Background:Nerve conduction studies are performed to diagnose the disorders of the peripheral nervous system. The reference values for nerve conduction velocity (NCV) and late responses for different nerves considerably vary in different group and type of population. Physiological factors such as age, temperature, height, and gender affect the NCV. However, there are very few studies which show the age group at which these changes become significant.Aim and Objectives:The aim of the study was to establish the electrophysiological data of the specific age group at which changes in NCV as well as late responses of median common peroneal nerve and also see the late response in the form of F-waves and H-reflex.Methodology:Study groups were divided into three categories based on the age: Group I (18–30 years) (n = 80), Group II (31–45 years) (n = 43), and Group III (46–60 years) (n = 27). Out of which, 93 patients were male and 57 were female. The NCVs were determined for median, common peroneal nerve (motor component and sensory component) along with late responses in the form of H-reflex and F-waves.Results:The mean and standard deviation of median, ulnar, peroneal, and tibial nerve was studied for latencies, amplitude, and velocities for both sensory and motor components. Patients with older age had longer latencies, smaller amplitudes, and slower conduction velocities compared with the younger age group. The change with age was greater in sensory nerve conduction and late responses in all the peripheral nerves.Conclusions:Aging has a definite correlation with the NCV and late responses of different peripheral nerves. There is a need to have reference values with relation to age.

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Electrophysiological parameters especially the late responses which include H reflex analysis are of great significance and importance in diagnosing and predicting the level of nerve root involvement radiculopathy patients. The main objective of the present study was to analyse the electrophysiological parameters like amplitude and latency for prediction of nerve root involvement in lumbar radiculopathy patients. The present research project study was undertaken on 50 diagnosed patients of lumbar radiculopathy. The study participants were between the age group of 30-60 years and were having the low back pain ranging from 30-60 days. The bilateral nerve conduction studies were performed for posterior tibial nerve, sural nerve, and late responses like H waves were studied and analysed for amplitude and latency for all the patients. Patients with radiculopathy showed significant reduction in the amplitude of sural sensory nerve, the latencies were prolonged among the patients with L5-S1 root involvement based on the MRI findings. H wave’s amplitude asymmetry was significantly noted among the patients with L5-S1 root involvement suggesting the axonal compression at nerve root level earlier than the changes in the latencies for H waves. Prolonged latencies is reduction in the amplitude of sural nerve as well as, the amplitude asymmetry for late responses like H waves can be considered as one of the earlier signs of compression of the nerve roots in lumbosacral radiculopathy.

Background: Active learning methods like Self-directed learning and problem oriented learning are considered to be an important methods of learner centred approach of imparting knowledge in under graduate medical curriculum through integrated approach. Aim and objectives: To analyse and compare the efficacy of self-directed learning and problem oriented approach for physiology subject among first year MBBS students. Material and methods: The present study was conducted among 250 students of Phase I MBBS during the year 2019 for physiology course for cardiorespiratory modules. Group A (n=125) was administered with self- directed learning sessions, while group B (n=125) was administered with problem oriented learning session for the same topics. Following each session an objective assessment was conducted for all the topics covered in SDL and POL sessions and was assessed and analysed using unpaired t test.Results: Group A for self-directed learning sessions (group A) of cardiovascular physiology based on the analysis of the marks of objective type assessment; Maximum marks were obtained by 25.6% (32/125); while moderate marks 21.6% (27/125) by the students of Group A. Maximum marks were obtained by 31.2% (39/125) and moderate marks were obtained 47.2% (59/125) by the students for which significant difference in the p values was noted (n=0.008). For SDL sessions of respiratory system module (group A); maximum marks were obtained by 24% (30/125) ; while moderate marks by 23.5% (29/125) of students; for problem oriented sessions maximum marks were obtained by 32.8% (41/125) and moderate marks were obtained by 48% (60/125) students; Significant variations were found in both modules test scores (n=0.008) (n=0.009).The analysis of SDL and POL against the total scores of students in their internal assessment showed considerable differences between students attaining scores 80–89% in SDL and PBL, between 70–79% for both SDL and PBL with p values of =0.0192, and 0.01184, 0.0190, and 0.01179 respectively.Conclusion: Problem oriented learning sessions seems to be more effective way of delivering the concept as compared to self-directed learning sessions. There is a need of time for creating awareness and readiness of the learner for such type of learner centred active learning methods.

