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Medical education has observed numerous reforms in the last hundred years. While most of the reforms are applied to the undergraduate teaching, postgraduate education and training have lagged behind in keeping the pace. Anesthesiology curriculum has witnessed a few new methods inducted into practice like problem-based learning, flipped classroom etc. [https://www.selleckchem.com/products/sbi-115.html click here] We introduced vertical integration with anatomy at our department and assessed its impact.<br />After a five-week schedule of integrated anatomy classes, a self-structured questionnaire was circulated amongst the 41 anesthesiology residents to know their perceptions and attitudes towards the classes. Their suggestions were also sought. The responses were analyzed with descriptive statistics (percentages).<br />Thirty-six responses were received leading to a response rate of 87.8%. Fourteen residents (38.9%) believed that the integrated classes would be very helpful in their clinical practice, 20 (55.5%) residents believed them to be helpful while two (5.5%) residentsining of various specialties for better education and hence, better patient care.<br />Traditional teaching of medical microbiology has revolved around an organism centric, didactic lecture approach, lacking clinical relevance and appeal. Studies have shown that case-based learning in comparison to didactic lectures leads to a greater comprehension and understanding of the subject. To conduct a pilot study in our medical. College for the current MBBS batch (2019) (following the old pattern of syllabus), on student perceptions on case based learning (CBL) before the new Competency based undergraduate curriculum is rolled out for 2021 batch coming to second year of MBBS.<br />This pilot study was conducted at a medical college. The study was designed as an observational study on educational research and was approved by the institutional ethical committee (IEC). Study participants were second MBBS students willing to participate in the study (n=60). Four topics were chosen to be taught as casebased scenarios as per the new CBME syllabus. Six weeks after the first CBL session was conducted, a survey questionnaire was given to the students to share their perceptions anonymously. The questionnaire had questions framed to assess the students' perception about CBL. The evaluation was done on a 5-point Likert. The responses collected were compiled in Microsoft excel sheet and the data was analysed statistically. Faculty perspective was also gathered.<br />Majority of the students perceived CBL positively. There was a shift in the student's perspective towards the subject of microbiology, from being perceived earlier as theoretical and non-clinical to being perceived as appealing and clinically relevant.<br />Majority of the students perceived CBL positively. There was a shift in the student's perspective towards the subject of microbiology, from being perceived earlier as theoretical and non-clinical to being perceived as appealing and clinically relevant.<br />Primary physicians have a very important role in identifying early breast cancer, as well as promotion of awareness about breast cancer to general public. However, there is insufficient data about the knowledge of doctors, who have just finished their basic medical training, on breast cancer.<br />All the postgraduate residents who had joined within the last 3 months, irrespective of the department, were invited to take part in the study. After explaining the aims of the study telephonically, consent was taken through online signatures and the participants were asked to fill online proformas. Descriptive statistics were used, and chi-square test was used to compare groups.<br />value of less than 0.05 was considered as significant.<br />A total of 106 participants took part in the study. Only 63 (59.4%) participants had satisfactory knowledge about the warning signs of breast cancer. Apart from question of ideal frequency of breast examination, which was answered by 59 (55.7%) participants, the rest of the questions were answered correctly by less than 50% of participants. On the questions on risk factors, 102 (96.5%) of the participants were assessed to have adequate knowledge. Overall only 51 (48.1%) participants were assessed to have satisfactory knowledge about warning signs, screening and risk factors related to breast cancer.<br />The awareness about warning signs, risk factors and screening practices of breast cancer in newly joined residents was less than satisfactory. To improve this level of awareness, significant steps are needed at the level of undergraduate teaching.<br />The awareness about warning signs, risk factors and screening practices of breast cancer in newly joined residents was less than satisfactory. To improve this level of awareness, significant steps are needed at the level of undergraduate teaching.<br />Medical education all over the world is undergoing paradigm shift. Video recording of student's performance and self-annotation are emerging as valuable tools for self-directed learning among students. Study was conducted to find the effectiveness of video annotation tool in reflective learning. The learning outcome was to find whether the video annotation is helping in critical reflection and improving the perception of students on guideline compliance while learning the technique of epidural insertion.<br />In phase 1; following pretest, the students were made to observe three epidural insertions and perform one epidural insertion. In phase 2; following posttest, two faculty members analyzed the depth of reflection using the Reflection Rubric. Students perception was recorded using the Reflective practice survey.<br />The average score of students after pretest was 76%. The posttest score was 84% (p value 0.003). In depth analysis using the reflection rubric we found 52.38% of the total reflections had a score of two, showing they were at introspection level only. 25.71% of reflections were having score of one, showing that they were just habitual answers. Only 21.9% of the total reflections had score of three; and none of them were critically reflecting. All the students (18/18) agreed that recording the session was meaningful.<br />The art of critical reflection is learnt by relentless effort. Yet it helps the students to reflect on the whole process introspecting and understanding what went wrong. Video annotation turns out to be a valuable tool in reflective learning.<br />The art of critical reflection is learnt by relentless effort. Yet it helps the students to reflect on the whole process introspecting and understanding what went wrong. Video annotation turns out to be a valuable tool in reflective learning.