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Byline: Ayesha. Juhi, Himel. Mondal, Shaikat. Mondal Sir, Doctors and physicians in India are engaged in research work along with their primary role in hospitals or academics. The research publication [...]

Background: Occupational and lifestyle factors, such as smoking and street vending, may pose risks to pulmonary health. Previous studies explored the effect of both smoking and exposure to street pollutants on health. However, a study comparing the pulmonary functions of street vendors (who do not smoke) and smokers has not been conducted before. Objective: The objective of this study was to compare the pulmonary function parameters among three groups consisting of smokers, street vendors and controls in order to discern potential differences in respiratory health between the three groups. Methods: This cross-sectional study was conducted in the Deoghar district of the Jharkhand state, in India, over a period of five months (between January 2023 and May 2023). A total of 90 male participants, including 30 smokers, 30 street vendors and 30 age-matched control research participants, underwent pulmonary function testing (forced spirometry) using standardized methods. The comparison among the three groups was conducted by one-way analysis of variance with the post-hoc test. Results: A total of 30 controls with a mean age of 33.77±6.01 years, street vendors with a mean age of 32.93±6.29 years and smokers with a mean age of 32.27±7.86 years participated in the present study. There was an average exposure to road pollutants for 13.47±9.48 years and smoking for 13.23±8.29 years (P=0.92). Lung function parameters, except for the forced expiratory volume in one second divided by the forced vital capacity (FEV1/FVC), were lower in street vendors and smokers than controls. Conclusion: Street vendors in Deoghar, Jharkhand, have lung function parameters comparable to smokers. Hence, although they are not smoking tobacco, their lung health is at risk. Hence, early interventions are required to protect them from pollutants. [ABSTRACT FROM AUTHOR]

Background: There has been increasing interest in exploring the capabilities of artificial intelligence (AI) in various fields, including education. Medical education is an area where AI can potentially have a significant impact, especially in helping students answer their customized questions. In this study, we aimed to investigate the capability of ChatGPT, a conversational AI model in generating answers to medical physiology exam questions in an Indian medical school. Methods: This cross-sectional study was conducted in March 2023 in an Indian Medical School, Deoghar, Jharkhand, India. The first midsemester physiology examination was taken as the reference examination. There were two long essays, five short essay questions (total mark 40), and 20 multiple-choice questions (MCQ) (total mark 10). We generated the response from ChatGPT (in March 13 version) for both essay and MCQ questions. The essay-type answer sheet was evaluated by five faculties, and the average was taken as the final score. The score of 125 students (all first-year medical students) in the examination was obtained from the departmental registery. The median score of the 125 students was compared with the score of ChatGPT using Mann-Whitney U test. Results: The median score of 125 students in essay-type questions was 20.5 (Q1-Q3: 18-23.5) which corresponds to a median percentage of 51.25% (Q1-Q3: 45-58.75) (P=0.147). The answer generated by ChatGPT scored 21.5 (Q1-Q3: 21.5-22), which corresponds to 53.75% (Q1-Q3: 53.75-55) (P=0.125). Hence, ChatGPT scored like that of the students (P=0.4) in essay-type questions. In MCQ-type questions, ChatGPT answered 19 correctly in 20 questions (score=9.5), and this was higher than the median score of students (6) (Q1-Q3: 5-6.5) (P<0.0001). Conclusion: ChatGPT has the potential to generate answers to medical physiology examination questions. It has a higher capability to solve MCQ questions than essay-type ones. Although ChatGPT was able to provide answers that had the quality to pass the examination, the capability of generating high-quality answers for educational purposes is yet to be achieved. Hence, its usage in medical education for teaching and learning purposes is yet to be explored. [ABSTRACT FROM AUTHOR]

Background: In context to CBME curriculum, the paradigm shift of encouraging students to become the active learners the didactic lectures were reduced to one-third of total teaching learning methods. Due to Covid-19 pandemic, the above context became a huge challenge wherein total education system was jeopardised. Students became passive listeners with no option for interaction with teachers or peers during the online didactic lecture class and with no scope for any interaction. Interactive small group teaching is one of the best ways to engage students in learning clinical applications during 1st MBBS year especially during the pandemic e-learning environment where there is no physical presence around of the peer and teacher interaction. Description: MBBS 1st phase students were the target population. This innovative method was initiated with a group of 20 members during March-June 2021 through FCC online platform. Students were taught about a particular unit (BLOOD) in Physiology, post which the clinical application related to the unit were taught using AID method. The total session is of two hours, Using SLIDO the online pre-test of 25 marks was conducted for the students. Post which the students were shown the pictures of signs and symptoms, lab diagnosis, treatment related pictures will be displayed on the screen in haphazard way (Iron deficiency anaemia, Megaloblastic anaemia, Beta Thalassemia), (Prehepatic jaundice, Hepatic jaundice, Post hepatic jaundice). Then the students will be randomly will be divided into 3 groups. For a duration of 30 mins, in groups the students have to analyse, Integrate and display the interpretation of clinical diagnosis by connecting pictures followed by discussion for 15 minutes by each group. After the completion of all the three groups, post-test will be conducted again using SLIDO. Outcome: The post-test scores were significantly more than pretest score. All the three groups interacted and presented the clinical case effectively. Conclusion: The students became the active learners, they interacted with their peers and could analyse, integrate the haphazard pictures of clinical cases and displayed their diagnosis with explanation even through the online mode. AID (analyse, integrate and display), an Interactive small group teaching is one of the best way to engage students in learning clinical applications during 1st MBBS year especially during the pandemic e-learning environment where there is no physical presence among of the peers and teachers. [ABSTRACT FROM AUTHOR]