Sujata Sethi

Background: Medical postgraduate training is stressful and can have a detrimental impact on students’ physical, emotional, and mental well-being. This, in turn, can affect their academic performance, as well as their personal and professional development. The effects of stress are mediated by one’s coping skills. The coping strategies can be adaptive or constructive, which reduce stress levels. An insight into the coping styles may be helpful for addressing this stress. Methods: This cross-sectional study was carried out after approval from the Institutional Ethics Committee. All postgraduate students from all three years (with a minimum of 6 months into the residency programme) across all specialties constituted the study sample. The study was conducted online using a predesigned, pretested questionnaire (including an informed consent form) as a Google Form. Medical Students’ Stressor Questionnaire and Brief COPE were used to measure stress and its sources, and specific coping strategies used by the students. Results: Of 456 students from 22 different specialties approached for the study, 384 responded, a response rate of 84%. Their mean (SD) age was 28.2 (3.3) years, age range being 23–44 years, and 53% were females. All students reported some degree of stress. The majority of the students (79%) considered academic-related stressors to be the major source. Female and married students and those in their first year of residency reported significantly higher stress in almost all the domains. Presence of mental illness correlated positively with all the domains of stress. None of the socio-demographic variables showed any correlation with coping styles. However, all 6 domains of stress showed statistically significant positive correlation with all 3 coping styles, though the students used more emotion-focused and avoidant coping than problem-focused. Conclusion: A significant number of postgraduate medical students reported stress in more than one domain. Academic stress topped the list of sources of stress. Factors such as age, gender, marital status, year, and type of specialty contribute to the level of stress. Presence of psychiatric illness may further increase the propensity to feel stressed. Use of dysfunctional coping styles may further increase the stress level among students.

Background: Electives program was introduced by the National Medical Council for Phase 3 MBBS students in India as a mandatory 2-month program, to facilitate learning beyond primary care and allow students to plan their careers by providing more choices. Aim: The aim of the study was to assess the relevance and importance of the electives program as perceived by the Phase 3 Part II MBBS students. Materials and Methods: An online study was conducted at the Pt. B. D. Sharma PGIMS, Rohtak, involving 243 MBBS students to collect their perceptions, experiences, and suggestions for further improvement. Results: Eighty percent of 243 participants were satisfied with the method of allocation of electives. Three-fourths of participating students felt that the duration of electives was sufficiently long. Most of the students (79%) enjoyed Block 2 more than Block 1, while 44% of the students did not enjoy either of the elective postings. Ninety percent of participants perceived electives improved their self-directed learning. The novelty of experience and hands-on experience contributed in making learning enjoyable. Various attributes of mentors (availability, attitude, active teaching, and feedback) were considered facilitators of learning while fear of making mistakes and lack of guidance were considered to be hindering forces. The majority of students felt that elective postings helped them to contemplate future career options. Conclusions: Students perceived the timing of the electives as a positive change. The present study highlighted the potential of electives in undergraduate medical curricula by pointing out the possible determinants of students’ satisfaction with electives. Feedback from the maiden year of implementation of electives will help recognize the shortcomings and improve.

Background: This study aimed to establish the suitability and acceptability of the curricular changes in the subject of anesthesia introduced by competency-based medical education (CBME) for undergraduate medical students. Methods: The sample consisted of 20 subject experts from different teaching institutes who were actively involved in teaching undergraduate medical students ...

Background: Good health is very important to human productivity and the “development” process, economic and technological development of the individual as well as for the nation. A healthy community is an asset to nation. The progress of nation is measured by health of its people because healthy people can contribute for the betterment and progress of the nation. Objectives: Toassess the existing status, adequacy and utilization of health services under NRHM in the selected areas in Mayurbhanj & Jagatsinghpur district of the state, Methodology: This is a mixed-method study conducted at Erasama block of Jagatsinghpur District & Baripada Block of Mayurbhanj district in Odisha. Both Primary and secondary data has been used for the study. As a part of qualitative component, n-depth interview and Focussed group discussion were conducted among a subgroup of study participants. Study was conducted from April-2018 to March -2019inAmbiki village and Rangamatia of Erasama and Baripada Blocks respectively. Findings of study: Most of the ASHAs are providing services to a population of more than the specified standard of 1,000. Transportation ofantenatal mothers was found to be a major problem. The total compensation ASHAs receive for each month was comparatively low.

