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Background: Job satisfaction expresses the extent of congruence between an individual’s expectation of the job and the reward that the job provides.Job satisfaction among doctors is an issue that is of utmost importance because offactors like patient relationships and time pressures associated with managed care. The current study was done to determine the level of job satisfaction in doctors posted in a tertiary care hospital of eastern India and to find out the factors associated with it. Materials and Methods: A descriptive cross sectional study was conducted among 255 doctors posted in a tertiary care hospital of eastern India. Data werecollected using a self-reported questionnaire consisting of 49 items addressing the seven domains of job satisfaction, where higher values indicated higher level of satisfaction. The average scores of items were computed to construct factor scores for each individual. Two stage cluster analysis was performed to get the proportion of satisfied doctors and binary logistic regression was used for comparison of predictors of job satisfaction. Results: The proportion of job satisfaction was found to be 59.6% and the most important factor was found to be working space. On adjustment, the odds of being satisfied were found to be higher in the older age groups, among males, doctors posted in preclinical or paraclinical departments and those staying in present setting for 5 years or more. Conclusion: More than half of the doctors were found to be satisfied with their job which can help the policy makers to make necessary strategies to increase the level of satisfaction of the employees. .

Introduction: For last five-six months in the Corona Virus Disease (COVID-19) lockdown period the Phase 1 MBBS students were being taught Anatomy theory as well as demonstration topics in online mode. Faculties were new to the mode initially, but gradually they coped up for online teaching. Now, in coming near future, institutes will resume with physical class activities and examinations will be held in departments; in the ‘new normal period’ even when the COVID cases are increasing day-by-day. Aim: This study was an endeavour to explore faculties’ perception in Anatomy teaching and assessment in online teaching and side by side their opinion for planning to resume class and assessment in new normal phase. Materials and Methods: For this amongst the faculties of Anatomy of West Bengal, posted in 17 different medical teaching institutes; included in the Whatsapp group of Anatomical Society of India West Bengal (WB) Chapter; this cross-sectional study was carried on by an online survey using a pre-tested pre-designed structured questionnaire upon 14 questions regarding their perception of online class-cum-assessments as practiced as well as their perception for future post-unlock class sessions and assessment methods; assuring anonymity; with encouragement and support from Anatomical Society of India WB chapter. Out of total 199 faculties 163 responded in time and their responses was tabulated. Results: From the response of 163 faculties, it came out that all faculties taught ‘abdomen’, ‘head and neck’, ‘neuroanatomy’ parts as well as some parts of histology and embryology. Google classroom was most favoured teaching platform followed by Zoom meeting application. Majority (84.6%) of the faculties used to take lecture classes by sharing Power Point Presentation (PPT) during class hours; and 46% used to share the pre-recorded demonstration video of the parts. Only 5% of them felt that by this mode full competency could be achieved for the students. Questions sharing followed by answers writing-scan-mail was the most favoured (88.9%) mode of theory assessments; although 57% faculties used Multiple Choice Questions (MCQs) for assessment. In the ‘new-normal phase’ when the college and classes will resume, faculties like to have demonstration classes with ‘mini-group’ and lecture topics to be covered solely in online mode. For theory assessment, MCQs was mostly opted (63.8%) supplemented by camera-observed Objective Structured Practical Examination (OSPE) in the practical portion (50.3%). Conclusion: This study not only provides the experience shared by faculties in conducting the online teaching of Anatomy in the lockdown phases, but also provides insight in planning of the classes and examinations in the post-lockdown COVID-19 times which can be presented as recommendation to the university, which is yet to plan out the examination in ‘new normal’ era.

Context:Early clinical exposure (ECE) is one of the important tools to teach basic science to the MBBS students. It is one form of vertical integration between basic science and clinical subjects. This study is an effort at exploring the use of ECE as a motivational tool toward better learning in neuroanatomy for first year MBBS students.Aim:This study aims to make the students interested and motivated to study neuroanatomy by using ECE as learning tool in neuroanatomy and to make the students enable to retain the knowledge of neuroanatomy more efficiently and correlate the knowledge of neuroanatomy with neuromedicine.Settings and Design:This study was conducted in collaboration with the Departments of Anatomy, General Medicine and Medical Education Unit in the year 2016. This was cross-sectional study.Subjects and Methods:One hundred and fifty students of 1st Professional MBBS were subdivided into two groups. After preliminary classes on brain, brainstem, and spinal cord for both groups, conventional lecture classes were taken for Group A only on upper motor neuron (UMN) and lower motor neuron (LMN) paralysis, and only Group B visited General Medicine ward where HOD, General Medicine showed and examined patients of UMN paralysis and LMN paralysis, elicited different symptoms, and discussed different investigation. It was followed by assessment of all by problem-based multiple choice questions (MCQ) and short answer questions. Then, Group B attended lecture class on different cranial nerve palsy whereas Group A visited medicine ward. It was followed by assessment of both groups by problem-based MCQ and short answer questions. The performance was compared. Then, the feedback of the students on ECE was collected by means of reflection writing followed by administration of questionnaire. Then, the perception of teachers regarding ECE was recorded by focused group discussion.Statistical Analysis Used:Student's t-test was used to compare the performance of both batches. Reflection writing and focus group discussion were analyzed qualitatively.Results:There was a significant difference in Group A (P = 0.019) but no significant difference in Group B (P = 0.679). All the teachers opined that ECE was an efficient method but more time and interdepartmental collaboration were necessary.Conclusions:Group A improved performance due to ECE but Group B maintained the motivational effect of it. Therefore, ECE can be used as an effective learning tool.