BACKGROUND: E-learning has become a new technique of instructional strategy during the current instructional era where we are surrounded with the uncertainty of pandemic outbreak and unrest in the educational system. AIM AND OBJECTIVES: To analyze and modulate the attitude and perception of the faculty towards the use of the Learning Management System for teaching and learning. MATERIALS AND METHODS: This descriptive cross-sectional study was conducted among 112 faculty members of Symbiosis Medical College for Women Pune. An elaborated research tool was designed to measure the attitudes and perception of the faculty members toward the use of the learning management system in teaching. The research tool was administered before and after the LMS sensitization workshop to all the participants. Workshop was planned to sensitize faculty regarding MOODLE (E-learning platform) RESULTS: Statically, significant change in the mindset of the faculty members was found after sensitization workshop regarding incorporating LMS as an instructional method. Statistically, significant variations were found in the attitude toward using LMS based on gender variation, (0.021, F = 5341), experience (0.033, F = 0.189), and discipline (0.052, F = 0.233). Based on the themes derived from responses faculty felt that training and sensitization will help them to use LMS more effectively. CONCLUSION: Use of blended learning strategies are need of an hour, there are lot of problems which can be faced by the faculty members while incorporating use of LMS in their routine teaching process. Training sessions for implementing any e-learning platform should be done on priority basis to increase its use more effectively.

Introduction and Aim: Active and learner centred learning methods specially, self-directed learning is considered to be an important method of blended learning approach of imparting knowledge among under graduate medical students in new curriculum through integrated approach. The aim of the study is to analyse the impact and benefits of self-directed learning sessions for understanding cardio- respiratory physiology among phase one MBBS students. Design and Methods: This cross-sectional study was conducted among 250 students of Phase I MBBS for CVS and RS modules.  Two groups of students were made Group A (n=125) was administered with self- directed learning sessions, while group B (n=125) was administered with normal didactic lecture session for the same topics. Following each session an objective assessment was conducted for all the topics covered in SDL and lecture sessions and the results were assessed and compared. Results: The maximum marks secured in objective assessment by Group A students post self-directed learning sessions for both cardiovascular and respiratory physiology modules were 31.2% (39/125) and 32.8% (41/125); while moderate marks were secured by 47.2% (59/125) and 48% (60/125). For assessment conducted after lecture sessions for both cardiovascular and respiratory physiology module, maximum marks were obtained by 25.6% (32/125) and 24% (30/125); while moderate marks were obtained by 21.6% (27/125) and 23.5% (29/125) respectively. Significant difference was found in the p values of marks for both modules(n=0.009) (n=0.008). The internal assessment scores showed considerable difference in the maximum marks obtained by students attending SDL sessions (80-89%) as compared to didactic learning sessions (70–79%) with p value = 0.0190, 0.01179 and 0.0192, a0.01184, respectively for both modules. Conclusion: Self-directed learning method seems to be more effective way of delivering the concept as compared to traditional lecture sessions.

Background: Learner-centred methods for teaching knowledge in the undergraduate medical curriculum utilizing an integrated approach include active learning approaches such as Problem-oriented learning and self-directed learning are two types of education. Aim and objectives: The study aimed to see if self-directed learning and a problem-solving approach to physiology may benefit first-year medical students. Material and methods: 250 students enrolled in Phase I MBBS for two physiology modules: CVS and RS, were involved in this cross-sectional study. Group A (n=125) received self-directed learning sessions for similar topics, whereas Group B (n=125) received problem-oriented learning sessions. An objective evaluation of all subjects covered was done after each SDL and POL session, and the results were analyzed using an unpaired t-test. Results: Cardiovascular physiology self-directed learning sessions, 25.6 % (32/125) of students received maximum scores (group A), whereas 21.6 % (27/125) received moderate grades. 31.2 % (39/125) of problem-oriented sessions received maximum points, whereas 47.2 % (59/125) of pulmonary system module (group A) sig. SDL sessions received intermediate points. The p values (n=0.008) (n=0.009) for both modules indicated a significant difference between 32.8 % (41/125) of those who earned maximum scores and 48 % (60/125) of those who received intermediate grades. With p values of 0.0192, 0.0190, and 0.01179, respectively, pupils achieving 80–89 %, and 70–79 % in both SDL and PBL, had significant variations in their total scores in their internal evaluation when SDL and POL were compared to their overall scores. Conclusion: Self-directed learning sessions are less successful than problem-oriented learning sessions at communicating concepts. It takes time to raise learner’s awareness and prepare them for active; Techniques for learning that are centered.