BackgroundHyperthyroid females often complain of menstrual disturbances and impaired fertility. This study was designed to observe the effect of hyperthyroidism on ovarian folliculogenesis and the hypophyseal-gonadal axis. MethodologyAdult female Wistar albino rats (n= 12), six to eight weeks of age, and weighing 70-162 g, were divided randomly into control (Group A) and experimental (Group B) groups. Group A received daily intraperitoneal injections of 250 µL normal saline (10 µL 5 µM NaOH dissolved in it) for 14 days. Group B received a daily intraperitoneal injection of levothyroxine (600 µg/kg body weight) to induce hyperthyroidism. Rats were weighed at the start and the end of the experimental period on the day of sacrifice. ResultsStatistical analysis of the data revealed successful induction of hyperthyroidism in Group B as their thyroidstimulating hormone (TSH) levels decreased significantly. The ovarian size was significantly reduced in the hyperthyroid group (p < 0.029). There was a significant decrease in thickness of the ovarian capsule (p < 0.000), an increase in the number of primordial, primary, and secondary follicles (p < 0.001, 0.000, and 0.001, respectively), and a decrease in size of primary and secondary follicles (p < 0.041 and 0.020) in the hyperthyroid group. ConclusionHyperthyroidism can affect ovarian cytoarchitecture, probably by acting directly on its receptors and thus affects female fertility.

Background: Covid pandemic forced the teachers and students to adopt e-learning to replace traditional pedagogy. Aim: To see student perception on altered teaching methodology, its effectiveness by comparison of their academic performance. Methodology: In this cross-sectional analytical study, 141 students of 1st year MBBS (session 2019-20), participated. After taking informed consent, data was collected from score sheets of online formative assessment, ‘Socrative,’ and marks obtained in on-campus summative assessment in histology. Different parameters regarding student perception for e-learning and assessment were measured by using a 5-point Likert-scale questionnaire. Data were analyzed using SPSS version 26. Results: Paired Samples t-test was used to see the effectiveness of online teaching and was found to be insignificant (P = 0.307). Pearson Chi-square test showed a statistically significant result (P < 0.001) between the responses on learning and assessment tools, with linear association, (P value < 0.001). A correlation between learning and assessment scores (r= 0.727, P value < 0.001) was observed. Conclusion: Online learning can assist the teaching process in medical studies without influencing their academic performance. Practice of online teaching has prepared both students and teachers for blended learning in routine days as well as in case of a future pandemic. MeSH Keywords: Feedback, Academic Performance, Perception

Aim: To determine the healing properties of different doses of Acacia catechu on histopathological changes induced by aspirin in the stomach of adult albino rats. Methods: In an experimental study which was carried out at Postgraduate Medical Institute for a period of 21 days, forty-eight adult albino rats were included. The animals were divided into four groups by ballottement. Every group was further subdivided into three groups based on the day of sacrifice. BDH (British drug houses) provided Aspirin in powder form, and the bark of Acacia catechu was obtained from Government College University (Botany Department). The study was approved by institutional Ethical Review Committee. Results: Increased number of fibroblasts were seen in the groups taking acacia catechu, signifying healing, compared to aspirin only group. After applying one-way ANOVA, a statistically significant difference was observed among the groups on day 7 and day 14 (P-value <0.01*). However, on day 3, an insignificant difference was seen among the groups (P-value = 0.97). Conclusion: Acacia catechu has a protective role against aspirin-induced gastric injury, by inhibiting inflammation. Keywords: Fibroblast, Acacia catechu, ulcer, wound healing.

Background: Undergraduate medical students require a strong foundation in histology which is an important part of curriculum in basic sciences years. Histology is considered to be a difficult subject by the students. Aim: To facilitate student learning, Socrative was introduced into histology practicals. Methods: This was a comparative cross-sectional study conducted among second year MBBS students (n=146) in histology. Socrative based activity, Space race, was introduced into histology practicals for the entire duration of module-III (10 weeks). This activity was done by the students in addition to demonstration and slide viewing under microscope. Performance of the students was assessed in histology Objective Structured Practical Examination (OSPE) and viva during module examinations. Score sheets of module-I were compared to those of module-III to assess the impact of using Socrative on academic performance. The study was approved by institutional Ethical Review Committee. Results: The results were analyzed using Wilcoxon Signed Rank test which showed statistically significant improvement in the performance of students (P value= 0.0001) in module-III. Moreover, 81.5% students showed improvement in academic performance after using Socrative. Conclusion: These results show that use of Socrative assessment method as part of teaching method, improved academic performance of undergraduate medical students in histology. Keywords: Socrative, histology, formative assessment, academic performance (MeSH words required)