Journal articles: 'MBBs'

1

Pai, Sanjay. "Munnabhai MBBS." BMJ 328, Suppl S5 (May 1, 2004): 0405217. http://dx.doi.org/10.1136/sbmj.0405217.

APA, Harvard, Vancouver, ISO, and other styles

2

Islam, Mohammad Rashadull, Kazi Khairul Alam, and Mohammad Mohibur Rahman. "Integration in Undergraduate Medical Course of Bangladesh: Students’ and Teachers’ views." Bangladesh Journal of Medical Education 14, no. 1 (January 7, 2023): 56–62. http://dx.doi.org/10.3329/bjme.v14i1.63683.

Full text

Abstract:

This cross sectional study was conducted to evaluate the MBBS (Bachelor of Medicine and Bachelor of Surgery) course of Bangladesh on the basis of modern ‘Integrated teaching’ instead of corresponding traditional ‘Discipline-based teaching’. The study was conducted during the period of January 2021 to December 2021. Data were collected from conveniently selected eight medical colleges of Bangladesh. One self-administered semi-structured questionnaire was administered to collect data from 87 teachers and from 413 students of MBBS course. It was found that out of 4 point scale (1 to 4) the mean scores of respondents’ views regarding ‘Integrated teaching’ in the present curriculum was 1.2; on the other hand, their views regarding the future MBBBS course should adopt ‘Integrated teaching’ instead of traditional ‘Discipline based teaching’ was 3.47. The score of the respondents’ opinion regarding the different requirements were above 3.4 out of 4. Now it is best time to shift our MBBS course towards ‘Integrated teaching’ in instead of ‘Discipline-based teaching’. Bangladesh Journal of Medical Education Vol.14(1) January 2023: 56-62

APA, Harvard, Vancouver, ISO, and other styles

3

Chu, Yu-Xia, Ming Gao, Hai-Feng Gao, Ye Liu, Xun-Jia Cheng, Rui-Zhe Qian, Xiang-Feng Zhou, and Yi Feng. "Current status of international medical education in China: A cross-sectional study." Traditional Medicine and Modern Medicine 02, no. 02 (June 2019): 75–84. http://dx.doi.org/10.1142/s2575900019500095.

Full text

Abstract:

Objective: This study aims to understand the current learning state, curriculum evaluation, and career planning of international Bachelor of Medicine, Bachelor of Surgery (MBBS) students in China in order to support educators and policy makers in developing interventions to support international MBBS students. Methods: A cross-sectional survey was conducted at Fudan University from March 2017 to May 2018. A self-administered questionnaire regarding medical teaching and evaluation methods and recommendations was used to collect the data from international MBBS students ([Formula: see text]) and native Chinese medical students ([Formula: see text]) currently at the school as well as teachers directly involved in teaching activities with these students ([Formula: see text]). Data were analyzed using GraphPad Prism 6, and all results are presented as frequencies (percentages). Results: Most of the international MBBS students had never studied at a university before (76%). The first and second most common reasons for choosing the MBBS program were an interest in medical science (79%) and relieving patients’ sufferings and realizing self-value (61%). The learning motivation of international MBBS students came mainly from the interests in medicine (90%). A total of 74% of international MBBS students considered the course setting to be appropriate or neutral. The top biggest problem in clinical practice reported by international MBBS students was communication barriers caused by the lack of language proficiency. The first choice of future work after graduation for international MBBS students was studying or working abroad. The top two recommendations among teachers for improving academic achievement were providing textbooks in students’ native languages (64%) and reading more medical books (47%). Conclusions: International MBBS students generally thought that the course setting was rational, and were mostly satisfied with the international MBBS program. The use of textbooks in the international MBBS students’ native languages was reported to be helpful for improving these students’ academic achievements.

APA, Harvard, Vancouver, ISO, and other styles

4

Roche, John V. "Joseph Gabriel Brauer MBBS." Medical Journal of Australia 165, no. 8 (October 1996): 451. http://dx.doi.org/10.5694/j.1326-5377.1996.tb138589.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Qazi, Afifa. "Mamoona Rana, MA, MBBS." BJPsych Bulletin 45, no. 3 (April 19, 2021): 196. http://dx.doi.org/10.1192/bjb.2021.10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Rani, M. "Microteaching for MBBS students." International Journal of Basic & Clinical Pharmacology 3, no. 5 (2014): 924. http://dx.doi.org/10.5455/2319-2003.ijbcp20141003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Curtis, David, and Jonathan Pimm. "Professor Hugh Gurling MBBS." Psychiatric Bulletin 38, no. 1 (February 2014): 48–49. http://dx.doi.org/10.1192/pb.bp.113.046219.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Greer, David. "Arash Salardini, MBBS, BSc." Seminars in Neurology 39, no. 02 (March 29, 2019): 149–50. http://dx.doi.org/10.1055/s-0039-1685174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ozkan, Judy. "Leonard Kritharides MBBS PhD." European Heart Journal 40, no. 17 (May 1, 2019): 1320–21. http://dx.doi.org/10.1093/eurheartj/ehz250.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Singh, Jeetendra M., Tushar C. Baheti, and Rakesh Verma. "To assess awareness regarding rational drug therapy and fixed dose combinations amongst interns and II MBBS students in tertiary care teaching hospital in Maharashtra, India." International Journal of Basic & Clinical Pharmacology 7, no. 1 (December 23, 2017): 27. http://dx.doi.org/10.18203/2319-2003.ijbcp20175526.