BACKGROUND AND OBJECTIVES: Apropos of the initiative by the Medical Council of India (MCI), a month-long Foundation Course was implemented in our institute for the Phase 1 MBBS batch (2019). The index study was carried out to assess the perceptions of faculty members teaching Phase 1 MBBS students about the usefulness and effectiveness of this course, and their suggestions for further improvement. METHODOLOGY: The study was conducted online using a predesigned, pretested questionnaire in the form of Google Forms. A total of 41 faculty members were invited to participate in the study. RESULTS: Thirty-six faculty members responded, i.e. a response rate of 88%. Majority of the faculty (69.4%) considered the Foundation Course as a useful addition to MBBS course but felt that the duration is too long. Faculty members found almost all of the sessions to be very useful for the students. However, they also felt that some of the sessions such as spirituality, alternate health systems, disability competency, national health policies, and use of information technology were not relevant for the newly joined MBBS students. INTERPRETATION AND CONCLUSIONS: Foundation Course recommended by MCI for MBBS students at the entry level is a positive addition. Incorporating the suggestions from the faculty members can enhance its usefulness further.

Background: Despite the fact that feedback improves learner performance, the feedback culture remains primitive. This paper explores the feedback behavior from a medical educator perspective. Furthermore, we explored the specific areas of improvement and attempts to suggest solutions to develop an effective feedback culture. Methods: The personal experience and opinion of 33 medical educators from 20 medical institutions of India and one each from Nepal and Sudan on feedback were analyzed with mixed quantitative and qualitative methods. The response to an online self-assessment form and the individual narratives during online discussion were analyzed. Finally, their suggestions on way forward to implementation of an effective feedback culture was summarized. Results: On average 78% of the participants reported having followed the action mentioned in the checklist. Vague terms for giving feedback were used by 18 (54.5 %), and only 15 (45.5%) planned for a specific time frame for student’s reassessment. During deductive thematic analysis, the themes “preparation before feedback”, “elicitation of feedback from the learner”, “feedback delivery”, “improvement plan after feedback”, “application of feedback”, and “review of feedback” were expressed. The proposed strategies for the implementation of effective feedback are summarized under the main headings of to whom, what, where, when, and how. Conclusion: Results emphasize that a culture of continuous and effective feedback should be nurtured in medical education by training the faculties to deliver effective feedback and sensitizing the learners to self-reflect and receive the feedback as it is critical to the achievement of the predefined competency.

Indian J Psychiatry, Indian Journal of Psychiatry is the official publication of the Indian Psychiatric Society that considers for publication articles in all fields of Psychiatry

Context: Introduction of competency-based medical education in India has necessitated a diversion from traditional methods of teaching and assessment. Aim: The aim of this study was to assess the feasibility and acceptability of mini-clinical evaluation exercise (mini-CEX) as a tool for formative assessment of postgraduates in psychiatry at our institute. Settings and Design: It was a prospective, quasi-experimental study carried out in the Department of Psychiatry, PGIMS, Rohtak (India). Materials and Methods: After obtaining written informed consent, trainees (18) were sensitized and faculty members (5) were trained to use mini-CEX and regarding the feedback process with the help of workshops. Statistical Analysis Used: Data collected were analyzed using descriptive statistics. Mean differences between the sessions were assessed using a paired sample t-test. P < 0.05 was considered as level of significance. Results: Statistically significant difference was found between session 1 and session 6 for counseling skills but not for three sessions of diagnostic skills. Mini-CEX was accepted as a better learning method by 61% of the postgraduates, 36% felt that it improved their clinical skills, 64% reported a boost in their confidence, and 89% looked forward to these encounters. Majority of the postgraduates and faculty members suggested that the mini-CEX should be regularly used in academic settings and should be introduced early in the training. Conclusions: Mini-CEX is a feasible formative assessment tool for postgraduates in psychiatry and an effective method of learning by the postgraduates, inducing a significant improvement in the counseling skills of students. Teaching faculty also accepted mini-CEX as an effective method of formative assessment.