSRA-PM), Fellowship of the Australia New Zealand College of Anaesthesiologists (FANZCA) and a Masters in Health professions educations (MHPE) from Maastricht, Netherlands.

He has vast experience in medical education especially in the field of simulation training. He has 12 years of experience in high fidelity simulation based UG, PG medical and allied acute care teaching. He was the Module lead for MHPE program for the Maastricht-Singapore Collaboration at the Academy of Medicine, Singapore.

His areas of interest include Simulation based postgraduate and undergraduate education, Inter professional education through acute care simulation and multidisciplinary team training. He has conducted international workshops in simulation, airway and crisis management for acute care practitioners, trauma teams, anaesthesiologists and nursing delegates and medical education faculty development programs in USA, Taiwan, Philippines, China, Australia, Thailand, Indonesia, Malaysia & India. He is the reviewer of the Advances in Health Sciences Education and the Singapore Medical journal. He has many publications in national and international journals (7 in 2020).

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Designing experiential learning experiences: immersive simulation The Past two years 2020-2021 witnessed the largest and longest disruption in medical and health professions education, with restrictions to academic small and large group gatherings and limitations to learners’ interactions and patient contact. Even outpatients and elective admissions for common and chronic medical ailments were side-lined with enormous resources being channelled towards the pandemic.

Final year graduates in undergraduate health professions education had to face high stake summative examinations with minimum exposure to clinical and real hands-on experiences or faculty support. While simulation was an integral part of healthcare training and education for more than two decades, the past two years accelerated the scrutiny and reliance on it as an educational tool, a comprehensive learning environment and an entrustable surrogate, if not a complement to clinical teaching and learning.

The limitations of technology and the expenditure in setting an all-encompassing multistorey, fully functional simulation centre, might be only a dream for many resource limited settings. Yet the onus is on not finding a technology or gadget or ‘insensate plastic’ or an ‘unrealistic dummy’ but on making a clear understanding of the possibilities that simulation can provide as a whole.

The setting up of an authentic learning environment should start with curricular intent, mapping of what components can be complemented or represented through simulation and how this can be layered across the years of training. Simulation is traditionally classified by their technological specification into: part-task training (airway trainers, venous access trainers, CPR half body manikins); intermediate fidelity simulation (ACLS, trauma code trainers) and full scale simulations (high technology manikins). But for simulation to be effective and for learners to find it immersive, teachers must clarify confusions with ‘what is fidelity’ and prevent the use of loose typology such as ‘whats virtual’ in virtual simulation.

Majority of innovations in simulation tend to consider tech-enabled, virtual worlds, game-based simulations and wearables as the benchmark of rich learning environment. For a learner, it’s the preparation and prelude, the ongoing guidance while engaged in sessions, the options for additional help-on-demand and the continued presence of scaffolding from faculty for clarifying the set & acceptable standards and the ability to enable feedback that is learner adjusted and personalised, is what makes it an authentic learning experience and a nurturing environment.

Dr. Ashokka Balakrishnan, Consultant Anaesthesiologist and Simulation Program Director (Anaesthesia) National University Hospital, Singapore

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Prof. N. Ananthakrishnan, Emeritus Professor of Surgery & Medical Education, Dean of Faculty, SBV, Pondicherry

Qualifications: MBBS (Madras), MS (AIIMS)., DNBE (NBE)., FRCS (England)., FRCS (Edinburgh), FRCS (Glasgow), FACS, FICS., FACG., FIMSA., FAMS Prior experience: Faculty, Department of Surgery, JIPMER from 1977-2006; Director-Professor and Head, Department of Surgery, JIPMER; (1990-2006); Director, Govt. Indira Gandhi Medical College and Research Institute, Pondicherry, 20062009.

He has to his credit 15 National Orations. He is the co-recipient of the Sushruta Award of the Association of Surgeons of India, 1981. He has been awarded as International Guest Scholar of the American College of Surgeons, 1982, WHO short term adviser in Surgical Manifestations of lymphatic filariasis, 2002. He is a member of “National Surgical Research Committee “of the Association of Surgeons of India. He has got Life time achievement award in the field of Surgical Gastroenterology TWICE (2013 & 2015), Silver plaque awarded by the Indian Association of Day Surgery for “Contributions to scientific surgical teaching and for practicing scientific and ethical surgery” April, 2014, Chennai and Scroll of honor from the Indian Association of Surgical Gastroenterology (2016), in appreciation of the outstanding contribution to the establishment of the specialty of Surgical Gastroenterology.

Fourteen New Operative procedures have been described and published by him. He has published 360 podium papers in International, National and Regional conferences. He has published nine books as Editor and contributor in the field of general surgery and medical education. He has authored 77 chapters in books, 230 publications in indexed scientific journals105 papers in non-indexed journals, 27 Reviews & 7 IPR – Copyrights. He is the Editor or Referee for over 25 International and National Journals in the fields of Medical Education and Surgical Gastroenterology.

His contributions to the medical education field include serving as Member of the faculty of the NTTC for 25 years from 1982 to 2006, Member of the high power committee of Govt of India for implementing “Information Technology in Future Health care” – 2008, Invited member of the International Advisory Panel for Henry and Thomson – Clinical Surgery, 2nd Edition, published by Elsevier, June 2004, Chairman of the PG working committee of the MCI for revising PG medical education, Member of the MCI panel for planning “Rural posting of medical undergraduates,” 2012, Trainer for the World Bank assisted project on development of Secondary level health services in the States of Karnataka and Andhra Pradesh, Member of the panel of the MCI for drawing up plans for “Rural posting of medical undergraduates,” 2012 and Convener for the committee for preparation of a competency-based curriculum for the MCh and DNBE courses in Surgical Gastroenterology, in 1999 40 and 2019. iCON 2021

Authentic Assessment for Postgraduate Residents – Need and Feasibility To ensure that outgoing postgraduates in Medicine are able to function independently as specialists in their field, it is necessary that a careful relook is conducted both at the Teaching Learning Environment and the contents of the curriculum and also the Assessment process to ensure entrustability.

This presentation will focus on defining authenticity of evaluation.

Authentic assessment will be differentiated from traditional assessment techniques. The pre-requisites and the advantages of authentic assessment in the current scenario will be highlighted.

A process will be described to ensure clear definition of outcomes of postgraduate education and measures to make the outcome observable and measurable so that there is transparency and objectivity in the system. At the same time the system should promote reflective learning which serves to convert learning in to higher order thinking skills. In the absence of a strong summative process, this by necessity has to be done formatively.

The list of competencies required for the outgoing graduates will be highlighted and measures for training and measurement of achievement in each of these will be presented with examples. The presentation will conclude focusing on feasibility, achievability and educational impact of the intervention.

Prof. N. Ananthakrishnan, Emeritus Professor of Surgery & Medical Education, Dean of Faculty, SBV, Pondicherry

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Dr. B. Vishnu Bhat, Director - Medical Research, Professor of Pediatrics and Neonatology AVMC, Pondicherry

Qualifications: MBBS, MD Pediatrics (JIPMER) Prior experience: (1979-2018 in JIPMER) He has worked as Senior Resident, Assistant Professor, Associate professor, Professor & Head Dept. of Pediatrics, JIPMER, Professor & Head Dept. of Neonatology, JIPMER, Dean Research, JIPMER, Director, JIPMER & as Professor Dept. of Pediatrics, PIMS (2019). He has additional qualifications like WHO fellowship in Basic MCH care –Nepal & Thailand, WHO fellowship in Neonatology at University of Ilinois, Chicago, USA, Faculty National teachers training centre (NTTC), JIPMER. He has published 382 Scientific papers and 60 Chapters in books. She has edited a book on Protein Energy Malnutrition & a book on NICU protocols of JIPMER. He is the Associate Editor for Indian Journal of Pediatrics.

He is a recipient of many awards like Best scientific paper award - JIPMER Scientific Society – Thrice, BR Santhanakrishnan award for best paper in Tamil Nādu IAP, Oration of National Neonatology forum -TNSB2013, Oration of JIPMER scientific society -2014, Raj-neocon oration -2016, Award of NNF fellowship -2014 and Internal oration during JIPMER research day -2017.

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Reflective Learning in Medical Education

Reflective learning is the process of looking at one’s own experience in order to examine it more closely, give more meaning to it and learn from it. It gives insights into one’s self and / or practice through learning experience. It intends to involve the individual in critically evaluating their own response to a given situation. Reflection depends on one’s ability to recognize and interpret a problem. However, it may take some practice for a student to understand the issue. It is not always easy for a student to know whether his/her response is right.

It is a metacognitive process. Metacognition refers to the knowledge and regulation of one’s own cognitive process which has been regarded as a critical component of creative thinking. One should be aware of one’s learning. It entails the goals of learning process, figuring out the best strategies for learning and assessing whether the learning goals are met. It gives better understanding of the learning process which in turn will help in better action for a similar situation in the future.

As per National medical council, the students should be trained more in self directed and lifelong learning. Reflection helps to develop both the understanding and professional expertise. Guided reflection with support from a mentor/ facilitator is important. Reflection should follow with adequate and proper feedback.

There are various models of reflective learning: i) Kolb’s model of experimental learning- The learner should have concrete experience, followed by reflective observation, abstract conceptualization and active experimentation ending with concrete experience for future. The reflection and conceptualization leads to improved experience. ii) Rolfe’s cycle- The cycle will start with questioning ‘what’ followed by ‘so what’, ‘what next’ and complete with ‘what’. Always the reflection should be evidence based with critical thinking.

Reasoning -----Evaluating…….>. Problem solving………>Decision making…….>Analyzing……..>Back to reasoning iii) Gibb’s reflection cycle – It is based on six questions. a) What happened (description)?. b) What were you doing (feeling)? C) What was good and bad about it(Evaluation)?. d) What sense can you make out of the incident (Analysis)?.e) What else could have been done (conclusion)?. f) What can be done next time if you face similar situation (Action plan)?

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Reflection tends to involve individual practitioner in critically evaluating their own response. Medical educators should facilitate active learning so that it does not become a passive process. Facilitator should train the learner in reflecting:1. Reflection –in-action (thinking while doing) - Learner uses his knowledge, experience and judgment to guide decisions in real life clinical situation as they happen 2. Reflection-on-action (thinking after the event) - He introspects on what has happened which will help in improving practice.

How to reflect in medical education and practice? a. Reflective note book /portfolio- write notes on what has been done and make note of non-answerable queries and thoughts b. Develop a frame work for reflection c. Have supervisor for the learner to reflect and obtain feedback.

Questions like ‘yes/No’ will be less powerful while asking questions like; ‘which’, ‘who’, ‘when’, ‘where’, ‘what’, ‘how’, ‘why’ and ‘what if ’ will be more powerful. The individual should describe the clinical issue/event /error encountered and the way he reacted with his feelings. He should analyze the incident and draw his conclusion. He should describe the learning experience and how it can be used in future for handling similar situation.

There are several benefits from reflection. It will convert short-term to long term memory. It will improve performance without loss of resources and time. The trainee will be able to choose the best solution in difficult situations with his own management plans.

The facilitators/ teachers should also reflect in order to improve their teaching skill. They should question themselves regarding; whom are they teaching, what and how are they teaching, whether the student could assimilate the knowledge and whether they can improve the quality of teaching.

In order to enhance the learners’ reflective skill, the teacher also will require training. Any modification of the existing system will meet with some resistance initially.

In conclusion it may be said that reflective learning will improve critical thinking and deeper learning. It will also enhance the learner’s capacity to handle situations better in future.

Prof. B. Vishnu Bhat, Director Medical Research and Prof of Paediatrics, AVMC , Pondicherry

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Judges for Award Papers Session

Prof. Seetesh Ghose, Dean and Proft of OBGYN, MGMCRI, Pondicherry

Prof. Deepti Shastri Dean and Prof of Anatomy, VMKVMC, Salem

Prof. K.N.V. Prasad, Professor of Paediatrics, Sri Devaraj Urs Academy of Higher Education & Research, Kolar - Karnataka

Chairpersons for Free Papers Session

Prof. Susan Solomon Professor, Department of Psychiatry, Pondicherry Institute of Medical Science

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Prof. Sanjay Bedi, Ex. Prof. of Pathology & CEO MEUINDIA

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Prof. Jyoti M Nagmoti.

Controller of Examinations, Professor of Microbiology, J N Medical College, KLE Academy of Higher Education and Research (KAHER). Belagavi, Karnataka

List of Selected Abstracts Award Papers Session 1. Digital tools in histopathology learning: An evaluation of Image game Based Histopathology Learning on Students knowledge acquisition 2. Effectiveness of using the SNAPSS model for structured case presentation in Medicine in developing clinical reasoning.

3. Fables in Anatomy’ - An innovative and novel teaching- learning method 4. Imparting Longitudinal Clinical Clerkship in Internal Medicine by Simulation Mode During COVID-19 pandemic 5. Low cost low fidelity dynamic model to teach lung compliance, and work of breathing to first year medical students 6. Multistation hybrid adaptation of ABIM Mini CEX for a high stakes clinical examination 7. Narratives for professional development 8. Perception of faculty towards challenges in teaching and the role of medical education workshops in addressing Theme: Mixed methods study 9. Practices, Perceptions and Challenges of Postgraduate Medical Students on Breaking Bad News A Mixed Method Study 10. Quality chasm in Indian medical education and the possible solution 11. Teaching Behavioral and Social Sciences in Medical Schools: Catch them Young

Free Papers Session 1. Data visualisation using python 2. Utility and evaluation of Mind Mapping as a complementary tool in facilitating learning among second year medical students 3. Determinants to frame the elements of curriculum in Heutagogy 4. A Descriptive Study of Cognizance of Applied Research Bioethics & Biostatistics Principles Among Nursing Postgraduates 5. COVID-19 pandemic “An opportunity to promote digital professionalism” 6. Effectiveness of an online faculty development programme for Dental educators about remote teaching during COVID-19 Pandemic 7. Communication Skill: Non-Tripod Pen Holding-Its Incidence and Effects on Academic Outcomes

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8. Assessment of perceptions, barriers and enablers towards uptake of research activities among undergraduate medical students “ A mixed methods study” 9. Needs and Perception of medical faculties towards online faculty development programs in medical education 10. Case directed Practical in Biochemistry-Does it improve learning 11. Retention of Basic Preclinical Sciences Among Nursing Faculty in A Southern Teaching Tertiary Care Centre and Hospital: A Cross-Sectional Survey 12. Comparative evaluation of the OSPE and conventional methods in Biochemistry department 13. Assessment of learning I MBBS CBME curriculum

outcomes

using

Objective

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14. The assessment of effectiveness of online learning in undergraduate medical education: A crossover case control study.

15. Innovative medical teaching using Information technology: A model classroom 16. Tectonic Shift from Traditional to Online Teaching: Perception of Faculty of Medical Domain During COVID-19 17. Student involved fun activities “a novel strategy to teach functional correlation of brain in lectures” 18. Effectiveness of crossword puzzle as an adjunct tool for active learning and critical thinking in Microbiology.

19. Real-time reflection by gamification as teaching-learning-assessment tool in Competency based Medical education 20. Assignment Must Know Physiology: Improves Academic Performance Among Slow Learners Of First Year Dental Students 21. Well-being and perspective of 2nd year MBBS students on online pharmacology classes held during COVID 19 pandemic in a tertiary care teaching hospital 22. Attitude and Perceptions of Students towards Self Directed Learning in Undergraduate Medical Education: A mixed method study 23. Snippets of Student Centric Methods for Postgraduate Teaching 24. Medical Student Perception on Clinical Training Using Standardised Patients in A Medical College at Puducherry 25. Students as Patients: Effectiveness of Peer Simulation over traditional clinical teaching- A pragmatic comparative study.

26. Perception of faculty and students on using standardized patient for clinical teaching- A mixed methods study

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27. Learning Biochemistry through models in Phase I MBBS. 28. Group-In-Group Concept: Its Application In Small Group Teaching In Teaching-Learning Process 29. Awareness of Applied Clinical Basic Science Principles Among Students of a Southern Teaching Dental College: A Descriptive Study 30. The Role of Conducting Tutorials Classes on Academic Performance in A Southern Based Dental Teaching Tertiary Care Centre And Hospital 31. An innovative method of learning clinical applications in Physiology using an interactive method Analyse, Integrate and Display (AID) among Phase 1 MBBS students.

32. Authentic learning in nutrition education and the social accountability of health professions institutions 33. Systematic Periodic Seminars Significantly Enhanced the Scoring and Interest Among Medical Professional Students

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Best Paper Award Guidelines and Criteria Purpose: The purpose of the Best Paper Award is to recognize and promote quality contributions to health professions’ education among scholars who present and publish papers at the iCON National conference.

Eligibility: All abstracts submitted to the conference are eligible for competition for the Best Paper Award. They will be screened by the scientific committee for relevance. The peer reviewed abstracts will be short listed for oral presentation for in the ‘Best Paper/ Medical Education Innovation’ forum.

Exclusions: The papers authored or co-authored by the Core committee and Scientific Committee members are not taken into consideration.

Award Selection: The judges will score candidate live presentations in the zoom platform. The top three papers receiving the highest cumulative score by the judges will receive the Best Papers Awards (First, Second and third respectively).

The Awards: The three selected papers will be announced during the Validictory session of iCON 2021 – the National Conference on Nov 18, Thursday, 4.30-5 pm. The author of an awarded paper will be entitled to An official award certificate, Prize money and Announcement of their achievement on the conference website : http://icon2021.co.in Award Criteria: The Award Committee will consider the following criteria: Criteria

Description

Marking rubrics

Main criteria for Judging iCON Best Paper Awards

Originality and Novelty (10 points)

iCON 2021

The value of a paper is a function of the degree to which it presents new or novel material. Does the paper present results previously unknown? Does it push forward the frontiers of knowledge? Does it present new methods for solving old problems or new viewpoints on old problems? Or, on the other hand, is it a re-hash of information already known?

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10: Trailblazing 8: A pioneering piece of work 6: One step ahead of the pack 4: Yet another paper about...

2: It’s been said many times before

Criteria

Description

Marking rubrics

Scientific method/ Quality and Contribution to the field of HPE (10 points)

The value of a paper is a function of the degree of excellence of the work described and to which it represents an overall contribution to the advancement of health professions education.

Was the work performed, or the study made with a high degree of thoroughness? Or, on the other hand, is the work described pretty much of a runof-the-mill nature?

Presentation including the use of AV aids and Virtual platform (10 points)

The value of the paper is a function of the ease with which the listeners can determine what the author is trying to present. Regardless of the other criteria, a paper is not good unless the material is presented clearly and effectively with appropriate AV aids and use of the virtual platform.

10: Excellent work of major contribution to the field 8: Good solid work Of some importance 6: Solid work of Marginal contribution 4: Marginal work of Very minor contribution 2: Very questionable work with No discernible contribution 10: Excellent presentation with appropriate use of AV aids and platform; clearly conveying the concepts 8: Good presentation; effective use of AV aids and platform 6: Of Acceptable clarity and effectiveness 4: Marginal effectiveness; poor use of the media 2: Questionable effectiveness; fumbles with technology 10: Very good

Ability to answer questions and defend the work (10 points)

Is he/she able to give clear response to the questions posed and be able to defend the work?

8: Basically well answered 6: Acceptable 4: Needs considerable work 2: Unacceptably bad

Meta-criterion (10 points) Meta-criterion that is specifically applied to the Best Paper Award category is that the winner of the award should be a paper that substantiates a new and novel idea or approach contributing to the cumulative knowledge base of the field and is likely to inspire fellow scholars in their pedagogic practice, as opposed to just grinding out yet another example of a well-known approach or result (even if the study was neatly conducted and reported). In other words, it is the “WOW” factor that we hope to see in the winning paper.

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10: Trailblazing 8: A pioneering piece of work 6: One step ahead of the pack 4: Yet another paper about...

2: It’s been said many times before

iCON 2021

Low cost low fidelity dynamic model to teach lung compliance and work of breathing to first year medical students Dr. Nalini Y.C, Associate professor, Department of Physiology, MGMCRI, SBV, Dr. Shivashakthy M, Deputy Director, CHPE, SBV, Dr. Dinker Pai, Director, MSC, SBV Background: Surface tension, compliance and work of breathing are difficult topics to teach first year physiology students via didactic lecture as these concepts involve a dynamic process. It is very important that students understand these topics because these are must to know fundamental topics which have clinical application in understanding the pathophysiology and management of obstructive and restrictive respiratory disorders like bronchial asthma, scoliosis respectively.

