IntrOductIOnMedical students need to take and understand considerable new information during their studies especially with the need for evidence based healthcare and they should develop skills for life-long learning, keeping their knowledge updated [1]. There has been a rapid growth in the development of new teaching methods and learning resources and considerable advances in the availability of electronic and mobile resources. Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education [2]. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required medical and health related learning resources while lecturers/teachers also keep alongside of recent trend and development as it affects their medical teaching and research needs. Also, use of mobile technology will especially help medical students, as in the medical practice learning is a continuous and life-long [3].There is need of integrating new technology in teaching-learning to identify and comprehend key concepts, receive feedback as well as apply concepts to relevant situations in medical practice [4]. Current mobile device technology show promise as an instructional tool, more so because mobile handheld devices are user friendly and more widespread in use. Thus, the concept of M-learning could be introduced as a strategy in learner-centered education. Introducing M-learning may improve ability of teachers and students to adapt to the new technology as a method of teaching-learning [4]. Hence, the use of mobile technology can improve quality of content delivery in educational setting.Impact on students: Mobile technology promotes construction and sharing of knowledge which in turn help students' learning by activating their cognitive processes; explaining and elaborating their own understanding [5]. A research conducted at Taibah University by Khaleel M. Al-Said revealed that there were preferential perceptions (mean of overall fields of perceptions scale was 136.19-"High" level) of students towards M-learning [6]. Several studies found that M-learning was effective, flexible, generated strong interest and positive reaction for integration in classroom teaching-learning [7][8][9][10][11]. However, Waycott and Kukulsca-Hulme indicated the difficulty in using a mobile phone in medical education where students particularly faced the difficulty ABStrActIntroduction: Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required health related learning resources to keep alongside of recent trend and development. In medicine practice one has to continuously update his/her medical knowledge and mobile learning will serve as a tool for selfdirected learning.
Aim:To study the effectiveness of the addition of citicoline to patching in the treatment of amblyopia in the age group of 4-13 years.Materials and Methods:A randomized controlled trial, which included patients who were randomly divided into two groups. Both the groups received patching therapy till plateau was achieved in phase 1 of the study. Then in phase 2, group I received citicoline plus patching and group II continued to receive only patching.Outcome Measures:Outcome was measured by the visual acuity in logMAR every month in phase 1 till plateau was achieved and then for 12 months in phase 2.Results:No significant difference was found in the mean visual acuities in these two groups in phase 1 till plateau was reached. In phase 2, for the initial four months, there was no significant difference in the visual acuities in these two groups, at the respective intervals. However, five months onward, up to 12 months, there was a significant difference in the visual acuities in these groups. The result was the same in younger patients (< seven years of age) as well as in older patients (> seven years of age). In phase 2, the mean proportional improvement in group I was significantly more than that in group II, at two months and onward, at the respective intervals.Conclusion:The improvement in visual acuity with citicoline plus patching was significantly more than that with patching alone, in one year of treatment.
Aims: To study the visual outcome following Nd:YAG laser posterior capsulotomy and to study the complications associated with Nd:YAG laser posterior capsulotomy. Material and Methods: The study included a total of 100 eyes of 100 patients who fulfilled the inclusion and exclusion criteria. Once diagnosed to have posterior capsular opacification they were subjected to a detailed clinical examination. All patients underwent Nd:YAG laser capsulotomy. Patients were followed up at 1 hour, 4 hour, 1 day, 1 week, 1 month, 3 month. At every follow up detailed examination was done. BCVA and any complications were noted. Results: Post-laser, 87% patients had BCVA 6/12 or more at 3 month follow up. 10% patients had BCVA 6/24 to 6/18. Only 3% patients had visual acuity improved to less than 6/24. Out of 3 patients, 1 patient had visual acuity improved to 6/60 & in remaining 2 visual acuity improved to 6/36. The complications were seen in 31 (31%) patients. Most common complication observed was transient rise in IOP. 17 eyes (17%) had transiently raised IOP. Second most common noted was pitting of IOL. Pitting was present in 7 (7%) patients, 3 (3%) patients had ruptured anterior face of vitreous, 2 (2%) patients had iritis, 1 (1%) had hyphema and 1 (1%) developed CME. IOP rise was related to grade of PCO and energy used. Conclusion: Improvement in visual acuity after Nd:YAG laser posterior capsulotomy is excellent. Complications associated with Nd:YAG laser capsulotomy are minimal. Nd: YAG laser capsulotomy is a safe method of restoring vision in patients with posterior capsule opacification.
Aims: To study the intraoperative complications in small incision cataract surgery and its management and to study the visual outcome following the management of intraoperative complications. Material and Methods: A total of 250 cases studied from who underwent SICS. Intraoperative complications were studied and managed. Visual outcome following these complications were studied by noting the best corrected visual acuity after day 1, 1st week, 3 rd week, 6th week following surgery. Results: The total intraoperative complications were seen in 22 (8.8%) patients. Posterior capsule rent was seen in 6 eyes (2.4%). Iris prolapse in 5 eyes (2%). Descemet detachment was seen in 3 eyes (1.2%). Premature entry was seen in 3 eyes (1.2%). Capsulorrhexis extension was seen in 2 eyes (0.8%). Zonular dialysis was seen in 2 eyes (0.8%). Superior iridodialysis was seen in only one eye (0.4%). Out of 250 cases, 246 came for follow up till 6th week. 214 (85.6%) patients had post operative BCVA 6/6 at the end of 6 th week, 25(10%) patients had 6/9, 5 patients (2%) had 6/12-6/18 and remaining 2 patients (0.8%) had 6/24-6/36 BCVA. Conclusion: The study results shows that in high quality cataract surgery (91.2% without intraoperative complications) 99% BCVA 6/18 or better can be attained. In our study incidence of intraoperative complications was 8.8% in which posterior capsular rent and iris prolapse were the common intraoperative complications.
Introduction: Traditional viva are useful in assessing depth of knowledge and overall communication skill of student but demerits are many such as unequal time distribution for viva, gender bias, non uniformity, examiner's mood and so on. In present study we structured oral examination as an assessment tool for third year MBBS undergraduates in community Medicine and evaluating the process by taking student's as well as faculty's feedback to minimize biases. Material and Methods: Permission from Dean as well as head of department was taken. A batch of 26 students was randomly selected and enrolled in to study after informed consent. Four faculty members were randomly divided in two groups. Faculty members in structured oral examination group were sensitized and trained about it. Each student has undergone same set of questionnaire consisting of simple recall and applied questions. All the students were simultaneously assessed with traditional and structured oral examination without intermixing. Feedback in the form of questionnaire as per Likert's scale was collected for both type of viva and from students and faculties. Appropriate statistical analysis was done. Results: Analysis depicted that students were overall satisfied with the structured oral examination and felt it better than the traditional viva. Statistically significant differences (p = 0.0001) were observed in terms of uniformity of questions asked, stress, time allotment, topic coverage etc. Faculty also expressed that structured oral examinations are better in terms of reducing bias, minimising luck factor and uniformity of questions.
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