One-Minute Paper: A thinking centered assessment tool

A versatile assessment technique used in classroom for quick and simple feedback is ‘One-Minute paper’. It provides real-time feedback from class and enables the teacher to find out if students have recognized the main points in a class session. The objectives of the study were to employ one-minute paper for post-graduate students during a continuous medical education (CME) program lecture, to assess its effectiveness for achievement of objectives and learning ability of the students, to analyze the questioning pattern of the students for the topic and to obtain feedback on participant’s perception on use of ‘one-minute paper’. The study was employed for one-hour lecture in CME program for post-graduate students. One-Minute paper was employed for the topic ‘Phenylketonuria’. The lecture was sub-divided into five components and the response sheet was designed accordingly. The delivery time for each component varied between 8 to 12 minutes. At the end of each component, 2 minutes was given for the participants to respond to two questions - what was the most important thing they learnt during this session and what important question remains unanswered? Analysis of response was carried out to know achievement of objectives, association of learning ability and questioning pattern. Response to the learning ability showed that 80 to 90% of the participants responded satisfactorily to all the components. Questioning pattern was least for component 3 of the lecture. Questioning skills showed that most questions were in stage 1, 4 and 5. Participants reflected that the use of ‘one-minute paper’ was thinking centered, engaged them throughout the topic and provided liberty for them to ask questions. One-minute paper is inexpensive, easy to use, and an instant assessment means, which reflects the achievement of learning objectives. It is a thinking centered assessment tool, which gives ample opportunity to the learner for active learning.Keywords: One-Minute paper; Questioning pattern; Questioning skills; Thinking centere

Comparison of efficacy and safety of topical luliconazole with topical fluconazole against tinea corporis in a tertiary care hospital

Background: Dermatophytosis is a common cutaneous infection worldwide with prevalence varying from 20% to 25%. Luliconazole is a newer topical antifungal applied once daily with greater reservoir property in stratum corneum. Objective of the study was to compare the clinical efficacy and safety of luliconazole 1% cream with Fluconazole 1% cream in patients with mild to severe grades of tinea corporis.Methods: A total of 100 patients with mycologically confirmed tinea corporis were randomised into group A and B respectively. Group A, 50 patients received luliconazole 1% for 2 weeks and group B, 50 patients received fluconazole 1% cream for 4 weeks. Patients were clinically and mycologically evaluated on 0, 2nd and 4th week of treatment and followed up on 8th week for any relapse.Results: Significant improvement in efficacy was seen in Luliconazole while compared with fluconazole group against tinea corporis infection. Mycological cure and clinical improvement showed significant difference in group A. The safety and tolerability profile of both groups were good and statistically comparable.Conclusions: Luliconazole 1% cream is found to be safe, effective and tolerable with low incidence of relapse than fluconazole 1% cream

Derivation of Design Wind and Wave Parameters Considering Climate Change

Source: ICHE Conference Archive - https://mdi-de.baw.de/icheArchiv

Knowledge, attitude and practice of research ethics among medical faculty in a teaching hospital

Background: To assess the knowledge, attitudes and practice of medical faculty regarding research ethics and research ethics committees (RECs).Methods: A cross-sectional, questionnaire-based study was conducted in ESIC medical colleges in Bangalore among faculty using a validated questionnaire. Questions were designed to assess the knowledge, attitudes and practice of medical faculty regarding research ethics and research ethics committees. Statistical analysis was done using descriptive statistics and chi-square tests.Results: Majority (76%) of faculty had not undergone training in research ethics. Less than half of the participants answered correctly to a question on guidelines in research ethics, 60% responded correctly to question on research involving children. Majority responded correctly to question on role of a research ethics committee and confidentiality, informed consent and to question on composition of Institutional Ethics Committee. 68% taught that ethical review of research by an ethics committee would delay research. >90% were favourable towards research ethics training. Faculty held attitudes regarding certain research ethics practices that were not optimal, 96% believed that it is okay to fabricate data, 68% taught that if no surrogate is available to give informed consent for vulnerable groups, they could still be included.Conclusions: We conclude that among the medical faculties participating in our study, there is acceptance of RECs and training in research ethics, while there are knowledge gaps in research ethics guidelines, research involving children. There is need to train researchers and students to make them aware about various aspects of research

Possibility of observing Leptonic CP violation with perturbed Democratic mixing patterns

The Daya Bay Collaboration has recently reported the precise measurement of $\theta_{13}\simeq 8.8^\circ \pm 0.8^\circ$ or $\theta_{13} \neq 0$ at 5.2 \sigma level. The observed non-zero $\theta_{13}$ can be accommodated by some general modifications to the Democratic mixing matrix. Using such matrices we study the possibility of observing non-zero CP violation in the leptonic sector.Comment: 12 pages, 3 figures, typos corrected, version to appear in MPL