The burden of HIV/AIDS in India is high, yet there is a dearth of scales measuring HIV/AIDS stigma that have been validated in an Indian health care population. Thus, this study aimed to assess the psychometric properties of the Health Care Provider HIV/AIDS Stigma Scale (HPASS) among Indian medical students. Data were collected from post-graduate (PG) medical students at a South Indian tertiary hospital via a structured online survey (March 2023-May 2024) including HPASS items and sociodemographics. The psychometric properties of HPASS were assessed using the principles of Item Response Theory. Respondents had a mean age of 25.9 years (SD = 2.5); 52
Background:Intrauterine growth restriction (IUGR) is defined as an estimated fetal weight below the 10th percentile for gestational age and is commonly associated with placental insufficiency and abnormal fetoplacental oxygenation. This study aimed to assess placental apparent diffusion coefficient (ADC) and perfusion values in IUGR using 3T magnetic resonance imaging (MRI). Methods:Sixty pregnant women (30 with IUGR and 30 controls; gestational age 20-38 weeks) underwent placental MRI on a 3T system. The imaging protocol included T2-weighted anatomical sequences, diffusion-weighted imaging (b-values: 0 and 700 s/mm2; NEX = 3), and three-dimensional pseudo-continuous arterial spin labeling (3D pCASL) perfusion imaging (TR/TE = 5000/50 ms, labeling duration = 1500 ms, post-labeling delay = 1525 ms, 30 label/control pairs). ADC and perfusion maps were generated, and multiple elliptical regions of interest (ROIs; 40-60 mm2) were placed throughout the placenta. Mean values were calculated for each subject. Results:Mean placental perfusion was significantly lower in the IUGR group compared with controls (102.5 ± 18.7 vs. 120.2 ± 23.7 ml/100 g/min, p = 0.002). ADC values were also significantly reduced in IUGR placentas (1.83 ± 0.10 × 10-3 mm2/s vs. 2.02 ± 0.10 × 10-3 mm2/s, p = 0.001). Receiver operating characteristic (ROC) analysis demonstrated fair diagnostic performance for perfusion (AUC = 0.703) and excellent performance for ADC (AUC = 0.919). Conclusion:Both placental ADC and perfusion values were reduced in IUGR. However, because ADC is influenced by perfusion bias, the most clinically relevant finding is the direct quantification of reduced placental perfusion using 3D pCASL at 3T. This technique provides absolute perfusion values in physiological units and may serve as a valuable non-invasive biomarker of placental dysfunction in IUGR.
Haematohidrosis is an exceptionally rare and poorly understood clinical phenomenon characterized by the spontaneous excretion of blood through intact skin or natural orifices, with episodes often reported in association with extreme emotional or psychological stress. Owing to its rarity, the condition often poses significant diagnostic challenges and may be misinterpreted as a bleeding disorder, self-inflicted injury, or factitious illness. We report the case of an 11-year-old boy who presented with a 1-month history of recurrent, painless, self-limiting episodes of bleeding from the eyes, nose, and ears. These episodes were temporally associated with periods of academic and parental stress. Comprehensive hematological, biochemical, and radiological investigations, including coagulation studies and von Willebrand factor assays, were within normal limits, effectively excluding systemic or inherited bleeding disorders. Cytological examination and a positive benzidine test confirmed the presence of blood in the secretions. A temporal association between psychosocial stressors and symptom onset was observed. The patient was managed with propranolol to attenuate sympathetic hyperactivity and cognitive behavioral therapy aimed at stress management and coping strategies. This case highlights the importance of recognizing haematohidrosis as a rare clinical condition in which psychosocial factors may play a contributory role, and emphasizes the role of multidisciplinary management to achieve favorable outcomes.
Background: In India, the introduction of Competency Based Medical Education (CBME) aims to streamline undergraduate medical training to enhance clinical skills, encourage integration of knowledge, and promote competency acquisition. Objective: To explore the perception of faculty on Competency-Based Medical Education and understand the challenges associated with it in the context of the tertiary level teaching hospital. Methods: This cross-sectional study comprised faculty members who are engaged in undergraduate medical teaching in two types of departments namely preclinical and paraclinical. A structured and validated questionnaire with closed-ended questions related to knowledge and perception of CBME, and Likert scale questions related to attitude towards CBME implementation were used to gather data. Demographic information, training status in revised basic medical information and Curriculum Implementation Support Program (CISP), and teaching experience was captured. Results: Sixty-one faculty have participated in this study, comprising from various departments such as Anatomy, Physiology, Biochemistry, Pharmacology, Pathology, Microbiology, Community Medicine etc. Majority of the participants showed good knowledge about basic concepts of CBME - competencies, domains of learning and Miller's pyramid. Most faculty members agreed that CBME for better medical education is required and this highlighted the requirement of providing adequate infrastructure and administrative support. Many of the participants noted, however, that STFP were not an adequate strategy to meet the needs of the faculty and that there were implementation difficulties, especially for seasoned faculty. Many respondents also perceived that integration between departments, and the use of newer teaching learning techniques (such as having discussions in small groups and objective structured practical examinations) were challenging. Conclusion: The perception of CBME among faculties is generally positive and are aware of its underlying principles, and its positive impact as a process towards enhancing medical education. Yet, there are quite a few infrastructure, faculty development, and implementation hurdles.
Competency-based medical education increasingly emphasises active learning and collaborative skills. The Jigsaw technique, a structured cooperative learning approach, remains underutilised in Indian medical schools despite potential benefits for student engagement and self-directed learning. To assess students’ perceptions of Jigsaw-based teaching in Community Medicine and elicit recommendations for optimising implementation. This cross-sectional study involved 130 Phase-III Part-1 medical undergraduates at Apollo Institute of Medical Sciences and Research, India (November 2022–May 2023). Following a 2-hour Jigsaw session on a Community Medicine topic, students completed online questionnaires comprising five-point Likert scale items and open-ended questions. The questionnaire was literature-based, expert-validated (n = 5), pilot-tested (n = 10), and demonstrated acceptable internal consistency (Cronbach’s α = 0.78). Quantitative data were analysed using descriptive statistics (frequencies, percentages, median, IQR); qualitative responses underwent thematic analysis. Response rate was 100