Full text

Abstract:

Background: The present study was designed to assess awareness regarding rational drug therapy and fixed dose combinations (FDC) amongst interns and II MBBS students in a tertiary-care teaching hospital in Maharashtra, India.Methods: This cross-sectional, questionnaire-based study containing MCQ and analytical questions on rational drug therapy, fixed dose combinations and role of Pharmacist in dispensing correct drug to the patients was carried out in both interns (n=80) and II MBBS students (n=100). The completed questionnaires were then collected and analysed statistically for responses.Results: Mean average score obtained by II MBBS students (score - 36.66marks) was significantly better than interns (score- 20marks) which probably may be due to pharmacology teaching they were undergoing. II MBBS students were found to be better informed as compared to the interns (p<0.05) on questions related to rational drug therapy. On the questions related to rationality of FDC in Yes/No type, interns and II MBBS students were found to be equally informed (p>0.05). However, on question related to justification of FDC, interns were found to be better informed as compared to the II MBBS students (p<0.05). On single question pertaining to role of pharmacist, interns were found to be better informed than II MBBS students possibly due to their better understanding of patient-pharmacist relationship.Conclusions: Our study highlights the significance regarding knowledge of rational drug therapy and fixed dose combination (both rational and irrational), both rational and irrational, amongst both interns and II MBBS students while identifying the possible areas of interventions to make them rational clinicians.

APA, Harvard, Vancouver, ISO, and other styles

11

Thute, Preeti Prabhakarrao, and Sunita Jayant Vagha. "Role of Undergraduate Medical Students in Designing Teaching Module in Anatomy for Effective Learning." Journal of Evolution of Medical and Dental Sciences 10, no. 10 (March 8, 2021): 729–34. http://dx.doi.org/10.14260/jemds/2021/156.

Full text

Abstract:

BACKGROUND The importance of the students in the development of the medical curriculum has been very well known. The valuable perspective and insight of the medical students is very essential in the development of new student-centred teaching modules with student friendly methodology, tools and learning resource materials to increase students’ interest improving their understanding and competence in anatomy and eventually create better doctors and for better patient outcomes. In view of this, an interventional study was carried out to study the role of undergraduate medical students in designing teaching module in anatomy for effective learning. METHODS An interventional study was carried out from October 2019 to March 2020 in the Department of Anatomy, Jawaharlal Nehru Medical College Sawangi (Meghe), Wardha. 230 first MBBS students and 50 students i.e., 25 students from each 2nd MBBS and 3rd MBBS participated voluntarily. A routine didactic lecture was conducted for first year MBBS students. Perception was taken with the structured proforma (using Likert scale) from all the students and data analysis was done. A panel was formed with 50 volunteered students from 2nd MBBS and 3rd MBBS who were given responsibility to form module (instructions for the teacher). Then lecture was again conducted for the first year MBBS students incorporating the instructions from the module framed after considering input from data analysis of perception of first MBBS students and from panel of second MBBS and third MBBS students. The data was analysed statistically, using descriptive and inferential statistics using chisquare test. Software used in the analysis were Statistical Package for the Social Sciences (SPSS) 24.0 version and GraphPad Prism 7.0 version. RESULTS After data analysis, it was observed that after implementation of instructions from module there was improvement in all parameters of teaching learning methodology, tools used and learning resource material. The difference was statistically significant. CONCLUSIONS It is evident from the present study that when the teaching learning methodology, teaching learning tools and learning resource materials are designed considering the inputs from the techno savvy students, it is accepted and beneficial for effective learning while still keeping a tinge of the traditional methodology. KEY WORDS Challenges, Criticism, Inputs, Teaching Learning Methodology

APA, Harvard, Vancouver, ISO, and other styles

12

Bhatt, Gneyaa, and Anushka Patel. "A Time Log Study of Activities of Medical Officers Working at Urban Health Centres of Ahmedabad City, Gujarat." Healthline 12, no. 3 (October 31, 2021): 77–78. http://dx.doi.org/10.51957/healthline_216_2021.

