What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education

Introduction: More recently, there is growing use of WhatsApp as a communication platform for teachers and their students. It seems that WhatsApp has advantages over other technological tools employed by the educational system. However, in the context of medical education this concept is still nascent. Hence, the purpose of this retrospective analysis is to explore the effects of WhatsApp use for Physiotherapy education as an adjunct to traditional teaching and to determine the opinions of the students towards this process.Methods: A facilitator created a group for the students, separate for every class. A total of 250 students from I year to IV year Physiotherapy undergraduate program participated voluntarily. Activities undertaken were discussion on academic topics, feedback on exam performance, guidance on seminar presentation, etc., and students’ doubts were answered with more elaborate explanation on the topic. Retrospective analysis of the students’ feedback obtained at the end of the program and content analysis was done from the themes identified.Results: Success of the program:• Professional, as well as comfortable learning environment, is created on WhatsApp• Low cost, simplicity, accessibility, efficiency & natural language• Fosters high interactions with the facilitator and knowledge sharing between students as well• Learning material—easy accessibility, variety of resources increases the flexibility, quick sharing of related links• Use of different emotional gestures add humor and fun to TL• Promotes proactive learning and critical thinking • Learning independently at anytime and anywhere (no geographical boundaries)• Students are more open to ask questions as it provides privacy and confidentiality• One student’s doubt solving benefits the entire group • Especially helpful during exam preparation for immediate feedback & quick problem solving, discussion of important topics, etc.• Effective method for doubt solving, explanation with voice notes, video calls is possibleProblems encountered:• Conceptual learning could be challenging • Technical challenges: need for a smartphone & internet facility; message flooding, eye strain, time consuming if large amount of context has to be discussed • High expectations on teacher’s availability• Students attention and understanding cannot be assured• Effectiveness depends upon teacher’s skills of use of related software applications• Distractions from other messages received simultaneously • Sometimes when the internet speed is slow, disruptions in the flow when many people are participating in the discussionConclusion: WhatsApp enables learning beyond classroom borders and can potentially enhance learning process in Physiotherapy education

What’s up! WhatsApp: An Additional Teaching-Learning Tool in Physiotherapy Education

Introduction: More recently, there is growing use of WhatsApp as a communication platform for teachers and their students. It seems that WhatsApp has advantages over other technological tools employed by the educational system. However, in the context of medical education this concept is still nascent. Hence, the purpose of this retrospective analysis is to explore the effects of WhatsApp use for Physiotherapy education as an adjunct to traditional teaching and to determine the opinions of the students towards this process.Methods: A facilitator created a group for the students, separate for every class. A total of 250 students from I year to IV year Physiotherapy undergraduate program participated voluntarily. Activities undertaken were discussion on academic topics, feedback on exam performance, guidance on seminar presentation, etc., and students’ doubts were answered with more elaborate explanation on the topic. Retrospective analysis of the students’ feedback obtained at the end of the program and content analysis was done from the themes identified.Results: Success of the program:• Professional, as well as comfortable learning environment, is created on WhatsApp• Low cost, simplicity, accessibility, efficiency &amp; natural language• Fosters high interactions with the facilitator and knowledge sharing between students as well• Learning material—easy accessibility, variety of resources increases the flexibility, quick sharing of related links• Use of different emotional gestures add humor and fun to TL• Promotes proactive learning and critical thinking • Learning independently at anytime and anywhere (no geographical boundaries)• Students are more open to ask questions as it provides privacy and confidentiality• One student’s doubt solving benefits the entire group • Especially helpful during exam preparation for immediate feedback &amp; quick problem solving, discussion of important topics, etc.• Effective method for doubt solving, explanation with voice notes, video calls is possibleProblems encountered:• Conceptual learning could be challenging • Technical challenges: need for a smartphone &amp; internet facility; message flooding, eye strain, time consuming if large amount of context has to be discussed • High expectations on teacher’s availability• Students attention and understanding cannot be assured• Effectiveness depends upon teacher’s skills of use of related software applications• Distractions from other messages received simultaneously • Sometimes when the internet speed is slow, disruptions in the flow when many people are participating in the discussionConclusion: WhatsApp enables learning beyond classroom borders and can potentially enhance learning process in Physiotherapy education.</jats:p

Knowledge of recommended pigeonpea production technology by the growers

The study on knowledge of pigeonpea production technology by the growers was conducted in Jalna district of Marathwada region in Maharashtra state. data were collected through personal interview with the help of interview schedule. Results of study showed that, majority (53.33%) of the farmers had medium level knowledge while other 28.34 per cent of farmers belongs to high knowledge level category. Whereas, 18.33 per cent of farmers belongs to low knowledge level category of about production of pigeonpea crop.</jats:p

Additive Effect of Sulfantil to Lidocain and Bupivacain for Supraclavicular Brachial Plexus Block

Purpose: We evaluated the effect of adding Sufentanil to the mixture of Lidocaine and Bupivacaine used for supraclavicular brachial plexus block in reducing postoperative pain.&#x0D; Method: This double-blind clinical intervention trial was conducted in 2007. Patients scheduled to undergo upper limb orthopedic surgeries under supraclavicular brachial plexus block were recruited. Participants of one arm were given the mixture of Sufentanil, lidocaine, and bupivacaine (Group S) while those of the other arm were given the mixture of later two drugs (Group C). Postoperative pain assessment was done every hour postoperatively till the first administration of systemic analgesic. We used a subjective pain score and duration of lack of muscle movement as a parameter to judge outcomes. The mean and standard deviation were compared of both arms.&#x0D; Result: We included 50 patients in both arms. The mean duration of the motor blockade in group S and C were 342.8 (± 145.4) and 171.1 (±50.2) minutes respectively. The additive effect of Sufentanil in motor blockage was 171.7 (95% CI 128.5–214.9) (p = 0.1×10-6). The mean duration of analgesia in group S and C were 892 (±34.7) and 350 (±72.1) minutes respectively. The additive effect of Sufentanil in analgesia was 542 (95% CI 524–559) (p = 0.1×10-6). In group S, one patient developed cardiac pain following pneumothorax and two had temporary Horner syndrome.&#x0D; Conclusion: Analgesia in the postoperative period can be enhanced with the addition of Sufentanil (an opioid) to local anesthetics in supraclavicular brachial plexus block. </jats:p

Adoption of recommended pigeonpea production technology by the growers

The study was conducted in purposively selected Jalna district of Marathwada region in Maharashtra state. From the selected district two talukas viz., Ambad and Badnapur were selected randomly as these talukas has considerable area under pigeonpea. Results of study revealed that majority (60.00%) of the farmers had medium level adoption of pigeonpea production technology while other 15 per cent of farmers belongs to high adoption level category pigeonpea production technology whereas, only 25.00 per cent of farmer belongs to low adoption level category of about pigeonpea crop.</jats:p