Description: A lung model with two alveolar units, three plastic tubes of the same diameter and length, a plastic piece in Y format (three-way hose connector), two artificial rubber lungs was designed.

Compliance : To explain the concept of compliance the above model was attached to manual mechanical ventilation bag ( Ambu bag ) with one of the artificial lungs being replaced with hand gloves.

Work of breathing : Straw with gauze encircled was introduced into the tube that feeds one of the artificial lungs simulating the resistance in the airway as seen in obstructive lung disorder. A rubber band was tied around one of the artificial lung to simulate the restriction encountered to chest expansion as seen in restrictive lung disorder.

Outcome: Students were exposed to the above topic via didactic lecture two months before this intervention. Pre-test & posttest was collected consisting of 20 single response type MCQ questions was administered to 19 students before and after the teaching intervention. Student feedback was obtained using a questionnaire Conclusion: Usage of models promotes better understanding and comprehension among students especially for topics which involves a process/ mechanism.

Keywords: Compliance, Work of breathing, Model, Physiology. Obstructive and Restrictive lung disorder

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Digital tools in histopathology learning: An evaluation of Image game Based Histopathology Learning on students’ knowledge acquisition Dr. M.P. Brundha, Associate Professor, Pathology, MMC&RI Dr. Deepak Nallaswamy, Director of Academics and Department of Prosthodontics, Saveetha Dental College, Saveetha Institute of Medical and Technical Sciences.

Background: Computer-mediated educational games are examples of computer-assisted learning objects, which are gaining in popularity as an educational strategy. Having grown up in a digital world, students in today’s generation expect technology to be used in their learning, resulting in a need to change traditional passive learning methods to an active, multisensory experimental learning approach. The study’s goal was to compare using an image game-based learning method versus traditional methods for teaching histopathology undergraduate students in terms of knowledge acquisition and retention.

Description: For the image-based learning method, a web-based computer game using histopathology images of different lesions has been developed. Participants in the study, which covered the period from 2019-21, included 160 students in total.

Student participation was randomized into one of the two methods of learning, with the data analyst blinded to the method of learning the students received. Students’ knowledge acquisition was assessed with an objective structured practical examination (OSPE). The performance of students was compared considering the assessment, both for their mean total scores and for their separate mean score in the identification of the salient features and diagnosis of the histopathology lesion.

Outcome: Students that received the image game-based method performed better than traditional methods in the OSPE assessment when considering both the identification of salient points and the diagnosis of the given histopathology lesion.

Conclusion: Learning histopathology lesions using game-based learning is equivalent to and more beneficial than traditional learning methods in every respect.

Keywords: Histopathology, Learning, Education, Pathology, Practical

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iCON 2021

“Fables in Anatomy”- An innovative and novel teaching- learning method Dr. Amith Ramos, Dr. Pretty Rathnakar, Department of Anatomy, Dr. Anusha Rashmi, Dr. Vineetha K Ramdas Nayak, Department of Community Medicine, K S Hegde Medical Academy, NITTE Deemed to be University, Mangalore, Karnataka, India.

Background: Teaching curriculum in medical education are now regularly employing newer teaching learning methods to enhance the learning activity and engage students in advanced levels of learning. Human Anatomy has been perceived by many students as a difficult subject to comprehend and recall. “Fables in Anatomy” (FIA) is one novel innovative narrative pedagogical strategy where anatomical structures are explained in form of short stories. The study was carried out to evaluate the impact of “Fables in Anatomy - Pedagogical strategy” on student performance and to assess students’ attitudes towards the same.

Description: Fables in Anatomy comprises of expressing an anatomical structure in form of a story, which integrates visual art (animations) and learning anatomical concepts. Modules were designed in 5 different topics of musculoskeletal system and introduced in Small group teaching (SGT) sessions. The MCQ scores in post-test of students who attended novel narrative strategy (group 1) were compared with those who attended the traditional teaching (group 2). Students’ experiences with Fables in Anatomy and their attitudes towards inclusion of the same into the course curriculum were analyzed using a feedback questionnaire that was given to students who attended the sessions. Three Focus Group discussion were conducted including 8 students each and in-depth discussion were performed.

Outcome: Students who underwent FIA sessions performed considerably better than the students who underwent traditional sessions (p<0.001). Analysis of the feedback questionnaire suggests majority of the students find Fables in Anatomy more interesting, fun filled, less stressful and the sessions help them to understand the anatomical concepts in a simplified manner.

Conclusion: Fables in anatomy sessions was well received by the students. Majority of the students have reported merits like better understanding in combination with retaining of the concepts and active engagement.

Keywords: Fables in Anatomy, Creative teaching, Story Telling , Anatomical Science, Anatomy teaching

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Quality chasm in Indian medical education and the possible solution Dr. K.V. Sarala Devi, Professor, Department of Anatomy, ESIC Medical college, Kalaburagi.

Background: About 100 years ago, a series of studies about the education of health professionals were conducted. In the mid-1970s, the Shrivastav Committee advocated reorientation of medical education by national priorities and needs Till the late 20thcentury, Most of our medical schools still felt comfortable with the western model of instruction rather than tailoring the curriculum to the local needs. Due to system environment changes, it was evidenced that the curriculum was inappropriate and existed, quality chasm (theory-practice gap) in the health professional education. The present study has aimed to assess the need for educational reformation, and possible solutions to bridge the quality chasm.

Description: This qualitative (pilot) study was conducted among the learners (no: 12) of fellowship in health professions education using the Delphi technique. The learners were the reputed faculty of various cadres from health education institutions and were grouped into three. The task was assigned as three structured questions analyzing the attributes of MCI act1997, Vision 2015, and CBME (GMER2019). The responses were collected and analyzed.

Outcome: It was discussed that MCI 1997 was a more generalized approach with more cognitive than skills-based. Vision 2015 aimed to standardize the output as IMG, a skilled and motivated doctor. Whereas CBME, by situation analysis, supported that HPE needs 3rd generation transformation towards authentic curriculum, a system based approach by adopting core competencies to specific contexts which foster Instructional and institutional reforms. All the participants acknowledged that transformation is mandatory and CBME fulfills the attributes of authentic curriculum, authentic learning experiences, and authentic assessment.

Conclusion: Based on the results, it is recommended that competency-based medical education is an effective curriculum that assures attributes of authentic curriculum and promises the 21st-century learning and 21st-century skills of learners Keywords: Competency-Based Medical Education (CBME), quality chasm, authenticity, Health Professions Education (HPE)

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iCON 2021

Perception of faculty towards challenges in teaching and the role of medical education workshops in addressing them: Mixed methods study Saurabh RamBihariLal Shrivastava, Professor, Community Medicine, SSSMCRI and MEU Coordinator, Shivasakthy Manivasakan, Professor, Prosthodontics, IGIDS Background: A medical teacher has a very complex job profile, wherein they are expected to train a cohort of newly joined medical aspirants to competent health care professionals.

Description: It was a Mixed Methods study conducted over a period of 9 months from January to September 2021 in a tertiary teaching medical college and hospital of Chengalpet District of Tamil Nadu amongst the faculty members of the teaching medical college and hospital. In the first phase, universal sampling method was employed, wherein all faculty members were asked to complete the pilot-tested and validated semi-structured questionnaire. In the second phase, purposive sampling was employed,wherein all teachers who have a minimum teaching experience of 3 years and have attended any medical education workshop were included and interviewed using a focus group discussion guide. The quantitative data were analyzed using descriptive statistics (frequency and percentages), while the qualitative data was analyzed using manual content analysis.

Outcome: In the quantitative phase, 149 faculty members filled the online questionnaire, while in the qualitative phase, 45 faculty members were eligible to be part of the study. The manual content analysis of the FGD resulted in the identification of two themes (challenges and utility of workshops) and five categories. The challenges theme consisted of three categories of Faculty, Students, and Administration; while the Utility of workshops theme included two categories of refinement of skills, and suggestions for future Conclusion: In conclusion, lack of teamwork in the department, multiple responsibilities assigned to a single person, and shortage of clinical material during COVID-19were identified as the main challenges in teaching-learning. The medical education workshops play a significant role in improving the knowledge in various domains of teaching & assessment, the introduction of innovations, and ensuring better performance of the faculty members. Keywords: Faculty member, Medical students, Medical education

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Effectiveness of using the SNAPSS model for structured case presentation in Medicine in developing clinical reasoning Dr. Jaya Lalwani, Post graduate, Dr. Jagadeesan, Dr. Prasanna Karthik S, Dr. Kannan R, Dr. Damodharan J, Saveetha medical college and hospitals Background: The SNAPPS model is a learner- centered model for structured case presentations by residents to the faculty or the preceptor, primarily intended for busy out-patient settings where there are brief but multiple teaching- learning moments.

SNAPPS consists of the following six steps: “(1) Summarize: Briefly summarize the history and findings;(2) Narrow: Narrow the differential to two or three relevant possibilities; (3) Analyze: Analyze the differential by comparing and contrasting the possibilities; (4) Probe: Probe the preceptor by asking questions about uncertainties, difficulties, or alternative approaches; (5) Plan: Plan management for the patient’s medical issues (6) Select: Select a case-related issue for self-directed learning.

Objectives: To find out the enhancement of clinical reasoning after the introduction of SNAPPS.2.To determine the perceptions of interns about the effectiveness of using the SNAPSS model for structured case presentation in Medicine in developing their clinical reasoning.

Description: After obtaining the required ethical clearance, 6 standardized case scenarios were prepared and validated by the faculty of Department of General Medicine. 30 interns posted in the department participated after informed consent. Interns were given 3 case scenarios and assessed with a structured check list. Afterwards they were demonstrated the SNAPPs model by the faculty members and were requested to practice and implement this method in their routines for two weeks. After 2 weeks, they were retested. Evaluation of history taking, examination, communication, clinical judgement and counselling skills were assessed using likert scale and the overall score were calculated in both conventional and SNAPPS method (pre and post SNAPPS).

Outcome: The mean score in pre and post SNAPPS were 9.2 ± 4.6 and 13.7 ± 5.9 with 95% confidence interval were 7.5 - 10.9 and 11.5 - 15.9 respectively. The inter quartile range were 4.25 - 13 in pre SNAPPS and 9 - 18.25 in post SNAPPS results.

The scores significantly increased in post SNAPPS method. The results of feedback from students regarding the perception of SNAPPS showed improvement in clinical judgement and their overall performance.

Conclusion: From the perceptions of interns using the SNAPSS model for structured case presentation in Medicine in developing their clinical reasoning is found to be effective. It could lead to more efficient use of the limited time available for clinical teaching in the out-patient setting and with regular use, could eventually foster the development of clinical reasoning competencies. It could probably even be used in brief presentations by final year MBBS students, interns and junior residents in medicine to enhance their decision making process Keywords: SNAPPS, Teaching learning methods, medical education 57

iCON 2021

Practices, Perceptions and Challenges of Postgraduate Medical Students on Breaking Bad News - A Mixed Method Study Dr. Kalaivani Annadurai, Professor & HoD, Community Medicine, Bhaarath Medical College & Hospital, BIHER, Selaiyur, Chennai Background: Any information which will affect adversely and drastically a patient’s view of his/her future is called as bad news. Breaking a bad news involves ethical, legal, professional and human rights related issues. But there was no proper training currently among most of the postgraduate medical students of India. This results in miscommunication of information and ultimately lack of trust and piling up of legal cases. Medical fraternity including postgraduates of clinical departments has had some experience of breaking bad news at any point of time. There was limited mixed method study to explore this aspect of communication skills in India.

Description: It was a Mixed Method Study conducted among 122 medical postgraduates excluding non-clinical postgraduates of a tertiary care hospital, Tamil Nadu by Universal Sampling Method using Focus Group Discussion with FGD Guide and a pre-validated questionnaire through google forms. Quantitative data analyzed through SPSS software and qualitative data analyzed through manual thematic analysis.

Outcome: Around 51% were from non-tamil origin and 53% were aware of some type of communication models. SPIKE, ABCDE and BREAK were the models mentioned by the participants. About 89% had experience of delivering bad news in the past and among the bad news delivered 75.3% was declaring deaths, 67.1% was communicating the patients about COVID Positivity status, 64.7% was communicating the patients about a non-reversible complication of a disease, 38.8% was about communication of cancer diagnosis, 18.8% was about HIV Positivity status and 10.6% was communication of positive genetic test results. Challenges mentioned by the participants were language issues, lack of better communication skills, not expertise in the field to answer the questions of the patients/relatives, fear of physical assault, fear of legal issues, personal mental health issues, lack of counselling skills, lack of self-confidence, fear of losing reputation of a lifesaving Doctor and fear of questions faced in death audit/case audit. About 58% of the participants didn’t feel comfortable in delivering bad news and 57.7% felt empathic towards them. And 96.5% maintained privacy while delivering the bad news. Before conveying the bad news, 42% of them agreed that a warning shots should be given and 52% felt that after communicating the bad news, the patients should be encouraged to express their feeling and they should clarify their doubts. Around 80% felt that breaking a bad news is a skill and it needs training and expressed that they want to undergo intense training on the same.

Conclusion: Breaking a bad news is a skill and half of the participants felt uncomfortable in delivering bad news. Three fourth of them mentioned that they need further training for delivering bad news even after though they have undergone initial training during PG orientation program and expressed various challenges including language issues and lack of communication and counselling skills. Hence, reinforcement of training in breaking bad news should be part of their teaching to reduce ethical and legal issues in future.

Keywords: Breaking Bad news, communication, counselling skills iCON 2021

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Multistation hybrid adaptation of ABIM MiniCEX for a high stakes clinical examination Dr. Srikumar PS, Psychiatry and Medical Education, Faculty of Medicine, Dr. Sethuraman KR, Sr. Professor & Dean of Faculty of Medicine, AIMST University, Malyasia Background: The Covid 19 pandemic and the constraints imposed on regulations and safety norms prevented a normal hospital-based clinical examination. The hospitals were closed for students due to the rising number of covid cases. There was a need to innovate and complete the exit examination as early as possible in a safe environment while ensuring that the outcomes were assessed in a valid and reliable examination process.

Description: The Deanery discussed and adapted the ABIM MiniCEX mode into a hybrid, multistation mode to test the different components. The ABIM MiniCEX form was adopted in parts and used for the different components tested. The stations simulated the real-world setting with case scenarios from OP, IP, ER, OT, Field etc. The longcase was split into 2-5 stations of seven-fourteen minutes each, and the short cases were of one to two stations. The total time was 28 -35 minutes and 14-21 minutes for the long & short cases, respectively. The average time per station was seven minutes. The stations were duplicated when required to ensure that the circuit ran without any blocks. The chief examiner, a senior medical educationist, monitored the stations through CC TV, ZOOM, and in person.

Outcome: The stations and the outcomes tested were reviewed by the internal & external examiners and the examination board and deemed appropriate. The various MiniCEX stations tested the students’ ability to elicit a relevant history, perform a physical examination, present their Diagnostic reasoning, and discuss the management.

Conclusion: The multistation hybrid model of MiniCEX is an efficient method of testing the desired outcomes in a high stakes’ clinical examination. It could be a part of the regular examination process in the future.

Keywords: Hybrid Multistation MiniCEX, clinical examination, outcome assessment

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iCON 2021

Narratives for professional development Arthy. A, Assistant Professor, Department of forensic medicine Background: Medical education today focuses on bridging the gap between doctors’ professional handling of disease and the patient’s perception of the disease. Reliance on medical education technologies; increase in patients’ awareness and disinterest in being a teaching subject; score-oriented assessments have decreased the interaction of medical students with patients. The new curriculum tries to address these issues by early clinical exposure, increasing the clinical hours, and outcome-oriented teachinglearning-assessment activities. However, the resistance on the side of the patient to be subjected to repeated examination for students learning, and ethical issues arising out of the same can be combated by the use of standardized patients and moral narration. Moral narration in medical education is shown to boost reflective thinking, empathy, and communication skill.

Description: Second phase MBBS students were invited to participate in a value-added program focusing on ‘moral narration’.

Fifteen-hour sessions were conducted over a period of 3 weeks. The sessions were taken as an addition to the routine teachinglearning activity. In the first week, out of one hour per day, half-hour was spent on storytelling and the rest of the hour was spent on reflection. In the following week, residents from different colleges were called to tell a story on a case or medical topic which is close to their heart. The last week was spent on students sharing their stories or the stories of their close ones in the healthcare system.

Outcome: Fifty-four students participated in the program. Feedback at the end of the sessions was collected via google form and focused group discussions. Though the session was conducted after college hours, the students were very attentive, punctual, and excited. The majority of students (> 90%) found this exercise to be useful to their career and made them conscious of patients’ feelings. During focused group discussion the students shared that this activity made them realize the importance of professionalism and human touch in medical practice beyond theoretical knowledge.

Conclusion: The art of storytelling needs to be a part of medical education as it imparts empathy, humbleness, and openheartedness. It is recommended that this educational modality should be utilized through all phases of medical education.

Medical education today emphasizes attitude, ethics, and communication development. So let us adopt the time-tested granny’s way of imparting morals and values by telling a story.

Keywords: Moral narration, medical education, AETCOM

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Teaching Behavioural and Social Sciences in Medical Schools: Catch ‘em Young Sivan Y.S., Independent Researcher, Social Determinants of Health Background: Teaching Behavioural and Social Sciences (BSS) in medical schools is essential to equip tomorrow’s doctors in the art of scrutiny of social determinants of health (SDH)- the causes behind the causes of illnesses. BSS continues to be a neglected and nice-to-know topic rather than must-know topic. Training medical students to gain key BSS knowledge and skills at the undergraduate level itself is very important as it facilitates catching them at a very young age and so it is easy to shape their attitude and behaviour. A comprehensive BSS training at the undergraduate level helps in avoiding doctors undergoing training in the same topic at a later stage of their career. This study aims to suggest a model suitable for the Indian medical schools.

Description: This study explores various working models and scrutiny of key medical education documents including those published by WFME, NMC, AAMC, AHRQ, CanMEDS, GMC, NHS, and AMEE. The analysis is carried out based on a framework that evolved from literature review, and based on the themes viz., innovation, implementation, compliance, and human resource.

Outcome: The analysis suggests that to effectively teach BSS in medical schools for undergraduate students, it is important to bring in structural changes in its implementation. These include clearly specifying a BSS section in the curriculum to overcome barriers in implementation such as formally recognizing its need, lack of space in the curriculum, uniformity in implementation, and BSS training for faculty. It further points to the need for not only starting BSS teaching in the first year itself, but also implement course-wide teaching, which is more appropriate for the CBME curriculum. Earlier work presented by the author suggested splitting BSS topics into two parts: Pre-Med BSS - Basic (asynchronous); and Mainstreamed BSS Advanced (synchronous). This helps in overcoming the problem of lack of synchronous teaching slots, and ensures that the medical students entering the course possess basic knowledge of BSS concepts.

Conclusion: Implementing all the suggestions that emerged from this analysis as a comprehensive measure is likely to make BSS teaching in medical schools more effective, catching tomorrow’s doctors at a very young age for orientation, and at the same time helps avoiding senior faculty undergoing training on the same topics in the midst of their career.

Keywords: Behavioural and Social Sciences, Social Determinants of Health, Teaching, Undergraduate medical education, Curriculum

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iCON 2021

Imparting longitudinal clinical clerkship in internal medicine by simulation model during covid-19 pandemic YD Singh1, KM Helmy1, SobanaJaiganesh2, Ruban Ravi Chandran3, KR Sethuraman4 1 Unit of Medicine, 2Unit of Physiology, 3Peer Supervisor, 4Unit of Medicine and Medical Education Faculty of Medicine, AIMST University, Kedah, Malaysia.

Background: During the current COVID-19 pandemic, non-availability of public hospitals for undergraduate teaching purposes has stalled the face to face clinical experiential learning for all medical students world over including Malaysia.

We designed, developed, implemented and assessed a simulated longitudinal clinical clerkship programme in our Clinical Simulation Centre (CSC).

Materials and Methods:ThepilotstudywasconductedintheCSCoftheinstitutioninFeb2021 for five days. A total of 20, year5 medical students were included in the pilot study. Structured simulation-based clinical teaching of the cardiovascular and respiratory systems was undertaken. The hybrid simulation model combined simulated patients, normal volunteers, highfidelity mannequins and other simulation devices were used. Communication, perceptual, psychomotor and cognitive skills of the learners were assessed before and after the week-long (five days) session. Focus Group Discussion on the teaching-learning process was performed on randomly selected students and near-peersupervisor.