Full text

Abstract:

Introduction: Medical Officer (MO) of an Urban Health Centre (UHC) is responsible for implementing all activities grouped under Health and Family Welfare delivery system in UHC area. While RBSK MO of UHC works under Rashtriya Bal Swasthya Karyakaram (RBSK). Objective: To assess various activities carried out by MBBS MOs and RBSK MOs at UHCs with proportion of time spent on each of activities. Method: The study was conducted at randomly selected 12 UHCs from randomly selected 3 zones of Ahmedabad city. Data regarding activities of MBBS and RBSK MOs were collected using predesigned matrix time log sheet wherein the MOs had to fill up their activities on 15 minutes slots for 2 weeks. Data were entered and analyzed using MS Excel. Results: Effective working time per day was 7 + 1/2 hours &6+1 hours for an MBBS & RBSK MO respectively. Majority of time spent per day by the MBBS MO was in conducting general OPD (mean 149 minutes) followed by preparing/checking reports. While, for RBSK MO, it was in health checkup at Anganwadis & Schools(118& 93 minutes respectively) followed by preparation of reports. Both MOs spent maximum time towards clinical work (48.51% by MBBS& 68.45% RBSK MOs) followed by administrative work (33.73% by MBBS & 18% by RBSK), field visits (11.5% by both), CME/workshops/trainings (2.02% by MBBS and 0.66% by RBSK) and other activities (4.2% by MBBS and 0.8% by RBSK). Conclusion: Frequency of various major activities was as per the recommendations for most of the MOs. However, many of them were not able to cover all the activities mentioned under guidelines.

APA, Harvard, Vancouver, ISO, and other styles

13

Yadav, Renu, Soumitra Mukhopadhyay, and Subodh Kumar Yadav. "EVALUATION OF TUTOR PERFORMANCE IN PROBLEM BASED LEARNING: RATING THE SKILL ON STUDENTS PERSPECTIVE." Journal of Chitwan Medical College 10, no. 4 (December 16, 2020): 96–99. http://dx.doi.org/10.54530/jcmc.180.

Full text

Abstract:

Background: The Problem based learning (PBL) was developed at McMaster University School of Medicine in Canada in the 1960s. It has become today’s most accepted method of teaching and learning activities in the field of medicine. A skilled and well-trained tutor plays major role in PBL. Present study is aimed to evaluate tutor performance on student’s perspective based on questionnaire. Methods: This questionnaire-based study was conducted with MBBS I (n=100) and II (n=100) year students of Nobel Medical College and Teaching Hospital. Tutors performance evaluation form was prepared provided with nine question items and the responses were limited to likert scale (1=strongly disagree, 2=disagree, 3=uncertain, 4=agree and 5=strongly agree). Students were instructed to give their opinion and total percentage score along with mean score of every question items were obtained. Then, mean score of each questions were compared between both MBBS batches. Results: Performance of tutors in problem-based learning sessions were analyzed which were obtained as Likert scale score; the percentage score 4 (agree, MBBS I= 52.11 %, MBBS II=53.55 %) followed by 5 (strongly agree, MBBS I=20.77 %, MBBS II= 32.22 %). Mean score obtained for each question items were compared between MBBS I and II year which significantly vary though the majority of scores were 4 (agree) and 5(strongly agree). Conclusions: Satisfactory tutor performance was procured on evaluating the tutor for their skill in PBL as facilitator based on student’s opinion.

APA, Harvard, Vancouver, ISO, and other styles

14

Balan, Bhuvaneswari, and Sharmila Bakthavatchalam. "Study on impact of pharmacology teaching on practice of self-medication among MBBS students." International Journal of Basic & Clinical Pharmacology 9, no. 3 (February 25, 2020): 487. http://dx.doi.org/10.18203/2319-2003.ijbcp20200727.

Full text

Abstract:

Background: Self-medication is consumption of medicines without consulting a physician. The present study was undertaken to determine the knowledge, attitude and practice of self-medication among medical students and to compare impact of pharmacology teaching among them.Methods: A cross-sectional comparative questionnaire-based study was conducted among 200 II MBBS and III MBBS students. Data was collected and analyzed.Results: 90.91% II MBBS students and 85.97% III MBBS students practiced self-medication. The commonest reason cited for self-medication among both the groups was minor ailments and intention to get quick relief. The commonest indication for self-medication was common cold and fever. The commonly used drugs were analgesics followed by cough remedies and antibiotics. Our study showed that the knowledge about generic and trade name, package inserts, course of treatment and adverse effects was more among third year students who had completed pharmacology curriculum. Hence the Pharmacology teaching equips the student with better knowledge to choose a drug for self-medication. Only 4.54% of II MBBS students and 13.79% of III MBBS students agreed on the practice of self-medication. Majority believed that medical education is necessary for better administration of self-medication. Both II and III year MBBS students opine that growing trend of self-medication can be prevented by prevention of supply of medicines without prescriptions and education.Conclusions: Our study shows the positive impact of pharmacology curriculum on the knowledge attitude and practice of self medication among medical students.

