The findings of the study suggest that although the respondents experience and knowledge are limited in telemedicine technology a fair number of them have positive attitude towards telemedicine. It is the need of the hour to educate and train the teaching faculty, practicing physicians, residents, medical students and other health professionals about telemedicine and issues related to its use.

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In order to make the existing MBBS curriculum more effective as per the health care needs of the nation, Medical Council of India (MCI) has taken a bold step by proposing new teaching-learning approaches including a structured longitudinal programme on attitude, ethics and communication, which is named as the Attitude, Ethics and Communication Module (AETCOM). AETCOM which is a case-based module offers a framework of competency-based learning in the AETCOM domains that a medical professional must possess at the time of graduation to effectively fulfill the functions of an Indian Medical Graduate. Before implementing the AETCOM, the MCI introduced a mandatory training for the faculty of medical colleges through its nodal and regional centres. The authors of this paper analysed the open-ended feedback received from the participants participated in the nine AETCOM sensitisation workshops conducted in a tertiary care teaching hospital which is also an MCI Regional Centre for conducting faculty development programmes. The feedback from the faculty participants of AETCOM were compiled and analysed for better understanding of their concerns regarding AETCOM. Based on these compilations, the authors have discussed about the organisation of AETCOM module and the anticipated challenges as perceived by the faculty participants with suggested measures for encountering the challenges in transacting the module at undergraduate level under selected headings.

In order to make the existing MBBS curriculum more effective as per the health care needs of the nation, Medical Council of India (MCI) has taken a bold step by proposing new teaching-learning approaches including a structured longitudinal programme on attitude, ethics and communication, which is named as the Attitude, Ethics and Communication Module (AETCOM). AETCOM which is a case-based module offers a framework of competency-based learning in the AETCOM domains that a medical professional must possess at the time of graduation to effectively fulfill the functions of an Indian Medical Graduate. Before implementing the AETCOM, the MCI introduced a mandatory training for the faculty of medical colleges through its nodal and regional centres. The authors of this paper analysed the open-ended feedback received from the participants participated in the nine AETCOM sensitisation workshops conducted in a tertiary care teaching hospital which is also an MCI Regional Centre for conducting faculty development programmes. The feedback from the faculty participants of AETCOM were compiled and analysed for better understanding of their concerns regarding AETCOM. Based on these compilations, the authors have discussed about the organisation of AETCOM module and the anticipated challenges as perceived by the faculty participants with suggested measures for encountering the challenges in transacting the module at undergraduate level under selected headings.

Since the onset of the COVID-19 pandemic in 2020, students' right to education has been threatened globally, and medical colleges are not an exception to this. During COVID-19 induced lockdown, medical colleges had to resort to online classes instead of regular academic sessions. Medical colleges and other higher education institutions in India faced a challenge in determining on how to engage their students in the learning process and assess them using reliable, effective and acceptable methods. Now that the covid pandemic is nearly over, many medical colleges have already started regular sessions. At the same time, some continue to use online lectures and other tools for engaging their learners in addition to regular classes. Medical colleges also used different online tools for formative assessments. But the effectiveness of such online educational activities is yet to be established in India. This article discusses how unsupervised online tests can be used for formative and summative exams in post-covid medical education.

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