Results: All parameters, Communication skills (P<0.001), Perceptual Skills (auscultation) (P=0.044),Psychomotorskills (physical examination)(P=0.007) and Cognitiveskills(P<0.001), have shown statistically significant improvement. All students found this simulated programme useful.

Conclusion: Our adaptation of longitudinal clinical clerkship in internal medicine to simulation mode learning has been an original effort as there are very sparse references in medical literature to similar simulation. Our initial pilot study results are very encouraging and we plan to conduct a larger study to validate the data. This simulation mode model of longitudinal clinical clerkship may be used as a supplement to normal year-5 clinicalteaching.

Keywords: COVID-19 pandemic, Longitudinal clerkship Simulation, Internal Medicine Clerkship, Year-5 medical programme, Simulated Clinical Teaching

iCON 2021

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Utility and evaluation of Mind Mapping as a complementary tool in facilitating learning among second year medical students Dr.Ramya.S, Assistant Professor, Dr. K.Punnagai, Professor & HOD, Dept of Pharmacology, SRMC & RI, SRIHER, Chennai.

Background: Pharmacology requires recall of vast number of drug names and demands student to critically think and apply this knowledge based on clinical condition. We hence sought to evaluate whether Mind Mapping T-L method is effective in enhancing knowledge recall and promoting critical thinking in the topic of malaria among second year medical students.

Description: Second year medical students of 26 number were enrolled in study.

First contact session: Students were demonstrated methodology of creating digital mind maps using a freely available Mindomo App. Interim session: (After 1 week) Mind map created by each student was evaluated using MMAR and those with <50% MMAR score were given re-enforcement training sessions.

Second contact session (After 1 week): Students’ mind maps evaluated.

Third contact session (After 1 month): Feedback on mind mapping teaching-learning tool obtained.

Knowledge was assessed in all 3 contact sessions using an MCQ assessment Outcome: Overall student MCQ assessment % score increased from baseline 33% to 36% after 2 weeks (short term) and to 39% after 1 month (long term). Improvement in scores from baseline assessment to long term assessment was found to be statistically significant. Also higher quality of mind maps (as assessed by MMAR score) statistically positively correlated to improvement in student long term assessment scores.

Conclusion: Based on Performance and feedback from students, it was found that Mind Mapping Teaching Learning tool was effective and well received by students.

Keywords: critical thinking, feedback, knowledge recall, mind mapping, performance

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iCON 2021

Effectiveness of an online faculty development programme for Dental educators about remote teaching during COVID-19 Pandemic Narasimman Swaminathan, Professor in Physiotherapy, Vice Principal, Faculty of Allied Health Sciences, Latha Ravichandran, Associate Dean Education, Sri Ramachandra Institute of Higher Education and Research Background: Teaching online has become a new normal during the pandemic. The increased access to the Internet and availability of digital technology led to revolution in online learning. Online delivery of contents provides an opportunity to provide flexibility in learning and to reach distant learners.

This study aimed to evaluate the impact of an online faculty development programme on nurse educators’ perceived competency in creating and delivering e-content using Google Classroom and other freely available digital tools.

Description: A pre-experimental design was adopted for the study. A six-module online course on effective use of Google classrooms and digital tools was conducted on request for 26 faculty members of a Dental college . Total duration of the course was of eight days. A debriefing session was held on ninth day after the completion of the course. A 10-item rating scale was used to assess the participants’ perceptions of their competency in using Google Classroom and other digital tools for remote teaching before and after the online course Outcome: Out of 26 trained participants, 20 completed the post-evaluation rating scale, giving a response rate of 76%. In the post-evaluation phase, a high level of competency was perceived by 90% of participants for using Google Classroom and 70.2% for creating video lectures and using an online grade book. A statistically significant difference (p < 0.001) between pre- and post-course evaluations was observed.

Conclusion: This study showed that the indigenous online developed and conducted through simple platforms enhanced the remote teaching skills of faculty members.

Keywords: Online teaching, Health Professional Education, Google classroom, Faculty training

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Case directed Practical in Biochemistry-Does it improve learning Dr Avinash S S, Professor and Head Department of Biochemistry, Father Muller Medical College, Karnataka, Mangalore Background: Students doing traditional practical in biochemistry during their 1st MBBS training, lack in their understanding of applications, clinical relevance and utility of biochemical tests performed. Even though the SLO of Traditionally conducted practical involves analysis and interpretation of results, students are unaware due to lack of case based approach (1). Development of understanding and applying the knowledge gained during practical and applying later is an important competency that needs to be developed (2,3). This study to find if case directed practical can improve higher order learning interpretation skills gains more relevance with the implementation of competency based curriculum in medicine.

Objectives: To assess the perception of students on Case directed Vs. Traditional approach using validated Likert SAQ. To compare scores of test between Case directed and Traditional approach in interpretation skill of students using higher order questions.

Description: Population: 1st year MBBS Students. Sample size: Case directed approach: n=72. Traditional approach: n=63.

Intervention: Case directed practical was conducted by 4 different instructors for 2 hrs.Comparison: Traditional practical was conducted by 4 different instructors for 2 hrs. Outcome: Difference in perception of students. Difference in Knowledge assessment score of students.Design: Quantitative, Non Randomised Interventional.Setting: Biochemistry practical.Instrument: Validated 8 item, 5-point Likert SAQ on Perception. Knowledge assessment questionnaire of different types containing 6 items.Informed Consent and Ethic committee approval were obtained prior to study.Statistical analysis: Independent t test to assess difference in knowledge assessment scores. Mann Whitney U test to assess difference in Perception.

Outcome: Difference in perception of students. Difference in Knowledge assessment score of students Conclusion: Students perceived the case directed to be significantly better than traditional approach.There was no difference in knowledge assessment scores between case directed and traditional approach.

Keywords: Self directed learning, Case directed learning

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Determinants to frame the elements of curriculum in Heutagogy Dr Chandrika Teli, Associate Professor , Department Of Anatomy, ESIC MEDICAL COLLEGE GULBARGA Background: Heutagogy, is self-determined learning,  a student-centered instructional strategy that emphasizes the development of autonomy, capacity, and capability. As learner is the center and determinant of learning to a great extent in heutagogy, the determinants of curriculum do not prove easy guides as in other “-gogies”, Description: To satisfy both aspects that is determinants of curriculum and to maintain the openness, non linear nature of heutagogy mode of course is the main challenge and need to be explored Outcome: In this presentation author intends to discuss how various determinants of curriculum can influence the heutagogy mode of course delivery Conclusion: The idea of heutagogy not much explored and used in India, can be considered for training post graduate students to make ready for complex real life situations Keywords: curriculum determinants, Collaborative Learning, Flexible Curriculum, Negotiated Assessment

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Communication Skill: Non-Tripod Pen HoldingIts Incidence and Effects on Academic Outcomes Dr. Parineeta suman, Professor, Dr. Sumana R , Professor & HOD, Mr. David Ebenezer, Assistant Professor, Department of Anatomy Background: Communication means transferring thoughts, information, emotion and ideas through gesture, voice, symbols, signs and expressions from one person to another. In written communication it happens through any word written or often written sign which refers the languages uses in any medium. In an age of increasing technology, the possibility that typing on a keyboard will replace handwriting raises questions about the future usefulness of handwriting skills. But handwriting facilitates reading acquisition in young children by early recruitment in letter processing of brain regions Aims and Objectives: 1.Identification of incidence of non-tripod pen holders among the medical students 2.The effect of this pen holding position on digital stress and academic outcomes.

Description: 50 MBBS students of Velammal Medical College, Madurai-09 were observed and interacted for their writing behaviour and academic performance.

Parameters: Pen position and digital stress and pain in hand.

Outcome:15% students were non tripod pen holder and were told they experienced more discomfort and digital stress in hand after writing as compared to tripod pen holder.

Conclusion: It may be helpful to reduce the digital stress in hand and improve the writing skill which in turn improves academic performance.

Keywords: Communication, Handwriting, Pen holding

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A descriptive study of cognizance of applied research bioethics & biostatistics principles among nursing postgraduates 1Madhavrao C, 2Bai MK, 3Babu SK, 4Saniya K, 5Prakash KG, 6Kumar SS, 1,3,6Dept. of Pharmacology, 2Dept. of Physiology and 4,5Dept. of Anatomy, SMIMS, Tamil Nadu, AIIMS, Mangalagiri, AIMSR, Kerala, and Dr. Pinnamaneni Siddhartha Institute of Medical Scien Background: Acquiring the knowledge of principles of research methodology including biostatistics is the core competency for postgraduates. The awareness regarding the same needs to be assessed and addressed by periodic updates in the field to enhance their capabilities to become a good academician cum researcher in their own disciplines.

Aim: To study the cognizance of applied research bioethics & biostatistics principles among nursing postgraduates Description: This study was done on nursing postgraduates in southern teaching tertiary care centre to study their cognizance towards the principles of applied research bioethics and biostatistics. Finally after inclusion and exclusion criteria, total of thirty four participants were enrolled into the study and the data obtained was represented in the form of descriptive statistics.

Outcome: The data obtained from the study revealed that, different questions related to the knowledge domain of applied research bioethics and biostatistics was answered by around half of the study participants. However many of the study participants [more than two third] were willing to update their knowledge in this field. It was also seen that, more than 50% of study participants were heard of any softwares related to the biostatistics. This study also showed that, majority of the study participants [>70%] opined as ‘strongly agree’ for the question to a ‘good research must have training in biostatistics’.

Conclusion: From this study it was concluded that, there was a fair knowledge with positive attitude and fair practices, towards the applied research bioethics and biostatistics principles among nursing postgraduates in a Southern teaching tertiary care centre and hospital.

Keywords: Research, Ethics, Biostatistics, Nursing, Training

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Retention of basic preclinical sciences among nursing faculty in a southern teaching Mythili Bai K, Chavan M, Prakash KG, *Saniya K Dept. of Physiology, Dept. of Pharmacology and Dept. of Anatomy, SMIMS, Tamil Nadu, PSIMS&RF, Andhra Pradesh and AIMSR, Kerala [India] Background: Basic pre-clinical sciences form the very important foundation for the medical/dental/nursing profession. The knowledge of basic pre-clinical disciplines is the basis for translational medicine. The retention and update of this knowledge is essential for better health care delivery.

Aims & objectives: To study the retention of basic preclinical sciences among nursing faculty in a southern teaching tertiary care centre and hospital Description: This study was conducted in a Southern teaching tertiary care centre & hospital over a period of six months with a target population of nursing faculty in a southern teaching tertiary care centre and hospital. Prevalidated questionnaire based survey was conducted after getting approval from the Institutional Research Committee [IRC] & Institutional Human Ethics Committee [IHEC].

Outcome: It was seen that, most of the questions related to the different domains of applied basic preclinical sciences principles were answered correctly by the study participants [>50%]. This study also showed that, more than 95.5% of study participants had positive attitude with opinion that, basic preclinical sciences is important, which helps in better understanding the clinical concepts in further professional period. There was also very good response from the study participants that, they were willing to undergo updates in clinical implications of basic preclinical sciences principles through various teaching & learning methods as well as through CME/symposia or continuous lecture series programmes [>93.5%].

Conclusion: This study revealed that, there was a good knowledge with positive attitude towards the basic preclinical sciences among nursing faculty in a southern teaching tertiary care centre and hospital.

Keywords: Cognition, Pre-clinical, Retention, Physiology, Anatomy, Biochemistry

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iCON 2021

Assessment of perceptions, barriers and enablers towards uptake of research activities among undergraduate medical students - A mixed methods study Dr. Prateek Bobhate, Professor & Head,, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Chennai Background: Medical research, even though, is considered as an integral part of medical education, remains the most neglected domain in medical curriculum in majority of the medical colleges and universities across India. Research, when introduced in undergraduate medical curriculum, gives a first-hand opportunity to the medical student to participate in it.

These early on impressions of research leave lasting footprints of scientific thought process in the young minds. Hence, this study was planned to be conducted among undergraduate medical students to gain an insight into their perceptions and explore the barriers and enablers towards uptake of research activities.

Description: A mixed methods study was conducted over a period of 9 months using a pre-tested semi-structured questionnaire and a FGD Guide among second year MBBS students to interns. Firstly, quantitative survey was conducted on google form to asses their perception and attitude towards research which was followed by two focused group discussions to explore the various barriers and enablers towards uptake of research activities. Descriptive analysis was done for quantitative data and manual thematic content analysis for qualitative data.

Outcome: Phase I - A total of 350 participants responded to the survey out of which majority 168 (59.1%) were females.

Most of them 339 (96.9%) perceived research to be important. Also, 313 (89.4%) and 245 (70%) showed willingness to attend research methodology workshop and conduct research studies respectively. Phase II - Manual thematic content analysis revealed two main themes - barriers to conduction of research and enablers towards uptake of research. Major barriers were categorized as lack of knowledge about conducting research and lack of time and financial constraints. Enablers were categorized as conduction of periodic research methodology workshops and adequate mentoring by faculty.

Conclusion: Students perceived research to be an important aspect of medical curriculum. Research activities among medical undergraduates can be boosted by means of periodic conduction of research methodology workshops, faculty mentoring, including research as a part of curriculum in each phase of MBBS, etc. in order to inculcate clinical reasoning and critical thinking skills.

Keywords: Medical Research, Medical Curriculum, Medical Undergraduate students

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COVID-19 pandemic - An opportunity to promote digital professionalism Dr Rohini Karunakaran, Unit of Biochemistry and Medical Education, Faculty of Medicine, Dr Srikumar PS, Unit of Psychiatry and Medical Education, Faculty of Medicine, AIMST University, Malaysia Background: The COVID pandemic and the regulatory constraints imposed shifted the teaching-learning and assessment activities from face-to-face to remote online mode. The students and staff were isolated socially and took to social media and other online platforms for communication, teaching-learning, and entertainment. And following this, we had adverse posts on Facebook, reports of unprofessional behaviour during online teaching-learning sessions and various incidences of misconduct.

Description: The Deanery discussed these issues and decided to incorporate aspects of professionalism during our online teaching-learning sessions. The areas of misconduct were identified as inappropriate posts on social media, communication with staff & students and absenteeism. Disruptive behaviour during teaching-learning sessions and other online academic activities, maintaining privacy and confidentiality were also areas of concern. We conducted briefing sessions for the batch, group discussions with students, explained professionalism and monitored attendance during all online sessions.

Outcome: After the first few months of remote teaching-learning and social isolation, the attendance improved dramatically, the disruptive behaviour during the academic session stopped completely. There were no adverse posts on social media, and the students learned to communicate politely and professionally with the staff and each other.

Conclusion: Social media and online teaching-learning activities are here to stay, and we need to address and promote professionalism. Our interventions, though brief, had improved professionalism among our students. We could plan for structured longitudinal integrated digital modules of professionalism in future, considering the pervasive presence of social media in the life of a medical student.

Keywords: Digital professionalism, Social media, Misconduct

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Needs and Perception of medical faculties towards online faculty development programs in medical education.

Dr.Shree Lakshmi Devi.S, M.Phil Scholar, Centre for Health Professional Education, SBV, Professor & HoD of Pharmacology, Shri Sathya Sai Medical College & Research Institute, SBV Background: Teachers of medical institution accomplish their task of teaching by emulating the senior faculties or by trial and error. Medical institutions around the globe have always embarked on curriculum renewal and educational innovation.

Faculty development is a reflective process that includes deliberate introspection, determination of one’s own needs and demands of the work, identification of the gaps, and taking actions. The realization of the gap, the difference between required knowledge and current knowledge, is frequently the primary motivating factor towards pursuing further faculty development programs. The objective of the study is to identify the perceived training needs to facilitate development program among medical faculties and to obtain the faculty satisfaction with current online FDP across India.

Description: A mixed method study was deployed. An online questionnaire was designed under five categories and validated.

The online questionnaire was subcategorized using nominal group technique. The questionnaire was circulated to all the faculties through emails and social discussion groups.

Outcome: The results showed that the faculties are looking forward to attend FDP on Curriculum and leadership/ administration. The topics that the faculties are unaware are on curriculum designing and implementation. The younger faculties are willing to attend FDPs on teaching, learning and assessment. 54.4% of the faculties preferred online FDP and 45.6% preferred offline FDPs. Conclusion: Faculties have opted their willingness depending on their experience in their teaching field. They have showed more willingness to attend online FDP more than offline FDP’s.

Keywords: Faculty development program (FDP), Teaching-learning, Assessment, Curriculum and leadership, Perception

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Data visualisation using python Sachin Jose, pharmacology, GS medical college Background: What to do with data after generating it using software such as microsoft excel, to analyse it further even complicated softwares are used such as tableau. Data visualisation using python is one such method were analysis happens at a further level.

Description: Example of how matplot libraries are used to generate a graph: import matplotlib.pyplot as plt. Age = [0, 1, 2, 3],Weight = [0, 10, 20, 30],plt.plot(Age, Weight) plt.xlabel(‘Age (years)’) plt. ylabel(‘weight (kg)’) Outcome: graph is generated i.e., the output Conclusion: data visualisation similar to softwares such as tableau Keywords: data visualisation

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Student involved fun activities - a novel strategy to teach functional correlation of brain in lectures Suresh N, Associate professor, Department of Anatomy, Sri manakula vinayagar medical college, Puducherry Background: Medical educators often use clinical cases and narratives to make the neuroanatomy lectures interactive for the learners. Making the learner to do activities followed by explaining the neuroanatomical correlation is an unexplored area of research. The objective of the study is to compare the test score among students exposed to student involved activities with conventional teaching during a neuroanatomy lecture, and to assess the students perception of neuroanatomy teaching among students exposed to student involved activities with conventional teaching using a validated feedback questionnaire.

Description: The study participants included 125 first-year medical undergraduate students. The student’s prior knowledge was assessed using 20 clinical scenario based multiple-choice questions on the topic “functional areas of brain”, 2 weeks prior to the lecture. The students were divided into two groups based on their roll number. The control group attended 2 sessions of didactic lecture and the interventional group attended 2 sessions of lecture with activities. In an activity, the instructor gives a set of task and rules to the learner, followed by functional correlation and clinical correlation. The post-test and feedback questionnaire were given 1 week after the completion of the lectures. The students who have attended the lecture sessions and completed both pre-test and post-test were included for analysis.

Outcome: The score improvement was significantly higher in the activity group as compared to the didactic group. The perception score on interest, knowledge attainment and satisfaction were significantly higher in the activity group.

Conclusion: Activity based teaching is an effective and engaging strategy to teach functional neuroanatomy in lectures.

The carefully planned student activities have the ability to promote active participation, improved understanding and better application of the subject content.

Keywords: neuroanatomy;lectures;activity-based, teaching

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The assessment of effectiveness of online learning in undergraduate medical education: A crossover case control study.

Dr. Mohanraj PS, Assistant Professor, Department of Biochemistry, AIIMS Gorakhpur, Uttar Pradesh, India- 273008 Background: There is a rise in the use of technology in education in recent times due to pandemic and lockdown worldwide.

Online Learning has become a norm in teaching methods for most schools and colleges. However there is a concern whether online learning is effective for undergraduate medical education. Hence, in this study, we try to address that concern by trying to evaluate the effectiveness of online learning when compared to offline learning using learning outcomes for undergraduate medical graduates.

Description: 124 students pursiung undergraduate medical education were separated into two groups A and B with 62 students each. Phase 1: A group attended an offline conventional lecture, and B group received e-lecture through online mode.

Phase 2: A group received e-lecture through online mode, and B group attended a conventional lecture offline. Students’ perception of online teaching was assessed by a questionnaire and performance by pre- and post-test.

Outcome: Post-test scores: two groups were significantly different (p < 0.0001), with the online learning group having higher post-test scores (SMD = 0.79; 95% CI: 0.41, 1.18). Pre- and post-test score gains: There was no significant difference between the groups (p = 0.06). However, the gains in online teaching is slightly higher (SMD = 2.10; 95% CI: -0.14, 4.23 Student perception: Compared to the conventional offline teaching method, online mode was liked by 72.7% of the students.

Conclusion: Online teaching methods in medical education were more effective than offline teaching. Online mode of teaching has its own advantages for enhancing learning of the students and flexibility. Hence it should be considered as a potential teaching method in medical education.