APA, Harvard, Vancouver, ISO, and other styles

15

Singh, Abhay, Neetu Singh, Shivam Dixit, Samarjeet Kaur, Vinoth Gnana Chellaiyan, and Jerry Alfred. "Satisfaction with life among MBBS students and resident doctors of a tertiary hospital in South Delhi." International Journal Of Community Medicine And Public Health 8, no. 12 (November 24, 2021): 5843. http://dx.doi.org/10.18203/2394-6040.ijcmph20214576.

Full text

Abstract:

Background: When doctors are not satisfied with their lives, their dissatisfaction may reflect on their performance at their workplace. The objective was to determine subjective well-being and level of satisfaction among MBBS students and resident doctors.Methods: A cross sectional study was carried out using stratified random sampling among1st professional year MBBS students and resident doctors of a tertiary care teaching hospital, New Delhi. Satisfaction with life scale (SWLS) was used to evaluate the level of satisfaction with life in the study population. Data was analyzed with SPSS version 21.Results: It was seen that 76% of1st prof. MBBS Students and 68% of resident doctors were satisfied with their life. The major determining factors of satisfaction with life among 1st prof. MBBS students were ‘choosing MBBS course (72%) and hostel accommodation and food (69%). The major determining factors among the resident doctors were ‘choosing medical profession’(67%), working in a reputed institute (82%) and satisfaction with income (78%).Conclusions: Though a majority of Students and Doctors were found to be satisfied with their lives around one fourth of students (24%) and one third of doctors (32%) were found not to be. It is important to address the predictors of satisfaction to improve the overall quality of life of doctors and MBBS students.

APA, Harvard, Vancouver, ISO, and other styles

16

P, Sofia, V. Subhadra Devi, and Sravani T. "AWARENESS OF FIRST YEAR MBBS STUDENTS ON MBBS DEGREE AND THEIR IDEAS: AN UNEXPECTED REALITY." International Journal of Anatomy and Research 7, no. 2.3 (June 5, 2019): 6641–47. http://dx.doi.org/10.16965/ijar.2019.195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Emeritus, Ronald Winton Editor. "James Isbister MBBS, FRCP, FRACP." Medical Journal of Australia 165, no. 6 (September 1996): 321. http://dx.doi.org/10.5694/j.1326-5377.1996.tb124992.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Lawrence, James R., and Graham J. MacDonald. "John Shaw MBBS, FRACP, PhD." Medical Journal of Australia 167, no. 9 (November 1997): 489. http://dx.doi.org/10.5694/j.1326-5377.1997.tb126683.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Chakera, Turab. "Robert Louis Leedman MBBS, FRACP." Medical Journal of Australia 168, no. 1 (January 1998): 30. http://dx.doi.org/10.5694/j.1326-5377.1998.tb123343.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Cotton, Robert T. "James Murray Cotton MBBS, LRCS." Medical Journal of Australia 168, no. 4 (February 1998): 184. http://dx.doi.org/10.5694/j.1326-5377.1998.tb126780.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Wallner, Darrell P. "Margaret Rosalie Wallner MBBS, FRACGP." Medical Journal of Australia 170, no. 12 (June 1999): 617. http://dx.doi.org/10.5694/j.1326-5377.1999.tb127917.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Proust, Anthony J. "Marjorie Booth Granger MBBS, MRACGP." Medical Journal of Australia 173, no. 2 (July 2000): 98. http://dx.doi.org/10.5694/j.1326-5377.2000.tb139260.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Abrahams, Alex. "John Joseph Abrahams MBBS, FRACGP." Medical Journal of Australia 173, no. 8 (October 2000): 442. http://dx.doi.org/10.5694/j.1326-5377.2000.tb139281.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Brown, Lachlan T. "John Maxwell Brown MBBS, FRACP." Medical Journal of Australia 197, no. 4 (August 2012): 246. http://dx.doi.org/10.5694/mja12.10920.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Ozkan, Judy. "Ian T Meredith MBBS PhD." European Heart Journal 39, no. 35 (September 14, 2018): 3276–77. http://dx.doi.org/10.1093/eurheartj/ehy469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Balogh, Zsolt J. "Damian John McMahon, MBBS, FRACS." Journal of Trauma and Acute Care Surgery 74, no. 2 (February 2013): 701–2. http://dx.doi.org/10.1097/ta.0b013e31827e22b9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Patel, Hema, and Laurence E. Walsh. "Bhuwan Garg, MBBS, 1944–2012." Pediatric Neurology 47, no. 3 (September 2012): 224–25. http://dx.doi.org/10.1016/j.pediatrneurol.2012.07.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Kinra, Sanjay, and Yoav Ben-Shlomo. "Rural MBBS degree in India." Lancet 376, no. 9749 (October 2010): 1284–85. http://dx.doi.org/10.1016/s0140-6736(10)61006-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Dixit, Hemang, and S. C. Sharma. "THE MBBS PROGRAMME IN NEPAL." Journal of Nepal Medical Association 41, no. 142 (January 1, 2003): 341–55. http://dx.doi.org/10.31729/jnma.768.

