Reaction time is one of the important methods to study a person's central information processing speed and coordinated peripheral movement response. Visual choice reaction time is a type of reaction time and is very important for drivers, pilots, security guards, and so forth. Previous studies were mainly on simple reaction time and there are very few studies on visual choice reaction time. The aim of our study was to compare the visual choice reaction time for red, green, and yellow colors of 60 healthy undergraduate female volunteers. After giving adequate practice, visual choice reaction time was recorded for red, green, and yellow colors using reaction time machine (RTM 608, Medicaid, Chandigarh). Repeated measures of ANOVA and Bonferroni multiple comparison were used for analysis and P < 0.05 was considered statistically significant. The results showed that both red and green had significantly less choice visual choice reaction (P values <0.0001 and 0.0002) when compared with yellow. This could be because individual color mental processing time for yellow color is more than red and green.

Long-awaited new MBBS curriculum titled 'Competency-based Medical Curriculum (CBME) for the Indian Medical Graduates' has been rolled out by the Medical Council of India and implemented from August 2019 across all the Medical Colleges of the country. The curriculum is designed for creating an Indian Medical Graduate with the required knowledge, skills, attitudes, values and responsiveness to function appropriately and effectively as a physician of first contact of the community while being globally relevant. [1] In Phase 1, the physiology curriculum has 11 topics with alignment and integration, 137 outcomes having 495 hours of teaching that includes 160 lecture hours, 310 hours of small group teaching/tutorials/integrated learning/practical, 40 hours of self-directed learning, 149 integrated competencies and 13 certifiable skills. New teaching/learning elements such as 1 month of foundation course, early clinical exposure (30 hours in physiology), alignment and integration, professional development, including Attitude, Ethics, and Communication Module (AETCOM) and Electives have been introduced. [1] CBME focuses on greater flexibility, learner-centered approach, role of teacher as facilitator, use of well-defined outcomes, demonstration of required skills and utilization of different assessment tools with more weightage on the formative type.To address all these teaching-learning modalities, physiology teaching faculty has many questions to ponder upon -Are we adequately trained and equipped in the backdrop of deficient faculty strength, time constraints, limited support and resources? In spite of all odds, the onus is on the medical teachers and institutions in the best interest of the students to implement CBME on par with the global standards. CAN TECHNOLOGY ASSIST US IN THIS ENDEAVOR?Yes. With increasing knowledge and advancement of information technology, this can play a pivotal role in assisting the faculty with varied options and freely available resources which when used appropriately and effectively can motivate and generate more interest among the techsavvy students of the present generation. [2] In this context, we, the faculty from the physiology department of Yenepoya Medical College, Mangalore, Karnataka, have made an attempt to successfully utilize technology in our curricular transactions. We have a robust information and communication technology (ICT) department catering to the advanced needs of faculty and students with seamless and secure access to support teaching, learning, and research. All the students are trained to use ICT facilities and are provided with laptops with Wi-Fi in the campus.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-Share Alike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as the author is credited and the new creations are licensed under the identical terms.

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<p class="abstract"><strong>Background:</strong> In the emergency department, triaging is a very important for mass casualties and should not lead to any errors while doing so. In spite of subjecting interns to triaging theory classes in their final year of MBBS, they are not confident in triaging when need comes. To address this, we designed this study which aims at understanding the efficacy and type of triage based simulation education for medical interns during their 1 year internship programme.</p><p class="abstract"><strong>Methods:</strong> A cross sectional study with 186 intern students of a Yenepoya Medical College Hospital of Karnataka was selected for the triage simulation. The interns who could attend the entire programme were randomly divided into 2 groups of n=91 each. One group underwent desktop based triage simulation (n1=91) and the other group faced enacted patient based triage simulation training followed by test. Evaluation comprised of tests to 2 groups of interns. The first group were subjected to test following desktop triage simulation and the second group were subjected to test following enacted patient simulation based triaging.<strong></strong></p><p class="abstract"><strong>Results:</strong> The test result showed that there was significant improvement in the result obtained from the group that underwent high fidelity simulation (p&lt;0.05).</p><p class="abstract"><strong>Conclusions:</strong> Simulation based training which is closed to reality leads to a significant increase in learning and recalling output compared to the traditional method.</p>