Keywords: Online teaching; E-learning; Undergraduate medical education; e-lecture

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iCON 2021

Comparative evaluation of the OSPE and conventional methods in Biochemistry department Dr.RamlingaReddy, Associate Professor, Dept of Biochemistry Background: Objectively Structured Practical Examination (OSPE) is a transparent competence assessment tool. Conventional assessments used are very subjective and not comprehensive. Hence the present study is conducted to introduce OSPE and strengthen evaluation methods.

Objectives: Comparison between OPSE and conventional assessment methods Description: The Quasi Experimental Study was done in Biochemistry Department for I MBBS students (n=146) after taking ethical committee approval. The study was designed as followsConventional assessment design: Student’s given qualitative and quantitative experiments according to syllabus and at the end each student evaluated by 2 assessors.

OSPE design: sensitization of OSPE was done. Of total 15 OSPE stations, every day, 5 stations were used for a batch of 50 students. Checklists for all questions were validated and reliability of the examiner was check prior to exam to avoid bias and ensure objectivity.Statistical analysis was done by Student’s test.

Outcome: Mean % score of conventional (73.9%) is statistically (p-.005) more than OSPE (70.9%) evaluation methods.

Conclusion: In conventional assessment, teacher’s biased would have influenced in giving high scores whereas OSPE evaluated objectively & critically, eliminating the examiner variability in scoring.

Keywords: OSPE, Conventional assessment, Evaluation

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Innovative medical teaching using Information technology: A model classroom Dr Mohammed Sarosh Ahmed, Associate Professor, Dr Sultan Rizwan Ahmad, Professor and Head, Dept. of Community Medicine, Deccan College of Medical Sciences.

Background: The medical education content, teaching/learning and assessment methods are ever evolving. The new generation medical students are more inclined towards use of information technology. Keeping in mind their demands and evolving medical science there is a need to transform our conventional teaching/learning methods to Information technology based. This study is undertaken to see the impact of interventions like inclusion of topic based Videos, Pre-test and Post Test quiz and Feedback in the teaching sessions.

Description: A cross sectional study was conducted among 120 medical students studying MBBS 2nd year in a medical college of Hyderabad, Telangana. Over a period of 3 months, a series of ‘innovative lectures’ were organized which included topic related ‘Videos’, ‘Pre-test and Post Test’ Quiz and ‘Feedback’ using Google forms. A pretested and semi-structured questionnaire was used after each lecture. Data was analyzed using appropriate statistical tests.

Outcome: The medical students shared a wonderful learning experience of having videos, Pretest and Post test Quiz and Feedback included in their routine lectures. Appreciating students for answering quiz correctly also added to their learning experience and attendance improvement.

Conclusion: The appropriate use of Information technology such as Google forms for Quiz and Whatsapp as a channel is highly appreciated and accepted by the medical students. Therefore, structuring of the lesson plan for the classes with inclusion of information technology can be a model for better teaching and learning.

Keywords: Innovative Medical Teaching, IT based teaching learning method, Model Classroom.

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Tectonic shift from traditional to online teaching : perception of faculty of medical domain during covid-19 Dr. Wilma Delphine Silvia CR, professor & Hod, Department of Biochemistry, Dr. Jyothi Vybhavi, Assistant Professor, Department of physiology , Shri Atal Bihari Vajpayee Medical College & Research Institute, Bangalore, Karnataka - 560001 Background: Covid-19 has enforced education system across India and the world indeed, to suspend physical classrooms and shift to online classes. While faculty grapples with new ways of managing this sudden transition to online education, students are left clinging on to electronic gadgets. Online education is not as easy as using laptop or phone. There are challenges with this form of education, which are faced at both ends of the spectrum by students as well as faculty. Hence, there was a need to find out the perception of medical faculty regarding tectonic shift from traditional to online teaching during COVID 19 pandemic.

Description: An observational, prospective and cross sectional study was conducted among the faculty of medical domain with online teaching experience during COVID 19 pandemic. Out of 269 faculty participated: 29 % Professors, 22% Associate Professors, 25% Assistant Professors and 15%Tutors and others 9%.

Institutional Ethics Committee approval was obtained prior to the study. Google form with Questionnaire and Informed consent with link was shared with faculty all over the Globe.

The online facilitation system for students (modified) with 20 questions were used as questionnaire with three subscales: (a) student- related issues, (b) instructor-related issues, and (c) institutional-related issues.

SPSS version 21, ANOVA test used for statistical analysis. Where, designation and demographic details considered as independent variables and faculty perception as dependent variable.

Outcome: Total of 269 subjects from medical domain comprising of faculty from Medical- 89%, Allied Health Sciences 6% & Nursing 5% participated in this study. Males were 36% and females 67%, within the age group of 25 years and above. More than 50% of the responses were obtained from Biochemists & Physiologists.

75 to 100% of faculty agreed that they do not have any control on students while teaching online, students can access online course from any place in India or world, students use a wider range of resources, technical problems discourage teaching online. Not meeting students face-to-face prevents the teacher from knowing them with respect to academics and emotional perspectives, concerned about receiving lower course evaluations, it is more difficult to motivate students in online environment than in the traditional setting

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As the age increased the satisfaction rating has decreased. With P value 0.03(statistically significant) between groups and within the groups.

The junior faculty responded with increased mean value of rating of satisfaction when compared to the senior faculty. Medical faculty (mean value 2.75) were less satisfied rating with online teaching compared to allied health sciences and nursing (Mean value 3.44). Faculty across India and world have responded that they are partially satisfied with online teaching and prefer traditional teaching.

Conclusion: Online learning is an exciting new way to learn and has a positive impact on students education as well as faculty from medical domain during covid-19 pandemic. Faculty of every age is taking it as a good step during pandemic.

The difference was found when perception was compared with the designation and age groups. High-quality online teaching requires candid planning, preparation and more individualised feedback and assistance. Hence, preference given for traditional teaching.

Keywords: Faculty, medical, online, questionnaire, teaching, traditional.

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Well-being and perspective of 2nd year MBBS students on online pharmacology classes held during COVID 19 pandemic in a tertiary care teaching hospital Dr Latha Kamath, Dr Nishith R S and Dr Ananya Chakraborty Department of Pharmacology, Vydehi Institute of Medical Sciences & Research Centre, Bangalore, Karnataka, India.

Background:COVID-19 pandemic shifted all the classroom teaching to virtual online platforms. The overnight change in the teaching structure posed serious challenges especially for medical education. This study aims to assess the well-being of medical students undergoing online medical education during COVID-19 pandemic and their perspective on online pharmacology classes.

Description:We implemented several measures like formative assessments, quiz competitions, zoom polls, student chosen revision topics, student presentations, Pharmacomnemonic competition etc. WHO-5 Well-Being Index was used to assess well-being of students. An internally validated questionnaire was used to assess student’s perspective on online pharmacology classes. The questionnaire was administered to eligible consenting students online through Google forms. The data obtained was analysed in SPSS software.

Outcome:The mean wellness score (percentage) for all participants (n=118) was 48.87%. The mean wellness score for males (58.67%) was higher than for females (42.41%). The average score for overall benefit of conducting online pharmacology classes was 3.32 out of 5. Objectively assessed online interactions like formative assessment, polls and quiz were rated higher than subjective interactions like debate.

Conclusion:COVID-19 pandemic has caused massive disruption in the life of many people. In our study, we report a decreased well-being score in medical students attending virtual classes. The findings on well-being of students have implications on planning redressal mechanism in such extreme situations. Our analysis of student’s perspective about online interactions has implications beyond online classes. Some of the interactions can be instituted into regular curriculum increasing the student’s participation.

Keywords:Pharmacology online classes, COVID-19 medical education, WHO well-being scale

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Effectiveness of crossword puzzle as an adjunct tool for active learning and critical thinking in Microbiology.

Dr. Mohammed Khaleel, Professor, Microbiology, Deccan College of Medical Sciences Background: Incorporation of active-learning methods into the classroom allows students to be motivated and enhances their learning experience. Crossword puzzles are found to be an interesting educational tool for teaching medical students as it evokes interest, motivate, enhance their critical thinking, allow a better understanding of concepts, and help in reinforcing the material acquired during lecture.

Description: A cross-sectional observational study was conducted among Second-year medical students who were randomly selected over a period of 3 months from August to October 2021. Two different crossword puzzles including 10 questions each on different topics in Infective Endocarditis and Rickettsia were made after ensuring content validity. Approval to conduct the study was obtained from the Institutional Research and Ethical committee. Informed consent from the students for participation was taken. Small groups of 6-8 students each were made and allowed group discussion to solve crossword puzzles created from online resources after the lecture for 15 minutes duration, later the post-intervention assessment was done in both groups with the same set of MCQ and students’ feedback on crossword usefulness was obtained.

Outcome: A total of 120 students out of 150 enrolled in the class of batch 2019 evaluated the crossword puzzle activity.

An anonymous questionnaire survey was developed to assess the student’s perceptions of crossword puzzle activity as a tool to enhance their learning in the classroom. The average MCQ test score in Group A improved significantly from 6.65±3.4 pre-intervention to 11.26±2.5 post-intervention (p <0.05). The average test score in Group B also improved significantly from 5.7±2.9 pre-intervention to 9.59±2.5 post-intervention (p <0.05). But the post-intervention MCQ scores in group A (crossword puzzle) was higher and statistically significant (P <0.05) in comparison to group B Conclusion: Crossword puzzle promotes active self-learning and develops critical thinking among medical students. It could be used as a supplementary educational tool in Microbiology to enhance problem-solving skills along with the information provided through traditional teaching lectures.

Keywords: Crossword puzzle, Pre and Post-test Questionnaire.

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Real-time reflection by gamification as teaching-learning-assessment tool in Competency based Medical education Dr Anurag Yadav, Assistant Professor, Department of Biochemistry, MNR Medical College & Hospital, Sangareddy, Telangana Background: In order to improve student’s learning skill, digital instructional approaches such as gamification are used in routine practice. We aimed to obtain systematic experience on the feasibility of Kahoot app, when utilized in addition to traditional classroom education using an real-time reflection for students as Teaching Learning Assessment (TLA) tool.

Description: This prospective study conducted at department of biochemistry, MNR Medical College & Hospital during the year Jan to Feb 2020. The students included were of phase I MBBS students, 1st yr dental students and 1st yr physiotherapy students. The students were taught the regular subject of biochemistry and participants were divided as the two batches that were randomly picked from the whole batch.The students were taught with four different topics. After completion of two topics the groups were switched. Before switching groups, they were given with the MCQs of two topics which were taught in common. During the first two topics, Group A students were the one who were given with the Kahoot based MCQs between the lecture hours and group B were given with traditional paper based MCQ between the lecture hours. The next 2 topics were taught to all the students, and divided into two group as group C which comprise group A students with traditional paper based MCQ during the lecture hours and group D, which comprised of group B students with Kahoot based MCQ during the lecture hours. Once both the topics are completed, all the students appeared for the post completion test according to the groups. The MCQ test were of total 50 marks. The time duration required to complete the MCQ in both the format of MCQ and the marks obtained at the end of the lecture hours were assessed. The satisfaction survey in form of questionnaire was designed and all students were requested to fill the questionnaire as Google form.

Outcome: Total of 344 students were included in the present study. Among them, 64.2% were MBBS students, 23% were Dental and 12.8% were physiotherapy 1st yr students. There was significant higher mean test scores in group A (Kahoot based MCQ) compared to group B (traditional paper based MCQ) and group D (group B students with Kahoot based MCQ) from group C (group A students with traditional paper based MCQ) with respect to the topic assessment and end test result.

Students strongly agreed that Kahoot help to retain the knowledge (60.5%), it simplifies complex subject (41.9%), learning was fun (74.4%), enhance the understanding of subjects (53.5%), and 90.7% responded they want the Kahoot based learning frequently.

Conclusion: The study showed the utility of game based learning apps like Kahoot use in competency based medical education as real-time assessment tool. Improvement in the learning ability and simplifying the complex subjects was the perception of the students towards Kahoot use during the lecture hours and assessment.

Keywords: Medical Education, MBBS, Gamification, Kahoot, real-time. iCON 2021

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Assignment must know physiology: improves academic performance among slow learners of first year dental students Mythili Bai K1, Chavan M2, Saniya K3, Prakash KG4, 1Dept. of Physiology, 2Dept. of Pharmacology, 3,4Dept. of Anatomy, PSIMS&RF, Andhra Pradesh, SMIMS, Tamil Nadu and AIMSR, Kerala [India] Background: It is an integral part of the education system to adopt newer teaching and learning technologies as and when required depending upon the existing challenges to improve the academic performance including the cognitive, psychomotor and affect domains of learning.

Aims & objectives: To evaluate the assignment must know Physiology in improving the academic performance among slow learners of first year dental students Description: The research protocol was approved by the IRB and all the principles of research and bioethics were adhered throughout the study period. As per the study operational definition and inclusion criteria the ‘slow learners’ the voluntary participants were recruited into the study after obtaining the due written informed consent from them. The serial assignment(s) were given to the study participants with focus on ‘Must Know Physiology Concepts’. The obtained data was recorded and analyzed using appropriate statistical tests.

Outcome: This study revealed that, the serial assignments on ‘Must Know Physiology Concepts’ improved the scoring in academic performance among study participants and it was found to be statistically significant [P<0.001]. It was also observed that, students were motivated and interested to learn with a positive feedback note on their interventional part.

Conclusion: The assignment must know Physiology improves the academic performance among slow learners of first year dental students.

Keywords: Physiology, Dental, Slow learners

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Attitude and Perceptions of Students Towards Self Directed Learning in Undergraduate Medical Education: A mixed method study Dr. Abilash S C, M.Phil Scholar, Centre for Health Profession Education (CHPE), Professor of Pathology, Shri Sathya Sai Medical College & Research Institute Background: Self Directed Learning (SDL) plays an active role in developing the metacognitive skills in students, which play a very important role in shaping the students to become lifelong learners. The indiscriminate application of SDL principles and poorly prepared teachers/students at times make the introduction of SDL resented rather than welcomed. Though SDL is a long-standing concept in the education literature, it is relatively new to Indian medical education. Considering all these factors the present study has been proposed Description: A Mixed-Method study design was employed. Quantitative data were collected by using a self-administered questionnaire measuring students’ perceptions towards SDL as well as exploring students’ views about the influence of components such as environment, type of curriculum, level of understanding of students’ and role of teachers on their SDL. Additional two focus group discussions, each containing eight participants from II MBBS were conducted. The quantitative data were analyzed using SPSS. The focus group discussions were reviewed, coded, and then thematically analyzed Outcome: About 80% of the students rated SDL as a good teaching-learning strategy. About 70% of students said that the SDL is interesting and it stimulated their learning interest. Challenges include formulating learning objectives, finding the right resource materials, and time constraints. Students were not much aware of the SDL process and the role of teachers in SDL. Findings from the qualitative data showed that certain curricular components and guidance from the teachers’ played role in promoting students’ SDL Conclusion: Students were not fully aware of what was expected from them on SDL. Individual characteristics played an important role in determining self-directed learning efficiency and lack of knowledge about the SDL process was one of the major hurdles. Further cross-sectional studies to identify the level and ability of students’ SDL Keywords: Self Directed Learning, Life long learning, learning objectives

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Assessment of Learning outcomes using Objective Structured Practical Examination (OSPE) in I MBBS CBME curriculum Dr M Gopinath, Associate Professor, Dr Lakshmi Jatiya, HOD, Department of Physiology, AVMCH, Puducherry Background: Traditional method of assessment was being followed in I MBBS curriculum for these many years. The Medical Council of India has described the basic competencies in all subjects across all phases required for an Indian Medical Graduate (IMG) and designed a competency-based module on various Teaching Learning methodologies and Assessment methods.

Competency Based Medical Education (CBME) Curriculum has been introduced with the focus on Outcome based education where testing of IMG outcomes is possible. This study explains the evolution of interpretation-based training to the students by practicing OSPE in the assessment of various Physiology topics which initiated the reasoning of clinical relevance Description: We performed this OSPE for 100 students by allotting 8 stations in which 4 skilled stations and 4 Non skilled stations were assigned. Students were asked to perform in each station in the given stipulated time of 3 minutes. The 4 skilled station was assessed by using scoring sheets and evaluation check list by the two Internal and two external examiners. Non skilled station sheets were evaluated for marks by the examiners in rotation after the completion of the exam. Marks scored in the traditional exam and OSPE were compared and analyzed for results. Feedback by examiners and students were also obtained.

Outcome: The marks obtained from OSPE pattern and performance by the students was better when compared with the traditional assessment. It helped in assessing integrated topics and clinically oriented problem-solving questions to achieve IMG outcomes. The feedback by examiners and students were constructive and helped in developing strategies to improve their performance. It Allowed them to show/execute their competence across multiple stations Conclusion: Hence OSPE is a definite, reliable and objective tool for assessment of learning outcomes which is well acquired by faculty and students.

Keywords: OSPE, CBME,OBE, competency

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Snippets of Student Centric Methods for Postgraduate Teaching Dr. Shashidhar K N, Professor and Head, Dr. Harish R, Associate Professor, Prabhavathi K, Associate Professor, Department of Biochemistry Background: Medical education as a whole has experienced a paradigm shift from traditional teaching to the current competency based medical education where the prominent theme is student centered learning.To provide further evidence in favor of student centric methods this study was carried out.

Description: The faculty utilized the following student centric methods for second year Pathology postgraduate students posted in the Department of Biochemistry: experiential learning, flipped classroom, student led seminars and constructivist learning model. Following the 15 days of posting feedback was obtained along with an assessment which was graded.

Outcome: Feedback was obtained from the postgraduate students. End posting exams results was marked with the passing of students Conclusion: The move to learner centered strategies has major implications for faculty development at all levels from the institutional to the individual Keywords: postgraduate learning, student centric methods

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Medical student’s perception on clinical training using standardised patients in a medical college at Puducherry Dr.Gayathri.S, Assistant professor, Department of Community Medicine, Vinayaka Mission’s Medical College and Hospital, Karaikal Background: Medical educators use a wide variety of pedagogical methods to help students develop their interpersonal, clinical and treatment intervention skills. Considering rapid changes in Medical education and patient load in hospitals to train the students with available resources, Innovative teaching methods to be considered. Use of Standardised patients also referred to as a simulated patient are growing in the Indian scenario. Not much studies have been done to understand the student’s perception about those programs in India.

Objectives: 1. To understand the student’s experience with Standardised Patients during their clinical training.2. To understand the student’s perception on clinical training using Standardised Patients.

Description:A cross sectional study was conducted among 2nd Year MBBS students. A semi structured questionnaire was developed consisting of totally 10 items to assess Student’s experience with Standardised patients and 15 items to underestand student’s perception about using standardized patients as learning tool for their clinical training. At the end of the questionnaire two open end questions were added regarding strength and limitations of training with SPs. Outcome: Out of 250 students, 229 students responded through Google form and most respondents provided valuable free text comments. Students response to statements suggested a more positive experience with standardize patients and the overall perception about the SP Program training was positive. No significant association was found between Gender, Mother tongue and Family member being a medico and student’s perception about SP program.

Conclusion: The result of the present study revealed that the participated students have positive perception on SP program running in their institute. Suggestions given by the students for future improvement of SP Program should be considered for betterment of the program.

Keywords: Standardised patients, Students, Perception, Questionnaire.

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Learning Biochemistry through models” in Phase I MBBS. Dr Surekha T Nemade ,Professor, Dr Rasika N Pathak, Assistant Professor, Dr Shubhangi D Wankhade, Assistant Professor , Nutan B Ahire, Assistant Professor, Dept of Biochemistry Background: Biochemistry, a basic science subject in Phase I MBBS is a building block of clinical interpretation. Knowing the basic mechanisms of various metabolic reactions, structures of important compounds, functioning and their importance and molecular biology become very essential. These concepts will be well explained with the models making and discussing with the peers. Hence model making competition was planned.

Description:About 10 days prior, students were sensitized about this activity. 120 students were divided into 8 groups (15 students in each group) .These groups were asked to discuss among them and submit the topic for model. Each group presented the model to the Judges on the day of activity.The questions asked by the Judges were also answered by the group.

Each group was assessed by the team of Judges as per the defined criteria.

Outcome:The assessment of each model was done based on following criteria. a.Ability to represent/replicate (how well the model made) b.Aesthetics(fine craft skills) c.Explanation about the model d.Relevance/Application in teaching Learning.

