Background:The menstrual cycle is a complex process involving the interaction of the hypothalamus, the anterior pituitary, the ovaries and the uterus. The hormonal changes occurring during this cyclic process not only affect oocyte maturation and the endometrial and vaginal environments but can also have an effect on a number of other physiological and biochemical phenomena.Aim and Method:We investigated the changes in serum calcium, magnesium and inorganic phosphorus levels during different phases of the menstrual cycle in fifty healthy young women. We found subtle but significant variations in these levels in the menstrual, follicular and luteal phases.Result:The serum calcium level was highest in the follicular phase whereas the serum magnesium level was lowest in the follicular phase; the serum inorganic phosphorus levels was highest in the menstrual phase.Conclusion:These variations could be due to the impact of the changing estrogen and progesterone secretion on the parathyroid glands.

Background: Medical field and its curriculum is dynamic in nature which keeps on adding huge data each year, thus overburdening the students with content information. Most of the colleges in India teach subject in isolation with little or no attempt to integrate in basic science. This leads to confusion in students mind due to different opinion leading to improper grasping of these basic foundation subjects. Integration allows organization of teaching matter to unify subjects frequently taught in separate academic departments. Aims and Objectives: The aim of this study is to finding the perception and learning by integrated teaching approach for first-year medical students. Materials and Methods: A total of 150 students enrolled for the academic year 2016-2017 in medical program of Sumandeep Vidyapeeth were considered. Non-randomized and purposive study was done by providing survey questionnaire. Two focus group discussions (FGD) were conducted with 15 students in each group after completion of session. Pre-post test was conducted to assess learning outcome of students by feedback methodology. Data were collected, analyzed statistically using paired t-test and correlation analysis for gender variability for perception. Results: Pre-post test showed statistical significance (P < 0.001) for learning after each integrated session. Survey questionnaire and FGD results implied that students' learning process was enhanced by this teaching approach. Although statistical significance for gender variability as per perception was only for two questions among 27. About 71-79% of students accepted that sessions allowed them for better understanding and relate clinical implication of the course. Conclusion: In-depth understanding of the application of course content was achieved other than that it encouraged student's intellectual curiosity. They wanted to have these sessions frequently and for various other topics with other departments.

BACKGROUND: Linking anatomy with the clinical approach for creating an inquisitive mind for a millennium via the digital platform is the need of the hour. Traditional lecturing makes students have rote memorization of the human anatomy. The inquiry-based project will allow undergraduate medical students to have a deeper understanding of human anatomy along with team building and interpersonal skill development. This approach of teaching would allow students to link the content taught for human anatomy with its clinical applicability and probably generate inquisitiveness for further exploring the course content. The study aimed to appraise and assess the perception of medical students and faculty about the inquiry-based digitalized project presentation. MATERIALS AND METHODS: A descriptive cross-sectional study was conducted for inquiry-based project presentation where students were divided into 15 groups with 15 inquiries, which were presented as projects on a digital platform under the guidance of the facilitator. The perception of students and faculty for the inquiry-based approach was collected using a validated survey questionnaire. The quantitative data were analyzed by SPSS-version 15, using descriptive statistics, Friedman's rank, and thematic analysis for qualitative data. RESULT: In total, 117 students participated in the pre-test and 129 in the post-test part of the study. Also, 79.1% of students appreciated that the inquiry-based project presentation approach allowed them to link anatomy with different courses; 73.6% agreed that this approach has a positive impact on their attitude toward learning anatomy. Then, 75.2% students appreciated of learning new skills using the digital platform. They agreed to have developed leadership (65.1%) and team-building skills (83.7%) and self-directed learning (SDL) improvement (71.3%). However, some students (9.3%) and faculty (16.7%) had been ostracized for presenting their inquiry-based projects on a digital platform, whereas 65.1% of students appreciated this approach. CONCLUSION: Inquiry-based learning approach would allow students to have a deeper understanding of the subject knowledge and skills for the SDL and learn strategies for the usage of virtual technology for literature search.

Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

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