Background and Objectives:Endotracheal intubation is the most important and crucial step during administration of general anesthesia. It is more so in pediatric patients with associated deformities of cleft lip, palate, and alveolus. Propofol, an intravenous (i.v.) induction agent, has profound depressant effect on airway reflexes with a quick and smoother induction. Similarly, sevoflurane, an inhalational agent, has relatively pleasant smell, low airway irritability, and more cardiostable properties. Hence, we sought to compare effectiveness of propofol with sevoflurane in achieving good intubation conditions without the use of muscle relaxants.Materials and Methods:In this prospective randomized study, eighty children belonging to American Society of Anesthesiologist physical status Class I and II, aged 1–10 years, scheduled for cleft surgery were included. All participants were premedicated. Patients were allotted to Group A and Group B randomly. Group A received propofol and Group B received sevoflurane as induction agents. Tracheal intubation was attempted in all patients at 150 s. Intubation conditions were assessed by using Steyn modification of Helbo–Hansen intubating conditions score. Statistical analysis was done using Student's t-test and Chi-square test with P < 0.05 regarded as significant.Results:Group B patients receiving sevoflurane had significantly more clinically acceptable intubation conditions than patients of Group A receiving i.v. propofol (P = 0.001).Conclusion:We conclude that intubation conditions using inhalational 8% sevoflurane are superior to i.v. propofol of 3 mg/kg for tracheal intubation without muscle relaxants in children undergoing cleft surgeries.
Introduction and Aim: The psychological effects of the COVID-19 outbreak and related lockdown measures among the Indian population are less known. Undergraduate students are prone to mental health problems making them more vulnerable to the impact of the pandemic and its lockdown. This study sought to determine the impact of the COVID-19 pandemic lockdown on the mental health status of undergraduate health professional students of a tertiary care setup.
Materials and Methods: A cross-sectional study was carried on undergraduate health professional students of a private Deemed-to-be University. 246 participants took part in this study. A questionnaire was provided as a Google form containing 26 questions. It captured the main dimensions of mental health-related issues in undergraduate students. Paired ‘t’ test was employed to compare the mental health status of the participants before and during the lockdown.
Results: A significant majority of our participants experienced stress during the lockdown. There was no significant effect of gender, the number of household members, or prior mental health challenges on the mental status of the students. COVID-19 updates on central government introduced mobile application significantly decreased stress but reports from television/radio and social media significantly contributed to stress. Students engaged in online academic activities of more than four hours per day were significantly stressed.
Conclusion: Undergraduate health professional students in our study were significantly more stressed during the lockdown as compared to the pre-lockdown period. Academic online activity also significantly contributed to stress with more than four hours of online engagement precipitating severe stress.
Background: Data for front-line health-care workers, risk of disease is limited so as the resources available. Although inspiring stories on doctors fighting against COVID-19-19 were covered we are still unaware of the challenges at ground level. The present study throws light on it and provides way through towards resolving the issues. Objectives:1. To assess the perceptions of the doctors towards the process of COVID-19-19 crisis management. 2.To identify the challenges and recommend solutions based on their views, suggestions. Methods: A cross sectional study on perception of doctors (94) involved in COVID-19 duty was conducted during July to September 2020, with the help of pre-validated semi-structured questionnaire through online google survey form. The questionnaire had demographic details, views on before, during and after the COVID-19 duty along with 4 open ended questions on their good and bad experiences, problems & suggestions. Descriptive statistics for quantitative & thematic analysis for qualitative data was used. Results: Nonresponse rate was 26%, mean age 27.55 year. Majority were from clinical departments (78%). 42% felt that training was proper, 60% adequate PPE kit, 52.6% were aware of management strategy, 86% stressed,82% found difficulties in communication. 42% were provided proper quarantine facility yet, 58% faced discrimination. Few themes emerged under challenges like lack of resources & training, stress & burnout, for which patient sensitization, refresher training, psychological & administrative support was suggested. Conclusion: Although COVID-19 pandemic has impacted life of doctors in either way, the challenges could easily be tackled by the recommended simple solutions.
Objectives:
The present study aims to document the effectiveness of self-directed activity-based Autonomous Learning for Advanced Acquisition of Physiology (ALAAP) module for endocrine learning among undergraduate physical therapy students.
Materials and Methods:
Fifty-five second semester students (28 males and 27 females) of the physical therapy course of a private healthcare university were recruited and the traditional didactic method of teaching-learning was compared with that of the newly developed ALAAP module.
Results:
The triad approach employed to compare the scores of pre-test and post-test after the ALAAP module intervention showed P < 0.001 and Hedges’ g effect size of 0.75 with a 95% CI of –3.41 to –1.5 implying the effectiveness of the module to be strong. Furthermore, the feedback obtained was favourable toward this module and showed that there was an increase in both the affective and cognitive domains of learning.
Conclusion:
ALAAP module for endocrine physiology is effective and positively targeted all types of learners. It helped their transition from pedagogy to andragogy type of deep learning. The group work done by the students as a part of this module instilled collaborative and cooperative learning in them.
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