Feedback from the students was taken.95% Students gave following feedback asi) This activity helped in better understanding of the topic with gain of knowledge. ii) This activity helped in concept clearing and analytical thinking. iii) The skills like creativity, communication and presentation were improved. iv) Building good group dynamics through team work was also appreciated by the students. v) Confidence building and positive attitude towards the subject was achieved.

Conclusion: Self directed and peer assisted learning proved to be the one of the best methods in Teaching Biochemistry.

Models made by students made the concept very easy to understand. Learning by doing the models also developed the Group dynamics in students.

Keywords: Biochemistry, models, concept understanding, peer assisted learning

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Students as Patients: Effectiveness of Peer Simulation over traditional clinical teaching- A pragmatic comparative study.

Dr. S. Vijayalakshmi, Associate Professor, Department of Community Medicine , Sri Venkateshwara Medical College Hospital and Research Centre, Puducherry Background: Simulation Based Education (SBE) is highly effective for improving medical students’ behaviour and skills.

However, incorporating SBE into Medical curriculum is limited in our country due to lack of resources. Peer simulation encompasses students representing patient roles thus reducing the cost and manpower, however its effectiveness is unknown.

Thus, this study was conducted to assess the effectiveness and difference in students’ Knowledge, Engagement, Attitudes and Motivation on peer simulation over traditional methods in clinical teaching among final year part I MBBS students.

Description: Total 60 students with two batches (30 students per batch) participated. One batch underwent traditional clinical teaching and another with a peer simulated teaching method for a period of 4 weeks from 2nd to 30th September 2021. The students were assessed by OSCE at the end of the posting. Pre-tested questionnaire was used to assess the students’ Knowledge, Engagement, Attitudes and Motivation among different teaching methods. Item analysis and Unpaired t-test were used.

Outcome: The overall score on OSCE assessment was higher in the peer simulation group than traditional teaching methods with significant difference (p<0.05). The effectiveness of communication skill, elucidating history, patient advice and content coverage was high in Peer simulation method with the item value of 0.65 to 0.71, whereas examination skill was lesser in Peer simulation method with item value of 0.45. Significant difference was found in engagement, attitude and motivation among peer simulation than traditional methods (p<0.05), whereas knowledge component doesn’t show any significant difference.

Conclusion: Peer simulation was effective in teaching clinical skills among MBBS students. A New method of teaching helps the student to motivate and engage them in active learning. Peer simulation is a cost-effective method that can be adopted to teach students basic skills in clinical examination.

Keywords: Effectiveness, Peer Simulation, Traditional method

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Group-In-Group Concept: Its Application In Small Group Teaching In Teaching-Learning Process Dr Raj Kishore Mahato, Professor and HOD, Dr Sindhu Sekar, Assistant Professor, Dr Muthu Meera Senior Resident, Velammal Medical College, Madurai-09 Background: Small group teaching (SGT) enables the learners for higher order thinking, fosters teamwork, inculcates lifelong learning skills and improves communication skills. It empowers the learners to explore their hidden capacities of self-reliance, self-directed learning and self-regulated learning. The application of group-in-group concept in small group teaching is an innovative and effective way of teaching-learning process.

Objective: To explore the utility of group in group concept in small group teaching.

Description: Involved 50 MBBS students were divided in 2 groups-A and B each consisting of 25 students. Group B was further divided into 5 groups each consisting of 5 students. Their understanding of the topic taught and satisfaction of the method used were assessed using a 5 point Likert scale questionnaire.

Outcome: 76% students told group in group method is easier to understand the topic taught and were satisfied with group in group method.

Conclusion: The group in group method as a small group teaching method is a useful way for better understanding of a topic.

Keywords: Small group teaching, Learning, Student

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Perception of faculty and students on using standardized patient for clinical teaching- A mixed Dr. Muthukumar Tharumaraj, Associate Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute.

Background: Standardized patient (SP) is an umbrella term used to refer to simulated patients as well as actual patients both of whom present their symptoms in a standardized manner. This study was conducted to find out the perception of the medical students and faculty on using standardized patients for clinical teaching.

Description: A mixed methods study was conducted at Shri Sathya Sai Medical College & Research Institute among undergraduate medical students, faculty and SP’s. As a part of II MBBS teaching, standardized patients were involved for clinical teaching for history taking and general examination. At the end of clinical posting, feedback and perception of using standardized patient was collected using a pretested and validated questionnaire using google form, a focus group discussion will be conducted among faculty involved in teaching students using standardized patients to find out the advantages, disadvantages, challenges and recommendation of using standardized patient and an in-depth interview was conducted with the SP’s to explore their opinion on merits and demerits of being an SP Outcome: Among students most of the participants were male (51.6 %) and 44 % of the students strongly agreed that using SP’s helped them in identifying the strength in history taking and 52% of the participants agreed that this sessions helped them in identifying the areas of improvement. 31% of the participants strongly agreed that after the SP sessions they felt they were well prepared to face the real patients.35 % of the participants strongly agreed that the cases were realistic. Almost all the students gave feedback that their communication skills were improved after the SP sessions and 67 % of the students want more class on SP session. Manual thematic content analysis of the FGD’s and in depth interview was done.

Conclusion: The perception of the undergraduate students and faculty on using SP’s for clinical teaching was positive and good and hence it can be implemented in other institutions also.

Keywords: Standardized patients, SP, simulated patients, undergraduate teaching

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Awareness of applied clinical basic science principles among students of a southern teaching dental college: a descriptive study Mythili Bai K, Chavan M, *Prakash KG, Saniya K Dept. of Physiology, Dept. of Pharmacology and Dept. of Anatomy, SMIMS, Tamil Nadu, PSIMS&RF, Andhra Pradesh and AIMSR, Kerala [India] Background: Applied aspects are important to understand and translate the same at bedside. The knowledge acquired during the early part of medical or dental profession needs to be updated periodically and retention of the same is essential for better practice and delivery of health care services to the mankind.

Objectives: to study the awareness of applied clinical basic science principles among students of a southern teaching dental college Description: This is a descriptive study in design, done at Southern teaching dental college. Prevalidated questionnaires on applied clinical basic science principles were provided to the dental students and were asked to return after complete filling of the questionnaire. In this study, fifty eight dental students were recruited and who formed the study population.

Outcome: In this study it was found that, only less than half of the study population had correct responses to all the questions related to the ‘applied clinical basic science principles’. It was also seen that [more than 82.5%] of the study participants had positive feedback in the form ‘Preclinical subjects forms the core foundation for the basic medical/dental sciences, which helps in better understanding the concepts in various medical/dental disciplines’. This study also revealed that, more than 91% of dental students willing to undergo some kind of training in the applied clinical basic science principles to update their knowledge either through seminars/CME. Conclusion: This study revealed that, there was a poor knowledge but with positive attitude towards the applied clinical basic science principles among students of a southern teaching dental college.

Keywords: Applied Principles, Pre-Clinical, Dental

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The role of conducting tutorials classes on academic performance in a southern based dental teaching tertiary care centre and hospital Bai MK, Chavan M, *Babu SK, Saniya K, Kuppasad PG, Kumar SS Dept. of Physiology, Dept. of Pharmacology and Dept. of Anatomy, SMIMS, Tamil Nadu, PSIMS&RF, Andhra Pradesh, and AIMSR, Kerala [India] Background: Tutorial classes are a small group teaching and learning method(s) with two way interaction(s). Periodic tutorial classes need to be planned well in advance on the core themes of disciplines to maximize its academic benefits. These should focus on important elements or principles which can enhance the interest as well as deep learning among students.

Aims and objectives:To evaluate the role of conducting tutorials classes on academic performance in a southern based dental teaching tertiary care centre and hospital Description: The research protocol was approved by the Institutional Review Board [IRB]. The national and international guidelines pertaining to research and bioethics were followed while conducting the study. Written informed consent was obtained prior to the enrolment of study participants into the research project. The privacy and confidentiality of each study participants was strictly maintained.The periodic tutorial classes were systematically planned and executed as per the standard protocol among dental students. At the end of every tutorial class, the participants were assessed for their cognitive, psychomotor and affect domains of leaning. The obtained data was recorded and was analyzed using appropriate statistical tests for their significance with the ‘P’ value of less than 0.05.

Outcome: This study showed that, the scoring was more among who had completed the tutorial modular classes when compared to the those who did not [P <0.001]; (However for ethical concerns, the other group of study participants were also been given the chance to undergo complete tutorial modules after the data was analyzed). It was also seen that, the scoring was even better and on higher rising trends with periodic tutorial modules when compared to their previous performance [P<0.05].

The study participants opined with a positive feedback on tutorial modules and they expressed to have these kinds of teaching and learning methodologies, as it created a more interest and motivation among young learners.

Conclusion: Conducting periodic tutorials classes significantly improved the academic performance among dental students in a southern based teaching tertiary care centre and hospital Keywords: Training, Teaching and Learning, Students, Tutorial

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Systematic periodic seminars significantly enhanced the scoring and interest among medical professional students Bai MK, Chavan M, *Kumar SS, Saniya K, Kuppasad PG, Babu SK Dept. of Physiology, Dept. of Pharmacology and Dept. of Anatomy, SMIMS, Tamil Nadu, PSIMS&RF, Andhra Pradesh, and AIMSR, Kerala [India Background: Medical professional students should undergo training with different kinds of teaching and learning technologies to create the more interest and enhance their deep level(s) of understanding in any discipline(s). Seminars are important, which can make the students to think on the particular topic with novel creative ideas and greater opportunity to express their level of understandings to the audience.

Aims and objectives: To evaluate and understand the role of conducting systematic periodic seminars on the scoring and interest among medical professional students Description: The operational definition of systematic seminar(s) with core topics was identified in the medical discipline.

The protocol received approval from the ‘Institutional Scientific and Advisory Committee [ISAC] and Institutional Human Ethics Committee [IHEC]. The universal code and principles of bioethics were adhered throughout the study period.The study participants were enrolled after their voluntary written ICD. The privacy and confidentiality of study participants was maintained strictly adhering to the ICMR guidelines on ‘Research Involving Human Participants’.The participants were randomized to either of the group(s) [Exposure to Systematic Seminars/Non-Exposure to Systematic Seminars]. The thematic seminars were conducted serially followed by uniform assignment(s). The data was recorded and analyzed using appropriate parametric and non -parametric test of statistical significance.

Outcome: It was very clearly evident from the study that, the academic performance/scores were better among who had exposure to the systematic seminars than who did not [P <0.0001]. The scores were also high in the cognitive [P<0.01] as well as psychomotor [P<0.05] domains of assessment(s).Interestingly it was also seen that, retention of memory/facts were for longer duration among intervention group when compared to the control group [P <0.01].

Conclusion: Systematic periodic seminars significantly enhanced the scoring and interest among medical professional students.

Keywords: Training, Teaching and Learning, Students, Seminar

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Authentic learning in nutrition education and the social accountability of health professions institutions Dr. Mohammad Tauheed Ahmad, Assistant Professor, Department of Medical Education, College of Medicine, King Khalid University, Saudi Arabia Background: Studies in different parts of India and the world have found the undergraduate health professions curriculum in nutrition to be inadequate. Promoting the health of the community is one of the prime objectives of all health professions.

A number of serious illnesses can be prevented or mitigated by following good nutritional practices. Are the graduates of health profession program ready for shouldering this social responsibility? In general, the nutrition curriculum has been found lacking in addressing this key health professions capacity building requirement. Can authentic learning in nutrition bridge the gap between theory and practice?

Description: This paper emphasises the need for preparing health professions graduates with the required nutritional competencies to serve as health promotion leaders. This will enhance the social accountability of the institutions. Nutrition education has to evolve from the knowledge domain to the skills and values domain. Authentic learning in nutrition can go a long way in improving the health of the professional community as well as promoting the health of the populations by preparing capable advocates for nutrition.

Outcome: Authentic learning, as compared to the fact-based approach to education in the field of nutrition, has the potential to change the nutrition behavior of the health professions students. This is bound to reflect in the role of the graduates as competent advocates for nutrition and health.

Conclusion: Authentic learning in nutrition can support behaviour change of the learners as well as prepare them for a role as nutrition advocate justifying the social accountability of the health professions institutions.

Keywords: Authentic learning, Medical Education, Nutrition education, Curriculum, Social accountability

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An innovative method of learning clinical applications in Physiology using an interactive method “ANALYSE, INTEGRATE and DISPLAY” (AID) among Phase 1 MBBS students.

Dr Ayesha Juhi, Associate Professor, Department of Physiology, AIIMS Deoghar

Background: In context to CBME curriculum, the paradigm shift of encouraging students to become the active learners the didactic lectures were reduced to 1/3 of total teaching learning methods. Due to covid-19 pandemic, the above context became a huge challenge wherein total education system was jeopardized. Students became passive listeners with no option for interaction with teachers or peers during the online didactic lecture class and with no scope for any interaction. Interactive small group teaching is one of the best way to engage students in learning clinical applications during 1st MBBS year especially during the pandemic e-learning environment where there is no physical presence around of the peer and teacher interaction.

Description: MBBS 1st phase students were the target population. This innovative method was initiated with a group of 20 members during March -June 2021 through FCC online platform. Students were taught about a particular unit (BLOOD) in Physiology, post which the clinical application related to the unit were taught using AID method. The total session is of 2 hours, Using SLIDO the online pre-test of 25 marks was conducted for the students. Post which the students were shown the pictures of signs and symptoms, lab diagnosis ,treatment related pictures will be displayed on the screen in haphazard way(Iron deficiency anemia, Megaloblastic anemia , Beta Thalassemia) , (Prehepatic jaundice, Hepatic jaundice, Post hepatic jaundice ).Then the students will be randomly will be divided into 3 groups .For a duration of 30 mins, in groups the students have to analyse, Integrate and display the interpretation of clinical diagnosis by connecting pictures followed by discussion for 15 mins by each group. After the completion of all the three groups. Post test will be conducted again using SLIDO. Outcome:The post test scores were significantly more than pre test score. All the 3 groups interacted and presented the clinical case effectively Conclusion:The students became the active learners, they interacted with their peers and could analyse, integrate the haphazard pictures of clinical cases and displayed their diagnosis with explanation even through the online mode.AID (analyze, integrate and display) ,an Interactive small group teaching is one of the best way to engage students in learning clinical applications during 1st MBBS year especially during the pandemic e-learning environment where there is no physical presence among of the peers and teachers.

Keywords: Interactive small group teaching, Analyze, integrate and display , Clinical application.

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Selected Student Essays

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Judges for Essay Contest

Prof. Medha Joshi Director, Medical Education Unit, International Medical School, Management and Science University(MSU), Bangalore campus

Prof. Kavitha Vasudevan, Prof- HoD of Community Medicine and MEU Coordinator, IGMCRI, Pondicherry

Prof. Srinivas Pagadpally Prof – HoD of Paediatrics and MEU Coordinator, VMMC, Karaikkal

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Mr. JatothSurendar Government Medical College, Nalgonda Ms. G. Niharika Reddy Government Medical College, Nalgonda Ms. Haripriya. G Indira Gandhi Medical College and Research Institute, Pondicherry Ms. SangeetaYadav ESIC Dental College and Hospital Ms.Ashwanthicka M M Amity Institute of Psychology and Allied Sciences, Uttar Pradesh Ms. Varanasi Dhana Lakshmi Anna Medical College, Mauritius.

Mr.Jonnalagadda Vishal Government Medical College, Nalgonda.

Mr. Vishal K R Dr. ChandrammaDayanandaSagar Institute of Medical Education and Research, Ramanagara Ms. A. Reshmi Vinayaka Missions Medical College & Hospitals, Karaikal

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Ms. Shilpa Ghosh St. John’s College of Nursing, Bangalore Ms. KirtiVerma ESIC Dental College and Hospital, Rotini , Delhi Ms. Riya Agrohi JSS Medical College, Palanpur, Mysore Ms. PriyankaSunilbhaiPagare Banas Medical College and Research Institute Mr. Yashvardhan Gaur JSS Medical College, Mysore Mr. Archishman Das Jagannath Gupta Institute of Medical Sciences & Hospital Ms. G.Bagyalakshmi PSG Institute of Medical Sciences & Research, Coimbatore Ms. SherinaGeethu Koshy College of Nursing, St. John’s Academy of Health sciences Ms. Bhawatharani Vinayaka missions Shankaracharya Dental College, Salem Ms. Mokitha M Vinayaka missions Sankarachariyar Dental College, Salem Ms. Kirubashini N Vinayaka mission Sankarachariyar Dental College, Salem Ms. J Chaithra Dr. Chandramma DayanandSagar Institute of Medical Education and Research, Ramanagara Ms. M Bavunika VMS Dental College Salem Ms. Sonali S Vinayaka Mission’s Shankarichariyar Dental College, Salem Ms. BhumikaMaheshwari ESIC Dental College and Hospital Ms. Cavan D’Souza DR. ChandrammaDayanandaSagar Institute of Medical Education and Research Mr. Raima Sinha Raipur Institute of Medical Sciences Mr. Aakash Kumar Sri Venkateshwaraa Medical College Hospital & Research Centre, Pondicherry Ms. Rutuparna Swain Raipur Institute of Medical Sciences, Raipur 99

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Ms. Arjoo Xalxo Raipur Institute of Medical Sciences Mr. Soam Mohan Joshi Banas Medical College & Research Institute, Palanpur, Gujrat Ms. ArshiyaSulthana Vinayaka missions Shankaracharya dental college, Salem Ms. Rithi P Vinayaka Missions Medical College and Hospital, Karaikal Ms. Ruby Vikrambhai Patel Banas Medical College & Research Institute, Palanpur, Gujrat Mr. MohmadmaazMohmadmustufaDodiya Banas Medical College & Research Institute, Palanpur, Gujrat Mr. Sai Harish N K Aarupadai Veedu Medical College, Pondicherry Mr. Mayuri Roy North-Eastern Indira Gandhi Regional Institute of Health and Medical Sciences Ms. Gnanasanmitha S Vinayaka Mission’s Sankarachariyar Dental College, Salem Ms. Rithika D Vinayaka Mission’s Sankarachariyar Dental College, Salem Ms. Shaina Khan S Vinayaka Mission’s Sankarachariyar Dental College, Salem Ms. Kanishka Gupta ESIC Dental College and Hospital Ms. Kayalvizhi R VMSDC, Salem Ms. Hemamalini Ramesh JIPMER, Pondicherry Ms. PragatiKesharwani Raipur Institute of Medical Sciences, Raipur, Chhattisgarh.

Ms. Santhya M SAHS, AVMC Campus, Puducherry Mr. Sankalp Gupta Vinayaka Missions Medical College, karaikal Ms. Neha Roy Sri Lakshmi Narayan Institute of Medical Science, Puducherry Ms. Srinidhi S Sankruthi ESIC Medical College and PGIMSR, Chennai Ms. Vani Ghai

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Bharati Vidyapeeth Medical College, Pune Ms. Jocelin Sarah Mary C Pondicherry Institute of Medical Sciences, Pondicherry Ms. G. R. Aishwarya ESIC Medical College and PGIMSR, Chennai Ms. Roja Pondicherry institute of medical sciences, Pondicherry Ms. R Roshini Devi ESIC Medical College Chennai Mr. Arun Annamalai ESIC Medical College, KK Nagar, Chennai Ms. LavanyaRanvee AIIMS, Deoghar, Jharkhand Mr. K P Naveen PIMS-Pondicherry Institute of Medical Sciences, Pondicherry Ms. K.Santhiya Madha Medical College and Research Institute, Chennai Ms. Aiswariyam.Rm ESIC Medical College & PGIMSR, KK Nagar, Chennai Mr. Saheli Mukherjee North Bengal Medical College & Hospital, Darjeeling, West Bengal Ms. Poornima AddePallin Shri Sathya Sai Medical College and Research Institute, Kanchipuram (TN) Mr. Rowan Christopher C ESIC Medical College, Chennai, Tamilnadu, India Ms. Shreyasee Chattopadhyay Sri Lakshmi Narayana Institute of Medical Sciences, Pondicherry Ms. S. Preethi Vinayaka mission sankrachariyar dental college, Salem Ms. B. Nithyashree Saveetha College of Allied Health Sciences, Chennai Ms. S. Nivedha School of allied Health Sciences, AVMC Campus, Pondicherry

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Instructions given to students for preparation of essays • Addresses prompt: The essay effectively takes into account, either literally or metaphorically, the entirety of the prompt i.e. the topic.