Full text

Abstract:

This article gives a comparison of the MBBS course that is being conducted by thethree universities in Nepal. The course started by the Institute of Medicine was thepioneering effort. The concepts were taken a bit further at the time that the medicalcourse at the B.P. Koirala Institute of Health Sciences (BPKIHS) was formulated.This teaching institution became partly responsible for the delivery of health care tocertain areas of the country thus meeting the goal that the producers of healthmanpower were also involved in the delivery of health services to the community aswell. With the starting of the medical course by Kathmandu University, this journeyin the field of medical education was taken one more step forward. The involvementof private institutions also in the field of medical education meant that it was no longerjust the responsibility of the government. Tribhuvan University also gave affiliationsto private institutions in the medical field. The stage has now been extended by thestarting of a medical course based totally on Problem Based Learning at the KathmanduUniversity Medical School or KUMS.Key Words: MBBS, medical education, community oriented, system based, integrated.

APA, Harvard, Vancouver, ISO, and other styles

30

Mahadevan, KrishnaIyer. "What ails our MBBS teaching?" Kerala Journal of Ophthalmology 28, no. 3 (2016): 156. http://dx.doi.org/10.4103/kjo.kjo_23_17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Peralta, Marcos E., Alejandro Koffman-Frischknecht, M. Sergio Moreno, Daniel O. Mártire, and Luciano Carlos. "Application of Biobased Substances in the Synthesis of Nanostructured Magnetic Core-Shell Materials." Inorganics 11, no. 1 (January 16, 2023): 46. http://dx.doi.org/10.3390/inorganics11010046.

Full text

Abstract:

We propose here a novel green synthesis route of core-shell magnetic nanomaterials based on the polyol method, which uses bio-based substances (BBS) derived from biowaste, as stabilizer and directing agent. First, we studied the effect of BBS concentration on the size, morphology, and composition of magnetic iron oxides nanoparticles obtained in the presence of BBS via the polyol synthesis method (MBBS). Then, as a proof of concept, we further coated MBBS with mesoporous silica (MBBS@mSiO2) or titanium dioxide (MBBS@TiO2) to obtain magnetic nanostructured core-shell materials. All the materials were deeply characterized with diverse physicochemical techniques. Results showed that both the size of the nanocrystals and their aggregation strongly depend on the BBS concentration used in the synthesis: the higher the concentration of BBS, the smaller the sizes of the iron oxide nanoparticles. On the other hand, the as-prepared magnetic core-shell nanomaterials were applied with good performance in different systems. In particular, MBBS@SiO2 showed to be an excellent nanocarrier of ibuprofen and successful adsorbent of methylene blue (MB) from aqueous solution. MBBS@TiO2 was capable of degrading MB with the same efficiency of pristine TiO2. These excellent results encourage the use of bio-based substances in different types of synthesis methods since they could reduce the fabrication costs and the environmental impact.

APA, Harvard, Vancouver, ISO, and other styles

32

Saeed, Kanwal, Muhammad Qasim Muneer, Samar Ashraf, Shamsa Ijaz, Mujtaba Ashal Pal, Muhammad Haroon, and Mahjabeen Muneera. "Experience of Medical Students on Appearing in First Sub Stage of Anatomy." Pakistan Journal of Medical and Health Sciences 15, no. 8 (August 25, 2021): 1914–17. http://dx.doi.org/10.53350/pjmhs211581914.

Full text

Abstract:

Background: Higher level of stress experienced by medical students has been found to have a negative effect on their cognitive learning. The first year MBBS student have to face the challenge of higher standards of course work and examination as compared to his previous school and college coursework. Moreover, student from rural background and living in hostel has to face additional challenges of coping with homesickness, hostel related and many financial problems. Aim: To determine the experience and feelings amongst First year MBBS students to the first sub stage in anatomy in different public and private medical colleges of Punjab. Method: A descriptive cross-sectional study was conducted at Allama Iqbal Medical College, Lahore. A sample of 275 students of First year MBBS class were selected from both public and private sector of medical colleges in various cities of Punjab through convenience sampling technique. A self-administered structured questionnaire was prepared for data collection and distributed amongst First Year MBBS students. Data was entered and analyzed using SPSS 21. Results: The result of the study showed that 53.8% of First Year MBBS students were nervous before the first substage. Results of the study also showed that hostelites and females students were more nervous and these findings were statistically significant. Also our study showed that government medical college students were better prepared for their substage as compared to private college students and there is statistically significant difference between them (p < 0.00). Conclusion: Majority of First year MBBS students (58%) are facing increase level of stress during their first substage. Statistically significant higher stress levels are observed among females, hostellites. Keywords: First Year MBBS, Experience, Stress, First substage

