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The term continuing professional development encompasses competencies required to practice the high quality medicine, including medical, managerial, ethical, social, and personal skills, whereas continuing medical education refers only to expanding the knowledge and skills required by physicians. The competencies for basic science faculty identified are management and administration, teaching, assessments, curriculum development, and research. This study aimed to evaluate the outcomes of faculty development initiatives at Avalon University School of Medicine and examine the optimal approach to faculty development activities.

This is a survey-based quantitative study. A cross-sectional survey was conducted after implementing the faculty development activities. We took thirteen basic science faculty members as a unit and recruited them for different faculty development activities from 2015. Faculty members were involved in various faculty development courses, workshops, and training sessions. A survey was cioral changes.

Faculty development activities at Avalon University School of Medicine have shown to be effective. At larger institutions, the department chair can lead the faculty development activities.

Faculty development activities at Avalon University School of Medicine have shown to be effective. At larger institutions, the department chair can lead the faculty development activities.

Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competence-based evaluation. Thus this study was designed to compare the effectiveness of Objective Structured Practical Examination with that of Conventional Practical Examination.

This interventional study was carried out in Department of Microbiology atCIMSH, Lucknow over six months from October 2019 till March 2020. One hundredsecond year MBBS students were enrolled. The students were divided into two groups offifty for the conventional examination group (controls) and the OSPE group.On the first day, the cases appeared for OSPE while the controls for conventional examination.On the second day, the groups were crossed over. The students appearing for OSPEwere assessed by their scores at different stations. Feedback forms with a prestructured questionnaire were given to the students and the examiners after OSPE on both days to record their perceptions.ogy.

Script concordance test (SCT) is an innovative tool to teach and assess the clinical reasoning skills of medical students. It is the key aspect of clinical competency that enables the medical graduates to progress from novice to practicing general practitioner. SCT was used the first time in pharmacology to inculcate clinic reasoning skills in medical students by focusing on the topic of pharmacotherapy.

A SCT with a total of 18 questions, with 15 questions having 3 items each, one having four items and two questions having two items each was administered to 170 second year undergraduate medical students in the subject of pharmacology to assess the clinical reasoning skills. It was an interventional study conducted using convenience sampling technique with a sample size of 170. Aggregate scoring method was used to do the scoring obtained from the answers given by 10 expert-panel members in the field of pharmacology, which were used as an answer key to do the final scoring of the students. Descriptive statdback session post-SCT, it can be used as assessment for learning tool and can be well used in a para-clinical subject of pharmacology.

SCT enhances critical thinking and clinical reasoning skills of the students, as reported by them. With the conduct of feedback session post-SCT, it can be used as assessment for learning tool and can be well used in a para-clinical subject of pharmacology.

Trait emotional intelligence (EI) is the self-perception of emotional abilities. It is an important predictor of academic performance. Students' self-assessment (SSA) of knowledge gained from classroom teaching may help in the identification of deficiencies in knowledge and provide scope for further improvement. We aimed to evaluate the correlation between EI and SSA capability.

We conducted a cross-sectional, observational study with 56 first-year medical students recruited as a convenience sample. We used the "Trait Emotional Intelligence Questionnaire Short Form" to assess Trait EI. For assessment of SSA, we asked the participants to write answers to a set of questions related to the topic of the preceding 1-h lecture and to assess their marks themselves. Three subject experts checked the answer sheets and we took the mean as the expert assessment (EA) marks. The correctness score of prediction was calculated by comparing SSA and EA marks. Pearson correlation coefficient (r) was calculated between EI scores and SSA correctness score.

In all sessions, the students underpredicted their marks. SSA correctness score showed a positive correlation with well-being (r=0.33; P=0.01); self-control (r=0.57; P<0.01); emotionality (r=0.51; P<0.01); sociability (r=0.51; P<0.01); and total score (r=0.64; P<0.01) of trait EI.

Underprediction of marks in formative assessment is common in 1st-year medical students. Students with higher levels of EI may predict their knowledge gained from classroom better than the students with lower EI. check details This may be a potential reason for the better academic performance of students with higher EI.

Underprediction of marks in formative assessment is common in 1st-year medical students. Students with higher levels of EI may predict their knowledge gained from classroom better than the students with lower EI. This may be a potential reason for the better academic performance of students with higher EI.The current outbreak of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) in China threatened humankind worldwide. The coronaviruses contains the largest RNA genome among all other known RNA viruses, therefore the disease etiology can be understood by analyzing the genome sequence of SARS-CoV-2. In this study, we used an ab-intio based computational tool VMir to scan the complete genome of SARS-CoV-2 to predict pre-miRNAs. The potential pre-miRNAs were identified by ViralMir and mature miRNAs were recognized by Mature Bayes. Additionally, predicted mature miRNAs were analysed against human genome by miRDB server to retrieve target genes. Besides that we also retrieved GO (Gene Ontology) terms for pathways, functions and cellular components. We predicted 26 mature miRNAs from genome of SARS-CoV-2 that targets human genes involved in pathways like EGF receptor signaling, apoptosis signaling, VEGF signaling, FGF receptor signaling. Gene enrichment tool analysis and substantial literature evidences suggests role of genes like BMPR2 and p53 in pulmonary vasculature and antiviral innate immunity respectively.