• Focus: The main message is clear and supported throughout. The essay doesn’t stray away from the main message.

• Organisation & structure: The essay is well organized and well structured. Author demonstrates command of grammar, spelling and mechanics.

• Voice or originality: Highly engaging and personal style; fresh and interesting ways to convey ideas; approaching the topic from a unique perspective.

• Evidence of personal reflection: The essay demonstrates that the author has genuinely explored the topic/ question and how it relates to his/her own life. The essay reflects a depth in reflection.

• Language: The quality of language will not be a decisive factor, as long as the text retains its clarity and coherence.

Marking Rubric • • • • • • •

Addresses prompt/ topic in full (5 marks) Focus on the topic without deviation (5 marks) Organisation and structure of essay (10 marks) Originality/ personal perspectives (10 marks) Evidence of meta cognition and personal reflections (10 marks) Language quality; clarity and coherence (10 marks) Total (50 marks)

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Thematic Analysis of students essays

1. What does the term ‘authentic learning’ mean to them?

Theme 1: Critical Thinking and making Connections • Learning opportunities • Applicability and adaptability of concepts • Learning to deal with ambiguity and ill-defined problems • Thinking and reasoning • Lifelong Process • Real life reference • Bridge connecting science and art of medicine • Skill development • Transfer of skills / portable skills • Metacognition and HOTS • Transition to 21st century learning • Mastery of key concepts • Experiential

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Theme 2: Creativity • Novel ideas • Motivation to discover new things • Resource management • Thinking out of the box

Theme 3: Collaborations • Communication • Teamwork • Leadership qualities • Multiple perspectives to the problem/ Interdisciplinary perspective • Assimilation with culture and local language • Prioritise process over content • Training on finances- cost of care and management principles

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2. What is the Relevance of ‘authentic learning’ to them?

Theme 1: Societal Needs

Theme 2: Students’ Perspectives

• Authenticity = Quality

• Shift in students thinking - from passing exams to critical thinking mode

• Address societal needs • Improved patient safety and better care

• Motivation to discover new things

• Social accountability

• Improved self-esteem and confidence

• Reduce Rich-Poor/ urban- Rural Gap in healthcare

• Human values in healthcare

• Bridge theory - practice gap

• Better welling of students - increased connectedness

• Transition to a competent professional

• Better career planning and preparation - make informed choices

• Increasing focus on medical negligence

• Meets students learning needs • Enhances creativity

Theme 3: Scientific Approach to Learning

• Non-perishable skills

• Critical thinking and Deep learning

• It’s cool

• Creates new knowledge • Prioritise process over content • Information resource is freely available; Hence no longer the key • Authenticate Scientific validity of data/ information

3. What are the students’ expectations regarding ‘authentic learning?

Theme 1: Content • Content to keep up with the change hh vertical, horizontal and technological integrations hh Regulations by Governing bodies to keep with WHO needs and public health policies hh Textbooks to be updated in keeping up with values and inclusivity

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• Authentic assessment hh Exam reforms to keep pace with curriculum hh Passing not to be based on final exams alone hh OSCES for evaluation • Better involvement in conduct of and interpretation of research

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hh Spend time in OPDs and clinics along with doctors- Shadowing hh Proper orientation before all rotations hh more hospital time in ECE hh More Doctor Patient interactions; Increase patient exposure right from Day 1 hh Virtual internships and job shadowing

• Focus on hh Ethics and Professional development hh Communication skills hh Holistic health hh Sustainable Development heals • Focus on CRRI training hh Ensure Graduate competencies • Faculty development for teachers to keep up with changes hh Implementation of CBME in true spirit hh From Lecturer /Teacher to facilitator • Reduce cost of medical education Theme 2: Process • Better use of technology hh more of flipped classrooms hh Gamification • Collaborative learning hh Team based learning hh Peer interactions • Teach Tech skills • Simulation based learning

• Accreditation

Theme 3: Technology Integration • Better connectivity in the campuses • Use of Al • Virtual labs • Mobile based collection and access of field based investigations • Online discussion boards • Computer assisted leaning • Common LMS across the nation • Multimedia based learning • Electronic peer review on assignments • Reflections using portfolio • Virtual communities of Practice • Intelligent tutoring systems

hh Task based learning - with feedback • Problem based learning/ PBL hh Case based learning using Complex real - life cases / scenarios hh Point of care teaching

hh Focus on decision making skills and Clinical reasoning • More field work community based learning • Legitimate Peripheral participants Healthcare community hh Increase time spent on patient care activities 105

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First Prize

Ms. Srinidhi S Sankruthi , MBBS Batch 2020 -21 ESIC Medical College & PGIMSR, Chennai

Rishi struggled to keep himself awake. He could not resist his drooping eyes triggered by the monotonous oration of his anatomy professor. He tried sincerely to maintain his consciousness level by taking down notes, but in vain. Becoming a physician has always been Rishi’s passion. As a child, his best aspirations could be described as him tactfully saving a patient’s life from the clutches of death. However, he found it ironical that he found no connect between the lectures he had to attend and his dream of saving lives.

Did the session that he attended even hold any practical significance? When the ultimate goal of the healthcare sector is to provide the best care for patients, wasn’t it odd that students were exposed to them only during the later periods of their training? Has the medical curriculum kept its pace with the rapid transformations in the society? Can the traditional pedagogical techniques still be fruitful in the 21st century? Rishi’s chain of thoughts were interrupted by his professor projecting his favourite slide- the one with a ‘Thank you’. While Rishi’s lecture has certainly come to an end, what about the outdated teaching methods still propagated in our curriculum?

Authentic learning is a new age concept that aims to overcome all these flaws in the existing system of imparting knowledge. It revolves around the idea of exposing students to the application aspect of the concepts and then building a complex understanding keeping this experience gained as a base. This shifts the current focus from passive theoretical learning to active experiential learning. This gains special significance is a field like medicine that commands expertise in practical skills. But what necessitates its emergency implementation?

The idea of authentic learning is primarily important because of the real world applicability and adaptability it confers to the students. By performing a task like a CPR iCON 2021

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or a tracheostomy practically we can understand the different nuances of the technique which cannot be obtained in mundane learning environments. As Albert Einstein has rightly stated, ‘Learning is experience, everything else is just information’, ultimately it is the practical knowledge that comes to our aid as physicians, and not our theoretical proficiency.

The second reason is the enormous growth of theoretical content in the medical field recently. With this immense quantity of knowledge available, it becomes essential to extract out the areas of maximum significance in our practice and learn them well. This situation can be understood better with an analogy. For extracting a particular mineral, it will be a wiser decision to identify the spots of maximum concentration of these minerals, the quarries. By doing so not only are we increasing our probabilities of finding the mineral, but also reduce unnecessary burden of digging the entire world’s surface area. According to a study it is estimated that the doubling time of medical knowledge in 1950 was 50 years, in 1980 it was 7 years and in 2020 it is just 0.2 years. At this pace of rapid development, a student can be expected to learn only the most important practical skills and eliminate the outdated theoretical learning from the curriculum.

Authentic learning inculcates patient exposure as an inalienable part of knowledge rendition. By visually realising the applicability of the techniques, students tend to develop an inbuilt sense of motivation to excel. This enhances their conative skills and the sense of commitment they have to their profession and to their patients. The hands on experience that the students gain will provide them a forum from where they can learn from their mistakes and rectify them.

While we were still preaching decades old medical textbooks to the students, the society at large has undergone great reforms.

Today immense value is attached to the concepts of equality, equity and dignity. However our medical education system has failed to recognise the importance of imparting ethical knowledge and values. The consequent impact is that even today a significant subset of our population, the LGBTQIA+ community has not been adequately represented in any of our textbooks.

The assaults and mistreatment of them cannot be ignored despite them not making to the front pages of the newspapers. The insensitivity of the medical team has now and again been emphasised when we continue to recommend the two finger test for 107

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confirming the rape cases, consciously turning a blind eye to the trauma the patient has already been subjected to. Such issues of lack of empathy can be resolved if physicians begin to consider patients as a human being instead of treating him like a biological machine which is currently dysfunctional. This understanding that medicine is patient centred and not disease centred can be inculcated if patients are exposed to the students at a much earlier stage of their learning. This is what is exactly achieved by authentic learning. How can authentic learning be incorporated in our curricular framework?

One of the significant reforms is to increase the patient exposure right from the preclinical years. By doing so we can expect the students to understand the pragmatic aspects of healthcare. Suggesting a person, hardly earning enough to afford two square meals per day, to have fresh fruits is an impractical solution. Similarly recommending a daily wage labourer suffering from diabetes to go for daily walks sounds ridiculous. Interacting with patients would enable the students to achieve better communication standards.

Asking patients about their needs and their priorities would allow the students to become great physicians who manage the patients and not the disease. The Harvard Medical School, one of the pioneers in imparting quality medical education has recently adopted a major curricular framework called ‘The Pathways’ wherein the most radical transformation is the introduction of clinical exposure right from the basic sciences years.

Introducing collaborative education involving vertical and horizontal integration of the various specialities would allow the students to understand the different aspects of patient care. Teaching at the point of care would help them realize that knowledge gained from all the subjects have to be pooled in together to get the best healthcare solutions. Visualising the bed side application of the procedures will help in better retention and understanding. Moreover this helps in the early honing of the much needed leadership skills and team participation.

The rapid transformations in the biomedical and the healthcare sectors have grossly brought out the paucity of knowledge about robots and artificial intelligence among medical students. With the recent wave of technological invasion into the healthcare sector, introducing a minor course on the essential aspects of these would benefit the future doctor immensely.

Students should be directly allowed to learn the workings of the latest techniques. For instance, learning the mechanism of a mercury sphygmomanometer at a time when almost all the hospitals are equipped with android instruments is unnecessary.

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Engaging students in problem based learning and intriguing discussions would enable them to achieve the best of the learning experience. Practising with a mannequin in a skill simulating labs is perhaps the best methods of practising active learning.

Creating visually appealing games to confer knowledge in certain topics will also prove to be an innovative solution. Introducing ethical modules sensitizing the students about genders and the significance of the economic background of the patient in healthcare are the need of the hour.

It is easy to ignore the changing world and profess the same lectures like a narrow minded frog trapped in a well. But reforming with time is what will help us maintain the sanctity of our field. The conservative thinking of a few decision makers and the cultural inertia has greatly slowed down the process of adopting authentic learning. Moreover the dearth of evidence proving its efficacy and the limitations in time, finances, faculty and technological support have only added to the retarding forces.

Change is the only constant. The faster we accept the inherent flaws in our existing system, the sooner can we achieve the zenith. Authentic learning equips us with the techniques to achieve the same. As long as we fail to acknowledge the transformations happening in the healthcare sector and the society as a whole, we can never develop our students to fulfil our ultimate motive of achieving the best of patient care. Authentic learning is certainly the need of the hour to resuscitate our medical education standards.

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First Prize

Mr Arun Annamalai MBBS Batch 2020 -21 ESIC Medical College & PGIMSR, Chennai

Authentic learning is the essential setting that education requires to move towards sustainable, meaningful, relevant learning in the 21st century. It is not the latest strategic vessel to explore education’s ocean-authentic learning is the ocean, as exquisitely quoted by eminent teacher Steve Revington. Authentic learning is an instructional strategy that allows students to investigate, discuss, and meaningfully develop concepts and relationships in contexts that include real-world problems and projects. Because the healthcare sector directly strives to alleviate physical and psychological deficits in people through prevention, diagnosis, and treatment, this type of learning is very important for health professional students. This indicates that to treat nearly tens of thousands of diseases, we as healthcare practitioners must analyze and observe potentially millions of different combinations of visible symptoms!!! This would necessitate not only a thorough understanding and expression of the learned material but also a high level of creativity to match different symptoms with the acquired knowledge for accurate diagnosis and the selection of various drugs and therapies for effective cure or alleviation of the disease in the presentable patients, thus demonstrating that achieving these goals would be nearly impossible without authentic learning being incorporated within the educational curriculum of health care professions students.

Can you imagine a healthcare surgeon performing an angioplasty (the placement of a stent to reduce the narrowing of coronary arteries, ensuring blood supply to the heart) without any prior practical experience but solely based on his knowledge gained from reading surgical books, or an ER nurse dealing with a patient who has just been in a traumatic motorcycle iCON 2021

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accident and requires immediate life-saving medical interventions based only on the lectures he/she has attended? Consider a healthcare administrator who, although having no prior experience in a medical context, is in control of a multimilliondollar hospital while simultaneously interacting with all of the hospital staff. It would be a joke to even comment on scholars trying to complete their research without a practical or authentic basis incorporated in it. Many health care practitioners, nurses, physicians, therapists, pharmacists, radiologists, surgeons, and other professionals make up the health care profession.

This effectively implies the need to bridge the gap between theory and practical knowledge acquired throughout any of the abovementioned courses, which can only be accomplished through authentic learning. Medical councils all around the world have taken substantial steps to expand students’ exposure to clinical settings and patients. Dissection lessons, for example, where the acquired theory is directly associated with the distinct anatomical parts in the cadavers, assist medical students to learn by association, which has been shown to improve the quality and retentive capacity of the learned content. Medical students begin their exposure to patients, clinical settings, and related technologies in their second year of study to allow them to apply what they’ve learned in class to real-world problems. It also helps them gain a basic understanding of how to react, receive, and emotionally respond to patients. Students who are engaged in research are offered opportunities to publish papers guided by their professors. For example, the Indian Council of Medical Research (ICMR) promotes medical students to submit articles, with the best being recognized and awarded. During their studies in healthcare management, students are allowed to manage and run several minor clinics in a smaller setting. Furthermore, the addition of live working projects and presentations helps students improve hand-eye coordination, manual dexterity, public speaking skills, and leadership skills. Nursing students are taught from the outset how to take patients’ vital signs, collect blood, and provide injections for immunizations.

To a healthcare professional student, authentic learning means learning that occurs as a result of actually participating in and working on real-world problems; it engages students by providing opportunities to solve real-world complex problems and find solutions; in this way, students practice and learn skills and knowledge that are relevant and real to workplace situations. It is distinguished by its creativity, authenticity, and originality. This strategy aids in the development of higher-order thinking skills, complex 111

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problem-solving abilities, and leadership abilities, all of which are necessary attributes for a successful healthcare practitioner in the twenty-first century. The advancements taking place in the 21st century is unparalleled as compared to any other time of entire human history, we have reached a point where we could potentially change the sequencing of the human genome, providing hope to eradicate several diseases with a genetic basis, or sequence an entire viral DNA/RNA using artificial intelligence and quantum computing to provide vaccines in days, preventing the start of another potentially fatal pandemic. Artificial intelligence, in particular, would be unavoidable in the healthcare sector in the near future, in both general and surgical treatments. As a result, authentic learning must be incorporated into the curriculum for health professional students, and the curriculum for health professional students must be enhanced to include the genetic and technological advancements occurring in the medical field, allowing students to be better prepared to work alongside these advancements. Working with mechanical robots and technologies must also be incorporated into the curriculum because they are the future of surgical interventions and scanning procedures and they’re less prone to error and are minimally invasive. People want their practitioners to be more skilled and sympathetic than ever before, based on social expectations, beliefs, and moral ideals. Let us imagine an instance where a patient suffering from terminal cancer approaches a doctor for emotional release and the practitioner just unsympathetically tells the patient that he has only 2 months

to live. A lack of sympathy, no matter how professionally equipped the doctor is, may cause the patient to seek out another doctor, and he would certainly not suggest that doctor to anybody else. Sympathy is a powerful concept that our current medical curriculum neglects, and to address it, medical students are required to participate in clinical placements beginning in their second year, where they are allowed to interact with patients and learn how to establish rapport and sympathize with them. The fact that the 21st century is a digital world cannot be denied, as a matter of fact, everything these days from food to clothing and even medications is simply a click away online, this necessitates the need for training medical students, nurses, and receptionists in basic computer skills such as writing online prescriptions and saving patient histories, further provisions could also be made such that appointments and availability for the particular doctor could be checked upon online, if implemented in government iCON 2021

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primary, secondary and tertiary settings would save a lot of time, money and help organize the clutter. Students should also be trained extensively in the fields of online emergency management and telemedicine; such as to provide instructions for CPR online.

Furthermore, the curriculum must be changed because the current curriculum focuses more on learning important questions, which helps us diagnose 90% of patients correctly, but the fact that the remaining 10% of patients either receive inadequate treatment or are misdiagnosed due to a lack of complex problem-solving skills necessitates the need to improve the already existing authenticity to meet the arduous demands of the twenty-first-century healthcare sector.

However, bringing authentic learning into practice has its own set of disadvantages. Implementing authentic learning can be a difficult and demanding endeavor because it takes more time and requires the knowledge of experienced professors to get the most out of it. Due to a lack of world-class infrastructure and an unequal allocation of resources among government and private medical institutions, this is especially a concern in developing and emerging countries like India. This, in turn, can be linked to our country’s inadequate funding. For example, in India, just 1.26 percent of net GDP is allocated to public healthcare, whereas in the United States, about 17 percent of net GDP is allocated to health care and education systems.

This is directly tied to improved teaching methodologies and early exposure of medical students to world-class technologies such as training with da Vinci surgical robots, holographic 3d virtual emulators to learn subjects like anatomy, and surgical dummies that are close to reality. However, due to India’s vast population, health professional students in India have an advantage over many other countries in the world. As a result, healthcare students in India are provided numerous opportunities to interact with live patients, making it easier and faster to spot symptoms and effectively diagnose patients when they become practitioners.

The integration of authentic learning with traditional learning methodologies is extremely important for health professions students, as no other field has such a considerable need for creative problem-solving skills, as well as the capacity to make quick decisions that can save people’s lives. To ensure quality health for society as a whole, the enhancement of already existing authenticity within the curriculum of medical students must be on par with simultaneous advancements in the health sector. However, it should be noted 113

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that the idea of authentic learning in medicine is still in an experimental and evolutionary stage, and its very meaning and values may be exposed to subsequent modifications as the field evolves throughout the twenty-first century. Thus, the relevance and significance of implementing authentic learning in the medical curriculum for students of the health profession is not just an option but a dire need for the 21st century.

References https://en.wikipedia.org/wiki/Authentic_learning https://en.wikipedia.org/wiki/Health_care https://pubmed.ncbi.nlm.nih.gov/31085668/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5035280/ http://www.ijmse.com/uploads/1/4/0/3/14032141/ijmse2020_7_4__5-9.pdf https://greatergood.berkeley.edu/article/item/should_we_train_doctors_for_empathy https://www.patientnavigatortraining.org/healthcare_system/module3/1_index.htm http://authenticactivities.blogspot.com/p/advantages-and-disadvantages-of.html https://www.eduhk.hk/aclass/Theories/AuthenticLearning_28June.pdf https://www.indiatoday.in/education-today/featurephilia/story/medical-education-problems-327613-2016-07-06

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Second Prize

Ms Raima Sinha MBBS Batch 2020 -21 Raipur Institute of Medical Sciences , Raipur

In older times, access to public libraries, scientific communities, higher education from universities were tough row to hoe. However, due to the advent of cheap and accessible internet and digital revolution access to information, scientific communities and higher education is at one’s fingertip. The global pandemic has corroborated the power of technology on education. Even though the facts, information and resources are easily accessible, why do there are increasing number of universities and colleges and soaring education fees all around the world? The simple answer is that we are shifting platonic from ‘listening’ to ‘doing’. Due to emergence of technological tools such as interactive visualization and simulation technologies, a more authentic learning based on experimentation and action can be provided. Albert Einstein quoted “Education is not the learning of facts, but the training of the mind to think”. The authentic learning as a student of 21st century health professions education is to train the mind to think outside the box. A medical professional in some part of word came with an idea of new approaches to vaccine. Today that idea outside the box saved billions of lives in a global pandemic. Apart from the abstract idea, research1 translates that authentic learning cultivates portables skills that includes judgement to distinguish reliable from unreliable information, patience to follow prolonged arguments, synthetic capacity to recognize relevant patterns in unfamiliar contexts and flexibility to work across cultural and disciplinary boundaries to innovate solutions. For example: During the pandemic scenario our health care professionals limpid the rumor spread among personages about this deadly virus and the vaccine developed against it. The professionals are trained to take follow up appointments for the treatment of chronic illnesses such as Diabetes, Cardiovascular diseases, and Cancer. In the past few decades our professionals were able to identify deadly diseases like AIDS, Ebola, Covid. Some hurdles are placed in the way of doctors while prescribing protein sources that mainly includes animal products to some ethnic groups and religions, this is overcame by providing them alternative vegetarian diets rich in protein.