APA, Harvard, Vancouver, ISO, and other styles

33

Hiwarkar, Monali, and Onjal Taywade. "Assessment of knowledge, attitude and skills towards e-learning in first year medical students." International Journal of Research in Medical Sciences 7, no. 11 (October 24, 2019): 4119. http://dx.doi.org/10.18203/2320-6012.ijrms20194977.

Full text

Abstract:

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

APA, Harvard, Vancouver, ISO, and other styles

34

Rani, Neelam, Shamiya Sadiq, and Kanika Khajuria. "Comparative study of knowledge, attitude and practice of self-medication among undergraduate students of MBBS and BDS." International Journal of Basic & Clinical Pharmacology 7, no. 12 (November 24, 2018): 2314. http://dx.doi.org/10.18203/2319-2003.ijbcp20184716.

Full text

Abstract:

Background: Comparative studies are quite useful in evaluating the current practices in self medication among a similar subset of population. Since, self medication is one of the major causes of promoting irrational use of drugs its burden needs to be estimated more so in students with medical background.Methods: The study was conducted in a tertiary care teaching medical college among MBBS and BDS students. A questionnaire was selected based on outcome of small surveys done prior to this current study was among the MBBS and BDS students to assess their Knowledge, attitude and practice (KAP) towards self medication. Data was analyzed and expressed as numbers and percentage.Results: Total 180 students participated in the study voluntarily (100 MBBS and 80 BDS). Knowledge regarding self medication was more seen in MBBS students as compared to dental students. Only five of MBBS students encountered ADR’s(Adverse drug reactions) due to self medication. Analgesic group of drugs was the most common medication used by both the groups and pain was the chief component for which drug therapy was used.Conclusions: This study showed that students had fair knowledge about self medication but it appeared to be more among MBBS students as compared to BDS, although knowledge about ADR’s was not up to the mark. The attitude and practice of self medication was similar in both the groups. Thus, it is important to impart proper knowledge about self medication among medical students and encouragement regarding ADR teaching should be promoted.

APA, Harvard, Vancouver, ISO, and other styles

35

Pujani, Mukta, Varsha Chauhan, Charu Agarwal, Deepshikha Rana, Kanika Singh, and Shivam Dixit. "Knowledge and attitude among Indian medical students towards thalassemia: a study in Delhi NCR." International Journal of Research in Medical Sciences 5, no. 10 (September 28, 2017): 4470. http://dx.doi.org/10.18203/2320-6012.ijrms20174579.

Full text

Abstract:

Background: Thalassemia can easily be prevented by awareness, education, screening, premarital genetic counselling and prenatal diagnosis. There are only a handful of articles on knowledge and awareness about thalassemia among general population or parents of thalassaemic children. Aims and objectives was to evaluate the level of awareness, knowledge and attitudes of medical students towards thalassemia as well as to analyse the differences if any between the first year and second year MBBS students and their correlation with various socio-demographic parameters.Methods: This was an institutional based cross sectional observational descriptive study regarding knowledge and attitude of first and second year MBBS students about thalassemia using a pre-designed, structured, self-administered questionnaire. Data was analyzed using SPSS software version 17. Values of p<0.05 were considered significant.Results: Mean knowledge scores of second year MBBS students compared to first year MBBS were 11.73±1.78 versus 10.8±1.92, the difference being statistically significant, however, the difference between mean attitude scores was not found to be significant. There was no effect of age, gender, region or Kuppuswamy’s socio-economic class on the knowledge or attitude of MBBS students towards thalassemia.Conclusions: Majority of the MBBS students had good knowledge and positive attitude towards thalassemia. To confirm the observations, large scale studies need to be conducted comprising of different study populations. Screening for thalassemia should be made mandatory, as part of medical examination, at entry to a medical college so that the medical college students are sensitized and can spread awareness among general population.

APA, Harvard, Vancouver, ISO, and other styles

36

Burnham, Taylor, Aaron Conger, Fabio Salazar, Russell Petersen, Richard Kendall, Shellie Cunningham, Masaru Teramoto, and Zachary L. McCormick. "The Effectiveness of Cervical Medial Branch Radiofrequency Ablation for Chronic Facet Joint Syndrome in Patients Selected by a Practical Medial Branch Block Paradigm." Pain Medicine 21, no. 10 (February 5, 2020): 2071–76. http://dx.doi.org/10.1093/pm/pnz358.

