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Background: Social distancing is important preventive strategy to prevent spreading of SARSCOV- 2. The medical faculties are continuing the teaching-learning session using different online platform. Aims and Objective: This online survey aims at exploring the different aspect of online teaching effects among medical students. Materials and Methods: Forty-four validated questions in the Google survey form were distributed among the MBBS students of different medical colleges of West Bengal in this cross-sectional study, and analysed. Results: The responses from 416 participants show that internet-based teaching has been adopted by 96.4% of colleges. Practical class and classes regarding clinical exposure are the two most neglected section of the MBBS curriculum during this pandemic. Total teaching hours per day also drastically reduced from mean of 5.56 h/ day in pre-pandemic time to 1.95 h/ day during this pandemic. Out of 69.7% of the participants who faced difficulty in following online classes, majority (56.25%) was due to technical problems including issues related to internet connectivity and software. Participants were of opinion that current session should be extended on an average of 3 months as the practical and clinical classes are way behind in syllabus completion. According to 72.35% of participants, online classes are less effective than the offline classes. Conclusions: In nutshell, online teaching activities cannot replace the classical classroom teaching, though it is a cost-effective and viable method during this pandemic period. [ABSTRACT FROM AUTHOR] Copyright of Asian Journal of Medical Sciences is the property of Manipal Colleges of Medical Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Pregnancy loss is a distressing problem and retention of dead fetus in utero has its own ill effects on physical, psychological, and social aspects, and hence, it is better to recommend medical induction, provided this can be safely undertaken. Aims: The aim of this study is to compare the efficacy, tolerability, induction-delivery interval, and perceived stress scores between induction methods in late intrauterine fetal death (IUFD) with misoprostol alone and mifepristone with misoprostol combination in a rural population of Eastern India. Materials and Methods: This pilot study was conducted on 125 patients after taking institutional ethical clearance and informed consent of the patients in a time span of 1 year. Group 2 patients received 200 mg of mifepristone per orally and observed for 48 h, followed by 50 μg misoprostol administered in the posterior vaginal fornix, and repeated 6th hourly up to a maximum of four doses. Group 1 received 50 μg misoprostol per vaginally 6 hourly for four doses. Induction-delivery interval was calculated. Perceived stress level was calculated on admission and before discharge. Results: Significantly lower induction-delivery interval was observed in Group 2 as compared to Group 1 with P < 0.001. There was no significant difference of Cohen's perceived stress scores on admission, but the difference was significantly lower in Group 2 on discharge with the value of P = 0.03. Group 1 had significantly lower hospital stay in days as compared to Group 2 of patients with P < 0.001. Conclusions: Patients with IUFD administered misoprostol per vaginally only may require shorter hospital stay as compared to patients administered with oral mifepristone followed by misoprostol vaginally but the delivery induction time increases significantly and may increase perceived stress levels which may have short- and long-term negative psychological impact.