Since we understand the overarching idea of Authentic Learning, the next important question is “What makes authentic learning effective?” There can multiple principles but there are three major principles. First principle revolves around the 115

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necessity of connection. When humans are introduced to a subject/ concept, we lean to discern the relevance of subject to our experience. This translates that a new piece of knowledge will be rejected if it doesn’t fit our existing knowledge schemes. Consequently, the best way to encourage efficient learning is the investment in material on personal level. For example, internships of medical professional enhance the interaction with real patients and experienced health professionals.

The second principle revolves around the famous saying that practice makes a man perfect. Research shows that long-lived attachment comes with practice. To avoid the shattering the attachment and losing the information, concepts is required to be ‘aired’ regularly, guarded against attack, associated with unprecedent settings and audience. Lastly, the abstract ideas assimilated by students are part of a much broader “learning event”. Continuous exposure to new contexts can be elemental for authentic learning. In health professional learning, review of latest research articles, guest lectures by expert practicing professional can provide exposure to novel contexts.

Researchers have aggregated ten design elements that can be adopted for authentic learning experience. First, learning should match the real-world tasks of professional in practice. Since mistakes in medical profession can have high trade-offs, this principle is the most important for health profession education. Second, there are new challenges due to rapid increment in technology. Existing knowledge, practices, algorithms, treatments cannot solve the unprecedent challenges. Hence, activities and assessments which are relatively undefined can motivate students to think about the multiple interpretations. This can encourage a dialogue that encourages thinking outside the box. We are familiar with the saying that persistence is the key to success. However, the current education based on semesters fail to cultivate the quality of persistence. The third principle is based on the quality of sustained and persistent investigation. Real world problems cannot be solved in a matter of minutes.

Real world problems have various endogenous and exogeneous variables involved and might take years to resolve. Authentic learning should include compounded tasks that demands significant investment of intellectual resources and time. One of the good examples is the mandatory research thesis. Fourth, the students should be exposed to multiple perspective and resources. The coursework in health professional learning should allow the learners to experiment with variety of theoretical and practical perspectives. This will also allow the learners to distinguish between relevant and irrelevant information in the process. The next two monumental elements are collaboration and metacognition (reflection). The written tests have been a very prominent practice in education. However, we have seen student distinguish performing student in academics performing poorly in real world. This can be attributed to lack of collaboration and reflection in learning. In a professional setting, the aims are generally achieved in teams which enables individuals to make choices and reflect on their learning. For instance, during a surgery a surgeon should be able to collaborate among resident surgeon, anesthesiology, scrub tech., Circulatory tech., Nurses, students etc. Consequently, these two elements are monumental part of authentic learning for 21st century health professionals. Most of the biggest discoveries and inventions in this world are made by “thinking outside the box”. Creativity is one of the things that is distinctive about human species. The seventh element of authentic learning is based on leveraging the creative brain which is interdisciplinary perspective. Encouraging students to take diverse roles and think in interdisciplinary realms can bring innovative solutions to real world problems. Multiple outcomes and interpretation are the next element which is also based on utilizing human creativity. Instead of one correct answer, students should be involved in activities that encourage competing solutions and diverse interpretations. Inevitably, competing solutions and diverse interpretation can not be evaluated by single assessment. Henceforth, the next element of authentic learning is Integrated Assessment. Lastly, iCON 2021

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Authentic activities culminate in the development of a product or an outcome, valuable in its own right. Hence polished products should be expected from the learner’s assessment which can be indicative of the ability of real-world problemsolving skills. These elements can be cultivated using practices such as simulation-based learning, inquiry-based learning (open learning), peer-based evaluation, access to equipment and labs (remote or in person), working with research data and last reflecting and documenting achievements.

Etienne Wenger and Jean Lave stated that all would be scientist, mathematicians, engineers, and historians needs to be “enculturated” into the discipline – and the earlier, the better. The statement cannot be more apt on health professional students. According to me (a health professional student), the overarching aim of the authentic learning is to provide confidence to be recognized as “legitimate peripheral participants” in a medical/health community. In the last two years, we have seen complexities and ill-definitions of real-world problems. Due to global pandemic, health professional around the world is faced with a unprecedent difficult situation. The greater exposure of health professional student to authentic learning will prepare future generations to deal with ambiguity and practice the kind of higher order analysis and complex communication.

Consequently, preparing us for a better health care and thus a bright future.

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Third Prize

Ms. Vani Ghai Sovrabh MBBS Batch 2018 Bharathi Vidyapeeth Medical College, Pune

“68 year old Male with Chronic Obstructive Pulmonary Disease, known case of Diabetes Mellitus and a regular smoker since the past 25 years. Currently admitted in the Intensive care unit with unstable vitals, a crashing SpO2 and the attending physicians report that he seems to be bending towards Acute Respiratory Distress.

I started mentally flipping through my notebook – Pulmonary Medicine, Obstructive Disease, COPD, ARDS…wait; top right hand side corner; I vaguely remember scribbling something about COPD and indications for intubation. I was preparing myself for impact; for a hard hitting question from the Senior Resident, I knew I would not be able to answer for an uncomfortable silence of 15 seconds.

“If you are to talk to his son and daughter; who are in the waiting room. What would you say about his condition?”

I opened and shut my mouth in disbelief. This was a crash landing situation; my brain quickly shifted gears out of cognition, as I shuffled and felt the penetrating gaze of my peers land on my hunched up shoulders. My EQ was loading…

“Hmm, I’ll say that he is been taken care of and that he will be fine. They need to ensure that he stops smoking and takes regular medication.”

Palliative care 101. I thought I was smart to use the information given in the question.

“They’re concerned. They think he will die. Is that all you have to say?” The resident shot me a steely look of disbelief.

He rubbed his brows and let out an exasperated sigh, “Reading textbooks won’t make you good doctors.”

For some reason, I don’t think I can forget this little interaction, in the blue clinic room next to the male wards; a pile of linen and old white lights; maintained at a shivering low temperature to match the coolness of the way the interns swiftly bustle in and out; carrying patient cards and hot espresso. iCON 2021

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Before I joined medical school; coming from a family with absolutely no exposure to anything but business and engineering, I had imagined the crux of everything I would study, to revolve around worn out battered textbooks filled with sepia tinted images of blood vessels and tiny markings in an indecipherable slanting cursive. I had also envisioned myself walking back and forth in a library, surrounded by notes filled with words of Latin origin. But now as I attend postings from the hospital in my third running year, I do not think that textbooks occupy even as much as 40 percent of the core of what it takes to be a clinician.

Back at home during Diwali vacation every year, my grandfather who has been prescribed B12 injections asks me if they taught me how to administer an intramuscular dose this semester, with a glimmer of hope in his eyes; as he anticipates being taken care of by his to-be-doctor granddaughter rather than a masked stranger wearing latex gloves.

“No, but I know how to read a report…” I feel as if I’ve let my family down, as I mutter under my breath, feeling as useless as a perplexed third year student, standing in the corner of a surgery ward.

I believe that all of us in the medical fraternity have an underlying hero complex; we want to be someone’s saviour, we want to save the world, but they don’t teach you how to earn a patient’s respect in med school, they teach you clinical features, investigations and how to correctly diagnose.

It is 2019 and I am at home. “I can eat while attending class, and the best part is, there is no one sliding notes to me or disturbing me; it is actually a very ideal situation,” my batch mate retorts on text, as I wistfully scroll down my gallery-decked with pictures of Ophthalmology instruments in my hands, thinking about how I don’t feel confident with my clinical skills at all.

The first time I stepped into the hospital after the pandemic, I fumbled while trying to frame questions, I stammered and searched my empty linguistic centre for the correct phrases; as the patient whose history I was taking stared at me. Between bites he tried to cough out the remainder of the sentence. This pandemic has taken a lot from medical education and the development of astute conversational skills in students is one such aspect.

Post COVID-19, as we witness medical education develop and morph into what it has become today, we should appreciate and openly embrace the idea of using technology to educate, but also equip Indian medical students to be artificial intelligencefriendly. At the same time, it is important to pay heed to the effect these cold-steel machines will have on the quality of health care services in the future. The idea of keeping patient care at the centre, while building theoretical and scientific knowledge at the periphery has come to the forefront. In his book “Bullshit Jobs,” anthropologist David Graeker states, “So; the more automation proceeds; the more obvious that actual value emerges from the caring element of work.” He believes that 50 percent of jobs, worldwide are useless and will be replaced by machinery that will do the same job more efficiently. When we think about medicine and the fact that - even if robots and hi-tech health services are to replace white coats, there is one thing they can never do better than us - that is a fundamental non-replicable human behaviour: care.

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Under the umbrella of a philosophy about the ethics of a certain practice, there will always be a discrepancy between “what is” and “what should be.” Unlike subjects like biochemistry and pharmacology, care has its own ethic which cannot be taught from scriptures or learnt in lecture halls.

An enhanced system of care should take into account: access to safe healthcare for all – regardless of income, geography, race, religion, ethnicity, sexual orientation or gender identity. So how do you care for your patient as soon as they walk through the door? How do you politely ask if they are comfortable discussing their weight? How will you remember to ask for pronouns even if it doesn’t make a difference to which drug you will prescribe? How will you make sure to pick up triggers while evaluating a patient of systemic illness, also carrying the burden of a clinical psychopathology? How do you build a system that teaches us all of this? Education and life cannot be isolated, and that could not be truer for a student of medicine and surgery. In the hierarchy of society, caring has always been associated with women, with people of lesser significance – this has not only resulted in the formulation of a huge bias but has also pushed care into a corner.

It is impossible to turn a blind eye on how medical education, is based off of the anatomy and physiology of a white, cis, heterosexual patient who had the privilege to be treated for a pathology that was not watched out for in minority groups back in the time when systemic racism was one of the main bias in medical doctrines. This is not a fresh claim - Malone Mukwende, an African American medical student was in his first day of medical school when he realised that all of the diagnostics were grounded in white skin. His book, “Mind the Gap” isn’t one of the first publications that address racial bias, however it is deeply saddening that books like these never make it to the final recommended reading lists in most medical education systems.

Let’s review our Indian textbooks for that matter; filled with flagrant sexist, racist, bigoted, homophobic statements, which do not take into account full representation of the diverse Indian population. In making race an objective measurement rather than a social construct, we run the risk of accepting racial disparity as an immutable fact rather than an injustice that requires intervention.

Furthermore, as addressed in his TED talk on “Solving the Paradox between Charge and Care,” by Dr Sushant Shinde, the medical education is unequipped when it comes to training students with finances and management. Exemplary steps have been taken by a whole generation of doctors to bridge the gap between theory and practice. Sadly, their work remains etched in textbooks for MBA and their knowledge of managing clinical practice tends to be forgotten as an isolated example of a philanthropic act of kindness, and never impregnates our clinic rooms or lecture halls.

So how will we be good doctors? How will we learn to care if our system doesn’t offer adequate opportunities to learn beyond the scope of medicine? How will this old education system enable us to be care givers and not just an ensemble of white coats struggling with self-doubt and an imposters’ syndrome, with mushy heads filled with jargons that could fill a whole dictionary?

We need to shift paradigms; from being a factory that takes a freshman and makes a doctor out of them to a system that nurtures growth and development from human interactions.

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Ms Roja

MBBS Batch 2019 Pondicherry Institute of Medical Sciences, Pondicherry INTRODUCTION There is a quote that “medicine is learned by practice” how much ever students are made to learn the books and write exams , the knowledge inculcated by the patients will never can be brought by books . According to me the word authentic learning in medical education is to use recent advances and new teaching techniques to train Students in medical education.

WHY AUTHENTIC LEARNING IN 21ST CENTURY Due to improvements in technology and google availability about different disease all patients are well aware of the disease, to tackle those new generation patients authentic learning plays a key role. The well being of a nation depends on its medical foundation and its quality, this can be achieved if the learning is more towards authentic way than traditional methods. The understanding of students can be improved through authentic learning. More strategies must be found to make Education more authentic METHODS TO MAKE CURRICULUM MORE AUTHENTIC Medical curriculum must be integrated with practise in the very first beginning of the course .Early clinical exposure in pre clinical years can help students to understand the clinical subjects and study the pre-clinical subjects accordingly. Integrating different subjects together will also be of great help in making students understand well. When a particular topic is taken together by departments of a semester it can develop the habit of co relating subjects in students. For example if Gastrointestinal System is Taken in pathology, and the same topic is integrated in Pharmacology and Microbiology it will help the students to co relate the topics and study together.

Clerkship to every department helps the students to improve their clinical knowledge and to gain interests in subjects. Clerkship can makes students to understand disease presentation and learn those topics accordingly. Clerkship, camps and clinical classes helps the students to learn regimen of different drugs and their treatment. Students must be taken to medical camps so that they can learn common diseases like diabetes, hypertension etcetera. These camps can also help students to approach patients which helps patient care in future.

Student Seminar are one of the best methods to make students learn easy topics in a particular subject , it not only inculcates interest but also provides new learning experience to the students who are conducting the seminar and also plays an important role in improving speaking and stage skills . More Mannequin practise must be encouraged to improve students skills in Injection, ventilation, CPR etcetera.

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Stimulation based computer programs is one the new authentic methods used in medical education which provides virtual experience of doing a particular skill ,for example : CAL Animal Experiments used in pharmacology . Workshops and Quizzes makes the students to think out of the box, it also makes the students to apply their knowledge in different aspects.

Lecture classes can be made more productive by making interactive, producing good animated PowerPoint presentation, videos regarding the particular topic , these things will make students to grasp the subject in the lecture hall and inclines the students towards the subject . Practical exams must carry more weightage than theory so students may concentrate in practising than cramming the subjects without understanding .evaluation must be more on skill based than on theory papers.

Skill based competency in each clinical posting will not only improve those skills but also helps to learn those topics with ease.

Small students group to each subject with a teacher assigned to those groups helps students to ask their doubts without hesitation and understand the subject well. Case based learning and system based learning can also be of great help in understanding a particular disease and its presentation. Robotic surgery and handling can also be thought in post graduates.

Conducting and participating CME conferences must be encouraged among the medical professionals. These CME conferences provides a better learning experience to the medical professionals. Research studies like ICMR projects and other educational programme improves the quality of medical education in students and thus can be made more authentic.

Attitude, Ethics and communications classes also plays an important role in improving ptient care for budding medical professionals. Aetcom classes can help students approach the patients and tackle patients. Along with subjects, clinical and aetcom must be taught about the more prevalent disease in a particular place a person practising medicine, new advancements must also be added in the curriculum so that students may upgrade their knowledge.

CONCLUSION The whole idea of authentic learning is to improve medical education which directly plays an important role in improving patient care thereby improving the medical status of our Nation. The new CBME (Competency Based Medical Education) by the National Medical Council focuses on skill and Competency based studies, thereby improving the quality of medicine in pair with developed countries. Making medical education more authentic will definitely take the Medical care to another level .thus, “More authentic the learning is, more will be the quality of medical education”

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Ms.Ashwanthicka M M

BA(H) App. Psy Batch 2020 Amity Institute of Psychology and Allied Sciences, UttarPradesh Mary Ruth McGinn at a Ted Talk in the year 2020 said “Authentic experiences lead to meaningful learning”. Authentic learning is learning things by doing them and gaining first-hand experiences. This type of learning offers meaningful pathways of knowledge and experience through real-world contexts and pushes the students outside their comfort zone, thereby helping them unearth new pieces of knowledge experientially. Learning by experiencing and doing fosters multiple real-world skills like problem solving, investigation, reflection, connecting and integrating various concepts, divergent thinking and inquisitiveness.

It is interesting that authentic learning makes it a possibility to address the three goals of learning: acquisition, making meaning and transfer (what educators call the AMT model). When students are allowed to independently solve problems, take up projects and learn, they acquire important knowledge and skills that ‘spoon-feeding’ and rote learning cannot provide. By acquiring these skills, they are then able to make meaning of constructs and devise principles, strategies and theoretical constructs on their own. Finally, authentic learning puts them in a position to transfer these learned skills and apply the same to solve the problems that they face in their daily lives.

In the highly competitive world that we are living in today, and with the advent of technological advances, authentic learning is gaining an upper hand with a lot of parents at least from the upper classes preferring unconventional and practical education systems for their children. However, there is still a huge chunk of the parental population that is feeding a competitive spirit that is overwhelming their children. As a result, a lot of students today are victims of various mental health issues and behavioural issues.

This brings us to the idea that authentic learning should be integrated as an effective methodology at all levels of education.

Adhering to the theme of the essay, I will now state my point of view on the relevance of authentic learning to students pursuing health professions education in this century. Two streams will be considered here – medicine and psychology. Talking about medicine, one can understand that there is a difference between studying medicine and becoming a doctor. Although it is undeniable that studying big books and bibles of medicine will provide the students with a theoretical grounding, it is also imperative that they gain practical knowledge on these ‘theories’. In India, medical students are provided with practicum-based classes. However, this does not suffice the criteria of authentic learning. For medicine to be called an ‘authentic’ course, it should give its students real-life exposure. Medical students get this kind of exposure under supervision during their internship period. But to call the entire course ‘authentic’, this kind of exposure should begin from day one of the course. Students should be allowed to solve medical problems, brainstorm over issues, and come up with creative solutions. They should be given the opportunity and responsibility to do this within a short period, thereby preparing them to cater to emergency cases in the future. Further, as far as I have observed, one thing that is faulty when it comes to medical school training is the fact 123

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that there is no communication skill training, Authentic learning comes as a boon here as this can foster communication skills even if that requires merely an observation.

Shifting our focus towards psychology which is a discipline that is in trend now. It is very well-known that health remains incomplete without the reference of mental and emotional health and well-being. In the Indian context, this discipline is also lagging due to the lack of enough professional exposure. Although universities are making professional internships mandatory for their students, it still does not suffice as students get a mere second-hand experience. While this does not disregard the value of such experiences, integration of opportunities that provide first-hand experience to students can be done to promote authentic learning in this stream. One solution to this would be to foster basic professional skills pertaining to psychology like empathy, listening and compassion.

Students can take up projects like running listening circles for people with daily life hassles. As a psychology student, I have been engaging in authentic learning since high school. I remember the days when I took that extra step, spent some time after the school hours in the library, sought my teacher’s supervision when I had doubts regarding the additional study that I did.

Today, my university has asked us to intern and use the opportunities that foster real-life professional skills. In pursuit of that, I have been actively searching for and indulging in internships and research assistant positions along with my course curriculum.

In addition, I have been putting into practice what I have been taught and what I independently learn. This becomes authentic learning as I also discuss these learnings with my teachers and learn from their feedback about the same.

Both the instances stated above makes it clear that learning becomes authentic when it is life-oriented and real. An added advantage to this type of learning is the benefits that it has on the students. The students who have been learning authentically or practically, do not lose their curiosity or interest in learning per se. On the contrary, outdated traditional learning methods make the learning process more of a distressing experience for students. Another advantage of authentic learning is that it fosters creativity, whereas traditional learning curbs the same. As authentic learning promotes practicum rather than theory, it provides a fair idea to students about their career at college and afterwards. The traditional methods, contrarily, provide an altogether different and glamourized idea about specific careers and tag a few other careers as inferior. Lastly, authentic learning promotes both individualism and interdependency while traditional approaches make students rather dependent on the ‘experts’ and their teachers.

All the above points of discussion highlight the relevance of authentic learning for 21st century health education, especially in the Indian context. In conclusion, the Indian education system should integrate authentic learning strategies to promote a fair and real idea of what health professions are like, instead of glamourizing it and covering its problems. Further, including independent projects in these areas would give the students a holistic perspective about the disciplines that they want to master, thereby eliminating the chaos and confusion regarding the profession at a very early stage.

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Ms. G.R. Aishwarya

MBBS Batch 2020-21 ESIC Medical College & PGIMSR, Chennai Introduction: He who wishes to practice surgery must go to war, asserts Hippocrates, father of medicine. From the above stated quote, we can draw parallels to the fact that the term Authentic learning coined in the early 16th century has its roots in the field of medicine dating centuries back. As a student pursuing health science, I feel that it’s all the more imperative to learn to know how to integrate and apply the information procured from textbooks and other resources with real world problems. Afterall, the job of a health professional after narrowing down the disease is only half done. Treating the patient as a whole, providing emotional support during their vulnerable times is equally important.

Why Authentic Learning in the Medical field?

And, this is where Authentic learning comes into play. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills when they are based on real life applications. Authentic learning is real life learning. It typically focuses on applying the acquired knowledge to real world problems and also continues to learn more in a setting that is relevant. As William Osler quotes, “To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all. Relevant settings for students in health science are none other than places like clinics, primary healthcare, hospitals. Defining Authentic Learning by restricting it to only some particular terms is an impossible task. So, here I would like to illustrate and give emphasis on certain points.

Characteristics of Authentic learning and how can it be Implemented?

Research shows that there is at least one new emerging virus every year. Treatment for these outbreaks demands swift, efficient and on-the-spot thinking from the physician. So, at times like this, the burden of analysing the situation, designing the strategies, and manipulating the available resources weighs heavily on the physician’s shoulder. But, if the students are challenged with these kinds of complex scenarios earlier, it will help in enhancing Higher Order Thinking Skills. And, while we read about individual diseases from our textbooks, opportunity to early clinical visits may also expose students to patients with comorbidities, which in turn enhances their problem solving skills; Problem Based Learning Uniquely, a research conducted in Sweden states that exposure of patients to medical students showed significant improvement in Autonomous Development. Autonomy doesn’t mean working on one’s own but, working out of one’s own choice with no feeling of pressure. This also leads to an increase in reflective learning and deepening the thinking of the individual. The study also concluded that students felt like doctors when they were able to act on their own under the guidance of a supervisor and were allowed to form relationships with patients.

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Statistics says that in a Population booming country like India, a doctor sees patients ranging from 50 or 100 or even 200 per day. This means lesser time is available for understanding the situation and for proper check up and diagnosis. In order to increase efficiency and accuracy of the service provided by the doctor, inculcating the norm “learning by doing” during initial stages would be much more favourable. Authentic Learning influences the development of Professional Identity, socialization, moral values, attitudes, beliefs through hidden curriculum. It’s strongly linked to professionalism. One of the most important traits of being a doctor is to be empathetic and should know how to react in a situation when the patient is in his/her most vulnerable and desperate times. Even more than their confidante, a doctor sometimes is entrusted upon with their personal details. On the contrary, studies show that Doctors respond to empathetic opportunities only 22% of the time. The solution to these kinds of real life problems does not lie in the textbooks. Instead, facing these kinds of situations head on, and then reflecting on it would enhance the quality of service. In addition, skills like Patience which is one of the prime skills for good communication skills, can also be improved on similar lines. In addition to communication skills, Teamwork plays an integral role in treating sick patients who come to hospitals. In addition, teamwork between healthcare professionals is all the more important when it involves treating people who have lesser access to healthcare services, for instance people stuck in war zones, natural calamity-stricken areas. Teamwork in health is defined as two or more people who interact independently with a common purpose, working towards common purpose, while encouraging honest discussions and problem solving. This quality can be inculcated when students are given an opportunity to work in groups, for instance, through generation of awareness by roleplaying. Feelings of empathy and care are, for sure, not born in the Classroom. Those strong feelings are awakened and felt only when a person, or more specifically a student faces it in real life. If the students are given an opportunity to experience these situations in their initial stages of medical education, then their purpose of studying becomes more crystal clear, which in turn could motivate them to put in much more hard work. This can be put to practice by encouraging the students to visit rural areas and other health care deprived areas. In this manner, encouraging volunteering activities and grading it with additional points can be a first. Lastly, there is no way we can deny the fact healthcare workers are on a pedestal when they are observed through the eyes of a society. The people belonging to the society granted physicians status,respect,autonomy and financial rewards and in turn expect them to be competent, altruistic, moral, compassionate and would address the needs of the sick. So, a need arises for the students to transform themselves from a layman to a competent Physician. This can be done by shadowing or observing Senior Physicians in hospitals and clinic settings as they would have so much knowledge and valuable inputs due to their experience in the field.

Conclusion: I would like to conclude by saying that Authentic learning is an important pedagogical approach in the medical field when it comes to improving the student’s knowledge. Just like Maria Montessori, an Italian physician quotes, “What the hand does, the mind embraces,” learning by doing is one of the most important things which needs to be implemented in Medical field. It is very beneficial not only for the students as well as for the society. This will play a crucial role in shaping them into valuable assets for the society as they are given opportunities to face real life situations earlier in their learning journey, which is very crucial for the students’ transition into autonomous, empathetic and efficient professionals in the medical field.

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Ms. A. Reshmi

MBBS Batch 2020 Vinayaka Missions Medical College & Hospitals, Karaikal Introduction: Medical Education has seen major changes in defining graduate outcome competencies, curriculum design, integration between clinical and basic sciences, teaching approaches, assessment etc. in the last four decades. Problem-based learning gained popularity particularly with the rapidly increasing new medical colleges all over the world. Student-centered learning, student engagement and active learning have been the major focus. In order to upgrade the teaching and learning system to adopt to the advanced world we live today, Authentic learning in health profession Education has gained importance.

Authentic learning is multi-disciplinary, skills-based learning in a real-life context, demonstrating to students that their learning is connected, relevant, and can have an impact upon the world around them.

Challenges in current pattern of curriculum: Transition from school to medical college needs a great shift in mind-set. Proper orientation is not provided to prepare the students to face the huge theoretical nature of curriculum. Adequate cadaver is not available for all the students to get themselves practiced with scalpel on hand. Practical experience to administer injection is not being part of the curriculum which poses challenges at the time of CRRI. As the number of students grew multifold together with increase in number of medical colleges all over the world, there is a dearth of exposure of patients to all the students and similarly the available facilities and experienced faculties. Also there is a need to focus on digital excellence in medical education owing to pandemic situation since end 2019 (COVID 19).

Students spend more time on theoretical aspects than practical. They do not get enough of hands-on experience which can help to improve their competency level and provide courage and confidence to handle the patients in future. Students do not get chances to make use of the skilled laboratories adequately. Competence based learning is still in nascent stage of use.

There is evidence that Medical Education suffers from poor outcomes and unacceptable variation in graduate abilities which can lead to patient harm or medical negligence. All the students do not get opportunities to get exposed to surgical procedures in Operation Theatre. Similarly, conduction of labor in skilled laboratory is not available adequately to all. Students mental health is not being checked on a periodical basis during tenure of medical education.

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Changes proposed as part of Authentic learning: Proper orientation to be provided to prepare the mind-set for medical education. Adequate cadaver should be available considering the number of students in each batch of every college and they should be given opportunities to use scalpel as hands on to carry out dissection.

Competency based learning have to be implemented with greater focus to provide hands on experience and also utilize the skilled laboratories to enhance the skill level of students. Curriculum should focus more of practical than theoretical aspects.

Equal exposure should be provided for surgical procedures in operation theatre to all the students.

All digital tools like Google classroom, MS Teams, Zoom, Whatsapp, Youtube etc. have to be effectively used in medical education to reach the students and make them rehearse by going through the recorded version again and again in order to bring higher clarity. Special session can be organized on a specific topic for the CRRI on a monthly basis to get accustomed with the current guidelines, IV administration training, CPR training etc. which are mandatory.

Active learning is an approach to instruction that involves actively engaging students with the case scenario through discussions, problem solving, case studies, role plays and other methods. Interactive learning helps students to acquire knowledge in a better way which needs training to the faculties too. Not only Learning should be made Authentic, but even assessment should also be made authentic.

Problem-based learning can be introduced to expose complex, real-world issues as the classroom’s subject matter, encouraging students to develop problem-solving skills and learn concepts instead of just absorbing facts Learning management system can be effectively introduced to document the learning in an electronic way using a software which can track the learning process and the assessment part. In short, this can provide end to end learning caliber of a student and can be a measuring mechanism too. Every student should be given an opportunity to present a specific topic as part of seminar during the curriculum.

Students can be encouraged to involve in research on a specific case scenario or assist a doctorate scholar in such research aspects, which includes carrying out surveys or questionnaire based study in a specific group or community.

Conclusion: In order to make the students competent enough with higher degree of confidence to enable them to be a very successful Clinician in the future, Authentic learning plays utmost important and hence it is high time to introduce as a part of curriculum as soon as possible. Authentic assessment is an important milestone to be achieved to address the better graduate outcome.

Proper use of technology in the form of Learning management System, Skills Laboratory and Standardised patients would help for the process and outcome of Medical education.

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Ms. Roshini Devi

MBBS Batch 2020-21 ESI Medical College Chennai With the present Indian education system, most of us have but little choice and are pushed along with the grind following our predecessors into the typical pattern of curriculum, often studying fields we have very little interest in out of sheer force. It is only after the termination of high school where we make our very first independent yet most important decision, a choice we make on our own, and a choice that is solely dependent on our passion, choosing the career we will be moving into, a decision made from the little years of experience that we as students fresh out of school hold with immense uncertainty and fear but also equal excitement, a decision that will determine our future.

And when this choice of career happens to be medicine the pressure is more, considering the aura of difficulty it projects, and the very little knowledge about the field or the pattern of studying that students have when they enter into it. That’s where authentic learning comes in, to me it means teaching and learning what mirrors real life cases and checking for a person’s knowledge on the basis or in a similar manner to how they would wield it in their career that is testing and ensuring the practice of what essentially would be used. After all in the end, we study only to utilise it.

Aside from this simple principle of focussing based on future usage, authentic learning is something deeper, It would increase the persons interest in what they study and also motivate them into learning more of that topic, personally in my case, from my pre clinical year, the first class where I felt more in touch and in love with the career I have chosen that is medicine, was during one of the classes where we learnt and practiced CPR on mannequins as well as our very batch mates who acted as the subjects. This class had a greater impact on me than the traditional professor to student lecture classes.

Another example would be, in the medical field, communication becomes a key trait, much so than the expectations, yet something that most struggle with, but provided that this is introduced from the very start by ensuring students get proper interaction with not only patients but also the senior staff with a step by step approach from role playing to actual interactions, would in still this training and boost their confidence, and make them more apt in dealing with out any external support.

Authentic learning provides an opportunity to think, to make our own conclusions, to devise our own hypothesis, such a method of studying based on trial and error, based on our own thought process, becomes more explicit and easy to recall than something that we memorise and reciprocate. Giving the student the opportunity to question and then to think about the answer before already providing it, provides a sense of achievement, after all what would be a better motivation than our own fulfilment. This also paves way to learn other essential traits that prepares the student for the life outside the hidden shell such as critical thinking and problem solving.

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Such methods of learning create a stronger impact that leaves a long lasting mark. In the present world smart learning would certainly take over hard working at any point, more specifically, in medicine where in the content is humongous, focusing the learning pattern based on relevance and need, would not only make the work load lesser but would also make the process of learning more joyous.

Having made it so far, past the entrance tests to finally medical school, is a clear indicator of passion for the subject, at least amongst the majority, this could make one wonder what the possible reason for higher prevalence of suicides amongst medical students could be, and certainly as many would agree it is the stress of the learning process, one broader thinking is that the root cause of the stress could be lack of proper reach of the subject or the lack of understanding of the subjects influence in their stream and hence lesser ability to perceive and love the subject the way it needs to be or it could be the inability to be able to reiterate what has been learnt into the proper structure expected by today’s educational system. All of these would evaporate with proper practice of authentic learning. Say for example, this is where discussing clinical cases especially during the non clinical years become important; it helps us understand the relevance and importance of what we study and also spikes our interest in it.

Although a student is more than capable of being a proper physician, the method of checking knowledge held by someone in the present era, which is solely marks guided and hence certainly improper, for a person could have a remarkable understanding of a particular concept along with its clinical significance yet might be not as well adapt in being able to reiterate into words, and hence marking him to be not fit for the field completely excluding his ability to practically use the knowledge he holds, is ridiculous but is what is being still followed.

Once as a physician, the pressure of the job, the novelty in what has to be done, can suddenly strike and weigh down the person, but provided that have been trained for such real life scenarios, would not only make it easier for them but could also make them a better Doctor.

In the end, when what as doctors we would be utilising is the practical knowledge we have gained, our ability to put what we have learnt into practice, our critical thinking, then testing our ability to reiterate what we have studied through text becomes trivial.

As times go by, one thing that has not changed about mankind, is our continual need and ability to innovate and transform everything around us into better forms, and the next step we need to take for our educational platforms is to inculcate authentic learning into our systems, for after all it is the present student population that creates a stronger base and certainly a brighter possibility for the future.

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Ms .Bagyalakshmi

PG Community Medicine PSG Institute of Medical Sciences & Research, Coimbatore Introduction

The twenty-first century is the future as we all are very much aware. Technology has advanced in various unimaginable ways and humans have progressed to create an environment where we have the access to the entire world and all the answers are at the edge of our fingertips. However, we must stop and think about how we have progressed through earlier methods of education.

We would rather enhance the hands-on experience in the medical field instead of sitting behind the desk, memorizing all the facts and notes, and immediately regurgitating them on a paper which decides our fate is not the best way to gain knowledge.

I believe we must abandon these ancient and unsuccessful methods of education and embrace a newer concept called authentic learning. We need to take this authentic learning to the next level to bridge the gap between theory and practice among health care practitioners.

Why should we build an authentic learning environment?

Authentic learning can prove more crucial than ever in a rapidly changing world, where individuals can expect to advance in multiple careers. Students immersed in authentic learning activities create the kinds of “portable skills” that students to any extent have the most difficulty acquiring skills on their own, like patience in dealing with unfamiliar situations and flexibility to handle their time very well.

First and foremost, this form of education is far better than our previous system of backward teaching at college and school. It may not be enough to hold practice sessions to gain hands-on experience and sometimes simply to follow other clinicians. It seems to me that we have just made some progress, despite the constant struggle over many tiring years.

Now, the question arising in my mind is that instead of offering one of the best education, why don’t we upgrade the education system by including Authentic learning and making it the best? We are committed to an education that focuses on real-world problems and their solutions, utilizing role-play exercises, problem-oriented activities, and case studies through learning through this method.

We have to understand that authentic learning while being educative to everyone, does not ‘teach’ a particular subject to a student, but provides a more ideal environment that enables students to explore the different perspectives of the problem.

These exercises expose the complexity of decision-making in real life, when there is no right or wrong response per se.

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Such nuanced understanding involves reflective opinions, which is a valuable lifelong skill that goes well beyond just the memorization of content.

We could adapt to more innovative ways of finding out one’s strengths and weaknesses instead of usual pen and paper examinations. Because examinations should test the students’ capability to apply their knowledge of the medical field in real-life context questions. All this would ensure that students are ready for any situation that might arise in the future. The students can very well react to society when given a problem despite other challenges. This would give a better clarity about their surroundings and instinctively more understanding of the everyday problems.

In other areas, key competencies include teamwork, critical thinking, information organization and innovative creativity. As such, this may not be useful in the medical field, but their societal awareness will make them more respectable and insightful citizens.

When compared to being holed up in their clinics, authentic learning will help them to ‘see’ the world from a different perspective which will strive to bring a change for themselves and the people around them. It is a well-known fact that we might be a little reluctant in changing our education system, it is of no doubt that even a small baby step into the future could do so much to help the budding and aspiring generation.

Marking System – The Curse: Students are more likely to use a right-or-wrong, black-or-white mental model and believe that the “Right answer exists somewhere for every problem, and authorities know them”. The right answers must be memorized through hard work” is a real alarming situation.

I fear that some may have different opinions about the marking system, but I despise this kind of marking system. The marks on the paper generally determine how the future and life of the person will be and drive much pressure. We spend a lot to make sure we win the comparison contest instead of getting powerful knowledge. Medical students, after years of constant pressure, have ended up thinking that the backward method of education is the best way to assess one.

How do we deal with the gap?

After the 20th century, humans began to rely more on technology and our lives heavily depend on it and have an impact on our daily social lives. Whether we like it or not, we need technology to sustain us. Despite many addiction problems posed by this era, we have to utilize the many existing benefits of technology and explore the advantages of utilizing technology to learn authentically and how it is going to be the largest contributor to the development of the education system.

Even though most college students might have access to a mobile phone, institutions can plan to implement a new project where the students have to take the help of the web and complete their assignments. Most of the time they deal with incomplete and uncertain information and end up in the -- of research where there may not be a single right answer. This kind iCON 2021

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of authentic learning environment gives access to students to remote pieces of information and the kind of resources what professionals use.

Authentic learning will allow students to better connect worldwide. In my opinion, medical students are one of the most gifted groups of learners that could discover the wonders of technology.

For instance, instead of just dissecting a dead body to learn about different organs, they can use ultrasound or X-rays as adjuncts to identify and learn more in detail. This way they can gain more knowledge and will have the answers at their fingertips.

Change is the biggest blessing for the educational system: “Education is the kindling of a flame, not the filling of a vessel” as Socrates rightly said, authentic learning is an emerging model of education after further research could help to solve these problems in the education system and erase the existing misconceptions in the society. While it may still be an important part of life and it is crucial for the teachers and professors to see a student’s progress throughout the year, it is not necessary to say that the marks are the only thing that colleges are concerned about and we have to get rid of the entire concept of ‘marks is life’.

When learning is taking place authentically, educators must provide appropriate information about students’ skills and knowledge this will in turn ensure that students can realize their weaknesses and thereby can improve on their mistakes in the examinations in particular.

Instructors can guide them and assist them in developing more mature mental models to solve problems as effectively as possible by confronting students with their complex perspectives. Polishing the marking system is another example of authentic learning and by doing so, this would result in learners improving meta-cognitively.

Addressing the education implications of COVID-19: The Covid 19 pandemic which has impacted globally brought a drastic transition in the field of education and especially in the medical field where there used to be a constant patient-doctor interaction. Medical students and postgraduate graduates have had to adjust to a virtual training model.

In this way, students had the opportunity to attend various conferences, webinars, and courses that enhanced their way of learning. Regardless of differences, everyone was given equal opportunity. Health professionals and medical students who found it difficult to travel to places due to varied reasons were also benefited. As a result, they were able to acquire knowledge from many sources by staying at home, which indirectly saved their time and effort.

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We can all see the benefits of tailoring authentic learning to our educational system, and there are many more benefits to understanding. Hence I strongly feel that authentic learning is possibly going to be the best way as it is guaranteed for the health professionals despite social implications.

I hope that you are inspired by the above-expressed words and ready to move towards an authentic learning environment to bridge the existing gap.

‘Never let formal education get in the way of your learning.’ – Mark Twain

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ELSEVIER

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CBME

Welcome to the CBME App. The online CBME cloud application is jointly developed by Academe India and the Commonwealth Institute, UK and is designed to assist in the implementation of the recently introduced Competency-Based Medical Education curriculum by the National Medical Commission of India.

The CBME app is a cloud-based solution to help medical colleges implement and monitor competency and outcomes-based medical teaching, training and assessment of both undergraduate MBBS as well as postgraduate MD/MS/DM/MCh trainees.

The application is based on a very powerful data collection, analysis and interaction platform that allows every college to customise the application to suit their needs. The application is designed to be intuitive, user-friendly and accessible to both the teachers as well as students. The application replaces a number of paper-based processes, streamlines operations and helps save time, effort and energy. The tool rewards both the students and teachers with every usage and makes the core operations of teaching, learning and assessment effortless, automated and easy.

Numerous automation functions combined with basic artificial intelligence tools enable the application to enable medical colleges to take their curricular delivery into the era of digital education and e-learning.

At the heart of the application are: e-Portfolio and e-Log for Students (that replaces paper-based bulky and cumbersome record books) and enable distribution, tracking, assessment and signing off of competency-based activities such as small group teaching, bedside clinical teaching, DOAP sessions, practicals, dissections, labs, etc of the CBME curriculum.

For postgraduates, 360* Feedback, Workplace-based assessment, Entrustable Professional Activities mapping, tracking, feedback and assessment tools are provided.

Altogether, the CBME is the first and one of its kind in India for medical colleges. The platform is built with input from leading medical educationists and is designed to help colleges excel and lead in NAAC, NIRF, THE, and other assessment and accreditation frameworks.

The Application is available for demonstration and testing for 3 months for institutions that are seriously looking to adapt and implement digital tools. Longer trials are available on request. Please email us at mail@academe.in with cc to india@ thecommonwealth.uk or book a session at https://calendly.com/academe/30min for a brief walkthrough, demonstration and trial.

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