Full text

Abstract:

Abstract Background Cervical medial branch radiofrequency ablation (CMBRFA) is an effective treatment for facetogenic pain in patients selected by Spine Intervention Society (SIS) guidelines of 100% symptom improvement with dual medial branch blocks (MBBs) ± placebo block. Patient selection for CMBRFA using ≥80% symptom improvement after dual concordant MBBs is common; however, this has not been studied. Objective To evaluate the effectiveness of CMBRFA and compare outcomes in individuals selected by 80–99% vs 100% symptom improvement with dual concordant MBBs. Design Cross-sectional cohort study. Methods Medical records of 87 consecutive patients were reviewed; 50 met inclusion criteria. A standardized telephone survey was performed at six or more months post-CMBRFA to query numerical rating scale (NRS) pain and patient global impression of change (PGIC) scores. The primary outcomes were the proportion of patients reporting ≥50% reduction of index pain. Results At a mean follow-up time of 16.9 ± 12.7 months, 54% (95% confidence interval [CI] = 35–73%) and 54% (95% CI = 32–74%) of the 80–99% and 100% MBBs groups, respectively, reported ≥50% pain reduction. Between-group comparison showed a relative risk of 0.99 (95% CI = 0.59–1.66) for meeting the primary outcome. Seventy percent (95% CI = 56–81%) of patients reported a PGIC score consistent with “improved or very much improved” at follow-up. Conclusions CMBRFA is an effective treatment in patients who report ≥80% symptom relief with dual concordant MBBs. The present study demonstrated an overall ≥50% pain reduction rate of 54% and no significant difference between those selected by 80–99% vs 100% symptom relief with dual concordant MBBs.

APA, Harvard, Vancouver, ISO, and other styles

37

Rajeshwar Reddy Kasarla, Naziya Khatoon, Chet Kant Bhusal, Nitasha Sharma, Snigdha Shubham, and Laxmi Pathak. "Perception towards Online MCQ Test for MBBS and BDS Students’ As an Assessment Method during the Covid-19 Pandemic." Journal of Universal College of Medical Sciences 10, no. 02 (December 31, 2022): 72–77. http://dx.doi.org/10.3126/jucms.v10i02.51363.

Full text

Abstract:

INTRODUCTION Universal College of Medical Sciences, Nepal conducted online multiple choice question test as a formative assessment method during COVID-19 pandemic. The aim of this study was to assess the MBBS and BDS students’ perception towards online assessment test conducted during COVID-19 lock down period. MATERIAL AND METHODS A descriptive, cross-sectional study was conducted on medical and dental students by administering online Google Forms questionnaire among 1st year and 2nd year MBBS and BDS students at Universal College of Medical Sciences, and College of Dental Surgery, during 2 October, 2021 to 30 December, 2021. General information proforma that elicits the socio-demography and a questionnaire on the lines of Likert’s summated rating scale to assess the perception of MBBS and BDS students towards online assessment test was constructed. The collected data were entered into Microsoft excel and exported to SPSS version 22 for analysis. Simple frequency tables, cross tables and standard deviation have been used to analyze data. RESULTS The overall mean and standard deviation for medical students’ perception of online assessments were 3.17 ± 0.65, respectively. Dental students’ perception of online assessment tests had an overall mean and standard deviation of 3.31 ± 0.77, respectively. There was no signiﬁcant difference in mean perception score towards online assessment test between the MBBS and BDS students (p value 0.1401). The results indicate that both medical and dental students were satisﬁed with online assessment tests. CONCLUSION Online assessment tests were well received by both MBBS and BDS students. The online assessment tests enhance student learning by allowing immediate feedback. Online tests should be conducted in MBBS and BDS colleges on a regular basis.

APA, Harvard, Vancouver, ISO, and other styles

38

Shyma P and Sai Sailesh Kumar Goothy. "Students’ feedback on the one-month foundation course in first-year MBBS 2019 batch at Oxford medical college, Bangalore, India." Indian Journal of Clinical Anatomy and Physiology 9, no. 3 (October 15, 2022): 185–88. http://dx.doi.org/10.18231/j.ijcap.2022.039.

Full text

Abstract:

To study the student’s feedback on the one-month foundation course in the first year MBBS 2019 batch, which was introduced by the Board of Governors, in supersession of the Medical Council of India.150 first year MBBS students admitted for the academic year 2019-20 were included in the study. The skills taught include the medical profession and the physician’s role in society, the MBBS program, alternate health systems in the country and history of medicine, Principles of primary care, Learning including self-directed learning, academic ambiance, Interpersonal relationships, English and local language skills, communication, use of information technology, computer skills, sports, and extracurricular activities, National health policies, Biohazard safety, Universal precautions, and vaccinationsPatient safety, Medical literature search, First Aid and Basic life support, Stress and Time Management, Medical ethics, and professionalism. The results were analyzed on the 31st day by students’ feedback questionnaire.Positive feedback of 88.5 to 98.5% was recorded regarding the objectives of the course, contents, presentation, future value of the course in the students’ career by a feedback questionnaire taken from the students.The one-month foundation course at the beginning of the first year of the MBBS will enable the first-year students to acquire the basic knowledge and skills required for the subsequent phases in the MBBS course and also in their medical practice and career.

