The formaldehyde (FA) is a universally used chemical for preservation of cadavers in dissection halls. The adverse effects of formalin exposure are health concern to faculty, workers, and students. The benefits of using formalin, its cost effectiveness, and its proper fixation and efficient preservation of tissue, have to outweigh its adverse effects on the health of those working with it. The best way to ensure the benefits outweigh the risks are providing adequate ventilation, using personal protective equipment, and developing awareness of FA's adverse effects. This study observed that both government and private colleges had better ventilation when more windows and doors were present, but active ventilation strategies like powerful exhaust, along with monitoring of FA level (personal or dissection hall), were needed. Students exposed to FA suffered eye and nose mucosal irritation. But faculty and workers with prolonged exposure to FA had more severe respiratory symptoms and suffered migraines. Hence personal FA monitoring and personal protective equipment must be made mandatory for those with prolonged exposure to FA. In addition, proper ventilation should be in place to reduce formalin vapours levels in workspaces.
Competency Based Medical Education (CBME) Curriculum has been introduced in India with the intent to move towards outcome based education. Competencies, specific learning objectives and preferred teaching learning methods are provided by Medical Council of India. Assessment tools suitable to CBME have been suggested to fulfil the essence of new curriculum. Objective Structured Practical Examination (OSPE) is one such valid, reliable and objective tool suggested in anatomy curriculum. OSPE was introduced to 200 students of new batch during routine formative assessment. The perception of faculty and students on the process, OSPE were obtained through validated questionnaire based on 5 point Likert’s scale. Testing skills with knowledge, objectivity and aligning with purpose of CBME were supportive features and need for practice, teacher fatigue were disapproving factors for this new assessment tool. Perseverance and practice would assist to develop OSPE as an ideal tool tailored to new curriculum. Hence OSPE is definitely a better assessment tool that is well accepted by both faculty and students.
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