APA, Harvard, Vancouver, ISO, and other styles

39

Rana, Susheela, Onjal K. Taywade, Bandita Medhi, and Monali Hiwarkar. "Knowledge, attitude and practices towards e-learning: A feasibility study among first MBBS students of Government Medical College from hilly region of India." Asian Journal of Medical Sciences 12, no. 9 (September 1, 2021): 37–43. http://dx.doi.org/10.3126/ajms.v12i9.38075.

Full text

Abstract:

Background: Nationwide lockdown tremendously affected academic and educational activities of medical students during the COVID-19 pandemic. The medical students like all other faculties resorted to the e-learning modalities. This has helped the first MBBS students to continue learning during this period of lockdown. Hence studies about perception of medical students towards e-learning are relevant. Aims and Objectives: To assess the first MBBS student’s perception about e-learning and online classes. To evaluate feasibility of utilizing e-learning by assessing the acceptability, knowledge, attitude, skills and habits of first MBBS students. Materials and Methods: A questionnaire of 25 questions on various aspects of e-learning was administered to the first MBBS students at Government Medical College, Himachal Pradesh through google form (n=100). They were asked to mark appropriate responses and the data was analysed to get the percentage and proportion on various aspects of e-learning. Results: The first MBBS students widely used e-learning resources to learn anatomy, physiology as well as biochemistry during COVID 19 pandemic. E-learning has made a positive impact on overall learning of first-year subjects, especially anatomy. The responses did not have any association with gender (p>0.05). Conclusion: Distance learning can compensate for conventional teaching during pandemic, but cannot fully replace the traditional teaching in the medical institutes.

APA, Harvard, Vancouver, ISO, and other styles

40

Ball, David L. "Karl George Ball MBBS, FRCOG, FRACOG." Medical Journal of Australia 167, no. 10 (November 1997): 544. http://dx.doi.org/10.5694/j.1326-5377.1997.tb138879.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Wooller, Kelvin K. "Ian Frederick Young MBBS, DOH, FAFOM." Medical Journal of Australia 168, no. 2 (January 1998): 90. http://dx.doi.org/10.5694/j.1326-5377.1998.tb126724.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Anonymous. "Winston W. K. Koo, MBBS, FRACP." Pediatric Annals 30, no. 11 (November 2001): 653. http://dx.doi.org/10.3928/0090-4481-20011101-04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Suri, Vijay. "MBBS foundation course – A playway class." Adesh University Journal of Medical Sciences & Research 1 (December 27, 2019): 46–47. http://dx.doi.org/10.25259/aujmsr_12_2019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Patterson, H. Stuart. "John Arthur McKelvey Shera, MBE, MBBS." Medical Journal of Australia 170, no. 8 (April 1999): 383. http://dx.doi.org/10.5694/j.1326-5377.1999.tb139174.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Han, Jason J. "Pioneers interview: Muhammad M. Mohiuddin MBBS." Artificial Organs 46, no. 5 (March 12, 2022): 731–34. http://dx.doi.org/10.1111/aor.14225.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Nicholls, Mark. "Anthony H Gershlick MBBS MRCP FRCP." European Heart Journal 38, no. 22 (June 7, 2017): 1704–5. http://dx.doi.org/10.1093/eurheartj/ehx245.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Tatoulis, J. "George William Westlake AM MBBS, FRACS." Internal Medicine Journal 42 (October 2012): 3–5. http://dx.doi.org/10.1111/j.1445-5994.2012.02916.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Greer, Mary-Louise. "Dr Bernard Louis Greer, MBBS FRANZCR." Journal of Medical Imaging and Radiation Oncology 56, no. 6 (December 2012): 710–11. http://dx.doi.org/10.1111/1754-9485.12003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Cannell, Hugh. "Robert Anthony Peebles, BDS, MBBS, FDSRCS." British Journal of Oral and Maxillofacial Surgery 48, no. 1 (January 2010): 72–73. http://dx.doi.org/10.1016/j.bjoms.2009.10.017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Nagdeo, Neena, Tanuja Manohar, Anjali Kawthalkar, and Mohan Joshi. "Innovative integrated teaching for MBBS undergraduates." South-East Asian Journal of Medical Education 7, no. 2 (December 21, 2013): 49. http://dx.doi.org/10.4038/seajme.v7i2.141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'MBBs'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles