Background: Faculty Development Programs (FDPs) are the pillars of teaching and learning in any institution. FDPs play crucial role in advancing quality teaching and learning for successful students' outcome in medical education. FDPs can indirectly improve students' academic performance and learning experiences through faculty enhancement of pedagogical, assessment, and mentoring skills. Objective: To evaluate the effect of a faculty developmentprogram on students' academic success and learning experiences. Methods: A Concurrent mixed, methods research was done at the University of Lahore from August 2024 to January 2025 after approval by the Ethical Review Committee (ERC/40/24/07). A self-administered, validated questionnaire was distributed among second, third, and fourth, year MBBS students (n = 400). Quantitative data were analyzed on SPSS version 24. Six FGDs were done with purposively selected high, and low, achieving students. Qualitative data were analyzed thematically. Results: Over 70% of students agreed that FDP, led initiatives were beneficial for clarity of learning, enhancing teaching styles and assessment feedback. The mean (+/- SD) scores across categories of teaching and assessment were between 3.6 (+/- 0.75) and 4.1(+/- 0.66) on the five, point Likert scale. Only 54.8% of students believed mentoring caused an improvement. Key themes from free text responses included improvement in teaching style, feedback from assessment and student confidence; whereas there were difficulties around consistency ofmentoring and cognitive load. Conclusion: Faculty development programs positively influence student learning experiences and perceived academic success. Robust mentoring systems and clinical application of improved teaching styles could be encouraged to further achieve heightened student satisfaction.

Oral sub mucous fibrosis (OSMF) is a premalignant condition. Factors that cause OSMF are areca nut, nutritional deficiency and genetics. These factors produce free radicals which generate oxidative stress by damaging DNA, lipids and proteins. Levels of 4 hydroxynonenal (4HNE), 8-hydroxy-2-deoxy guanosine (8-OHdG), C reactive protein (CRP), and malondialdehyde (MDA) were raised due to oxidative DNA damage and lipid damage. Objective: To determine the levels of lipid peroxidation by-products such as MDA, 4HNE, 8-OHdG, and CRP in patients with OSMF. Methods: A cross-sectional comparative study was conducted at The University of Lahore from January 2020 to August 2021. Fifty OMSF cases and fifty healthy controls were recruited by using non-probability convenient sampling technique. Serum of participants was analyzed for lipid peroxidation byproducts by using ELISA kits. The results were analyzed by applying independent t-test in SPSS version 21.0. Results: The mean MDA levels in OSMF patients were (3.22 ± 1.265nmol/ml) as compared to those of control group (1.26 ± 0.568nmol/ml). Serum CRP levels were significantly raised (1.23 ± 0.124mg/l) in patients of OSMF as compared to those of control group (1.04 ± 0.0324mg/l). The levels of 4-HNE, 8-OHdG were recorded as significantly increased in OSMF (1.5 ± 0.965pg/ml and 1.9 ± 0.265pg/ml) as compared to the those of control group (0.72 ± 0.065pg/ml and 0.09564 ± 0.00058pg/ml). Conclusions: It was concluded that the levels of MDA, 4HNE, 8-OHdG, and CRP were increased significantly in patients with OSMF compared to healthy controls.

Introduction: Problem based learning is an educational strategy in which students work together in a collaborative way to solve a given problem/scenario that they are expected to experience in their real life setting. Students' work in a group of 12-13. The group members' work under the leadership of the group leader. Aims & Objectives: This study aims to investigate the perceptions of students' regarding the qualities of PBL group leaders. Place and duration of study: The study was conducted in the University College of Medicine and Dentistry. Total 30 2nd Year MBBS students were included in the study. Material & Methods: This was a qualitative descriptive exploratory study. Three focus group discussion sessions were conducted. The sessions were tape- recorded and were then converted into written document. The data was analyzed by using Atlas ti; a qualitative data analysis tool and themes were generated. Results: Initially the entire document was read and line to line coding was done which resulted in 300 codes, a second cycle of coding resulted in 95 codes, which were reduced to 78 codes after the third cycle. Finally, 17 codes were formed which were pertinent to the research objective and 5 themes with various sub-themes. Conclusion: PBL promotes collaborative learning under the group leader. This current study provides a guideline to students and medical colleges regarding the qualities of PBL group leaders and will also help in inculcating these qualities.

Objective: To explore the perceptions of students and examiners regarding objective structured clinical examination (OSCE). Study Design: Cross-sectional study. Place and Duration of Study: University College of Medicine & Dentistry, Lahore Pakistan from Dec to Apr 2023. Methodology: Data was collected through Google Forms, which served as a secure and user-friendly platform for survey administration. Data was collected from the students who were enrolled in the integrated curriculum. The research involved administering a pre-validated questionnaire to 40 examiners and 272 fourth- and final-year MBBS students. The questionnaire aimed to gather insights into various aspects of the objective structured clinical examination (OSCE), including its attributes, structure, and validity. Results: The mean attributes of OSCE were analysed, the students' perceptions of organization, validity, and reliability were 3.52±0.72, 3.6±0.79, and 3.69±0.75, respectively. Examiners addressed clinical knowledge, skills, and station organisation SCE's positive impact. 47.5% of faculty faced equipment challenges, while 30% of examiners did not find OSCE stressful. Conclusion: The study examines organisational and examiner views on OSCE, highlighting its effectiveness in teaching clinical skills and knowledge.

Background:Global lockdown occurred after the emergence of the COVID-19 health crisis. Courses and exams that used to betakenon campus are now being taken entirely online. The purpose of this research was to investigate how students feel about taking exams online from afar.Material andMethod: It was a descriptive cross-sectional study. To collect data from undergraduate medical and dental students, a pre-validated survey was distributed to the student body. It included questions about students' demographics as well as their experiences with stress and adjustments in coping strategies in the context of online exams. SPSS version 23 was used to analyze the data.Results: Students' intake of high-energy drinks (57%) and soda drinks (60%) increased more in remote e-assessment compared to on-campus assessment, and the majority of students report that their caffeine consumption increasedin remote e-exam compared to on-campus assessment. During the remote e-assessment, students reported a rise in their consumption of fast food and a decrease in their consumption of healthy foods. Half of the students surveyed said that they slept less and did less exercise when taking exams online. Seventy percent of students said they spent less time with their families because of exams taken at home. An increase in the use of analgesics (51%) and anti-stress medications (41%)was also observed during remote e-examination.Conclusion:The results of the study showed that students rated taking exams remotely as more stressful than taking the same exams on campus. Students' eating habits, sleep schedules, and exercise routines suffered as a result of the distant e-exams.KeyWords:COVID-19, Smoking, Social media, Analgesics

Background: It is emphasized in medical education that assessment drives learning. In 2020, during the first COVID-19 lockdown, University College of Medicine and Dentistry made a shift towards Computer Based Assessments (CBAs) in order to facilitate learning. Objective: To determine undergraduate medical student’s perception for computer based assessment environment in medical school Methods: The cross-sectional descriptive study was conducted at the University of Lahore, Pakistan, from May 2022 to September 2022, and included undergraduate medical students who were requested to complete the Assessment Environment Questionnaire. Students' individual perception scores were calculated and the means of individual domains and global scores were compared in different academic years. SPSS version 23 was used for statistical analysis. Results: Of 574 participants, 20% of the participants were from 1st year, 20.7% were from second year, 20% from 3rd year, 19.9% from 4thyear and 19.3% from final year. Generally, the students perceived their assessment environment positive resulting in a global mean score of 67.6±13.7 out of the maximum 80. First year students scored significantly higher (P <0.01) compared to other years. Conclusion: The students' perception for computer based assessment environment was positive

Objective: To explore the perceptions of postgraduate students regarding the e-learning educational environment of Certificate in Health Professions Education (CHPE). Methodology: This descriptive cross-sectional study was carried out at the University College of Medicine & Dentistry, Lahore. A total of 250 students were included in this study. Out of 250 students, 209 students filled out the questionnaire. Non-randomized purposive sampling was used. A pre-validated e-learning educational atmosphere measure (EEAM) questionnaire was used. A Google form link for the questionnaire was shared in the WhatsApp groups of CHPE students. Data was analyzed using Statistical Package for the Social Sciences (SPSS) version 23. Results: Out of 209 participants, 88(42.1%) were males and 121(57.9%) were females. The results indicated positive perceptions across various factors assessed by the EEAM questionnaire. The majority of the participants (86.2%) found the programme effective and 84.8% were satisfied with the teaching quality. Students responded positively to the questions regarding ethics & professionalism (88.1%), learner support (64.1%), and safety & convenience (82.7%). Conclusion: Students have positive perceptions regarding programme effectiveness, teaching quality, ethics & professionalism, learner support, and safety & convenience. Furthermore, the EEAM is a comprehensive tool that captures various aspects of the e-learning environment and provides a holistic view of the educational atmosphere.

Background: Excess of dietary fats induce hyperlipidemia which causes endoplasmic reticulum (ER)stress. ER stress causes thyroid dysfunction and reduces serum thyroid hormone levels. Vitamin D supplementation increases thyroid hormone levels by reducing high fat diet induced ER stress, inflammation and autoimmunity. Objective: This study was planned to determine the effect of vitamin D supplementation on levels of serum free and total thyroxine in male albino mice. Methodology: In this randomized control trial, ninety healthy male albino mice were taken by consecutive, nonprobability sampling and randomly divided into three groups, each group containing 30 mice. Group A mice were given normal diet, Group B mice were given high fat diet, Group C mice were given high fat diet and vitamin D through oral gavage (100ng/kg/day) for 6 weeks. By the end of 6 weeks, blood sample of all mice was taken by cardiac puncture and serum was separated. Levels of serum total thyroxine and free thyroxine were measured by ELISA technique. Data was analyzed by using SPSS version 20. Results: In group B mice (high fat diet group) serum total and free thyroxine levels were reduced significantly (p=0.00) as compared to group A mice (normal diet group). In group C mice (high fat diet plus vitamin D group) serum total and free thyroxine levels were increased significantly (p=0.00) as compared to group B mice ( high fat diet group). The results of group C and A were also comparable and significant, with serum free and total thyroxine levels significantly high in group C (high fat diet+ vitamin D) as compared to group A(normal diet). Conclusion: Vitamin D supplemented mice on high fat diet had increased levels of serum total thyroxine, free thyroxine as compared to the group of mice on high fat diet only. Keywords: Vitamin D, High fat diet, Hyperlipidemia, Thyroxine.

OBJECTIVE: An association between obesity and thyroid function has mostly been investigated in adult subjects.Fewer studies have been performed to investigate the effect of excessive obesity on the thyroidal axis in children and have led to conflicting observations.In this study we have evaluated the thyroid function in children with monogenic obesityby measuring serum thyroid stimulating hormone (TSH), triiodothyronine (T3) and thyroxine (T4).In addition we have determined serum leptin concentrations in the study subjects.MATERIALS AND METHODS: The present study was carried out in 27 children with severe early onset obesity (BMI SDS>3.5)due to known loss-of-function mutations in the leptin (LEP), leptin receptor (LEPR) or melanocortin 4 receptor (MC4R) gene.In addition 13 age-matched normalweight subjects negative for these mutations served as the control group.Serum TSH, T 3, T 4 , and leptin were analyzed by using commercially available kits.RESULTS: Remarkably, the circulating TSH, T 3 and T 4 were found to be within the normal range in all the 3 groups of children with severe obesity and the values of these hormones were not significantly different from those of the control group.As expected, leptin levels were non-detectable in children with

Background: Problem Based Learning (PBL) is centered on real life problems, which are solved, by way of an inquiry process and brainstorming. Self-assessment is the judgment of the quality of one's own work, which helps the learner to develop understanding and judgment of the quality of the work they have done. Aim: To identify if the students achieved their learning goals and initiated reasoning skills or not in a PBL session. Methods: This is a cross-sectional research in which 60 BDS students were given a peer- reviewed questionnaire on "PBL Process Evaluation" developed by University of South California Dental PBL Program. The questionnaire had 6 items on likert scale and 2 open ended questions. Results: Student evaluated their learning skills as good (52%), magnificent (30%), average (16%) and poor (2%). Their reasoning skills as magnificent (44%), good (32%), average (22%) and poor (2%). Students' reported they did a good job in, discussion (53%) and leadership (18%) and could do better in teamwork (36.5%), being confident & leadership (30%). This study investigated self-evaluation of students about their learning and reasoning skills in PBL tutorials. PBL enhances self-learning skills in which students are responsible for their own learning and are expected to initiate brainstorming and critically analyze information. Conclusion: Students' self-evaluation score in this study for learning and reasoning skill suggests that PBL helps them achieving their learning goals, initiates and develops reasoning skills and brainstorming among the students

Background: Case stimulated learning approach provides a link between basic and clinical sciences. Learning in a contextual clinical situation motivates the students and has a positive impact on their assessment. The objective of this study was to assess the effectiveness of interactive and case stimulated teaching of endocrine physiology to medical students at the University of Lahore. Methods: In this comparative cross-sectional study, a total of 260 second year medical students of 2014 and 2015 batches were included through convenience sampling. In the first batch, a total of 137 students (43 males and 94 females) were offered interactive endocrinology lectures. Whereas, in the second batch, a total of 123 students (55 males and 68 females), were exposed to case stimulated teaching by the same facilitator. Multiple-choice questions were used to assess the students before and after the teaching sessions. The results of both sessions were analyzed by Student’s t-test. Results: Students who were taught through case stimulated methodology performed better during examination as compared to those who were taught through conventional methodology (19.8±0.4 vs 13.5±0.3, p<0.001). Conclusions: Students retain knowledge for a longer time when it is relevant and applicable to clinical context. Use of case stories in classrooms promotes better understanding, and the question and answer activity helps in making critical decisions in clinical practice. Case stimulated learning strategy can be adopted not only to enhance academic performance but also to promote contextual learning. Pak J Physiol 2018;14(2):43–5

Background: The practical curriculum of 2nd year medical students mainly consists of neurological examination. Objective of this study was to see the effect of experiential learning on performance of medical undergraduates during examination of cortical and peripheral perceptions. Method: In this quasi experimental study, 142 students of 2nd Year MBBS, University College of Medicine and Dentistry were inducted and Experiential Learning cycle was used as a teaching and learning intervention. This cycle was run in 4 stages: Concrete experience, Observation and reflection, Formation of abstract concepts (analysis) and generalizations (conclusions), and Hypothesis testing leading to new experiences. A conventional practical demonstration was given followed by hands-on training by trained Demonstrators. The students were assessed at observed OSPE stations. Their performance was video-recorded for reflection. The students then reflected on performance videos (reflection on action). They were asked to identify and quote their strengths and weaknesses. They were then subjected to small group discussion/peer-assisted learning. The students evaluated each other with the help of standardized key. In late session exams the students’ final score was recorded. Their performances before and after reflection were compared through paired sample Student’s t-test. Results: There were highly significant differences in scores (p=0.006) before and after implementation of the experiential learning cycle. Conclusion: Academic performance of students can significantly improve by implementation of experiential learning.

Microcephaly is the reduction in occipito-frontal circumference i.e., <2 SD of normal. In this condition there is a smaller brain size and neurodeficiency is usually present. A lot of research has been done to find the genetic causes of microcephaly, scarce literature is present to show any association between microcephaly, BMI and endocrine profile. The main aim of this study was to compare the BMI and endocrine profile (including leptin, cortisol, GH and TSH) of patients having microcephaly with age matched normal siblings served as controls. BMI of microcephaly patients was 17.9 +/- 1.0 and of controls it was 25.4 +/- 2.3, significant association (P=0.03) was found between BMI and microcephaly. Although mean cortisol levels were above normal range in subjects with microcephaly as compared to age matched controls (29.5 +/- 3.3 vs 23.7 +/- 6.8), the difference between cortisol concentrations in microcephaly patients and normal siblings was not found statistically significant. The study showed that no association is present between BMI and microcephaly but no significant association was seen between leptin, cortisol, GH and TSH and microcephaly.

Background: Prevalence of thyroid disorders in general population and in patients suffering from diabetes mellitus is inconsistent in different populations. The combined effect of thyroid dysfunction and diabetes in postmenopausal age may have its specific adaptations from the normal set up. The thyroid profile can provide a link between thyroid and diabetic postmenopausal women of variable ages. The study was designed to compare Thyroid stimulating hormone (TSH), Total thyroxine (TT4), Total triiodothyronine (TT3), Free thyroxine (FT4) and Free triiodothyronine (FT3) in non-diabetic postmenopausal, diabetic postmenopausal and premenopausal non-diabetic females. Methods: A total of 78 females from Lahore, Pakistan were recruited for the study and were divided into three groups: diabetic postmenopausal (n=32), non-diabetic postmenopausal (n=33) and premenopausal non-diabetic (n=13). Participant’s serum sample was collected after written informed consent and analyzed for the above mentioned thyroid parameters by using ELISA. Results: TT4 was significantly greater in diabetic post-menopausal as compared to premenopausal. In diabetic subjects TT3 and FT3 were significantly lower as compared to non-diabetic postmenopausal. Compared to diabetic postmenopausal subjects FT3 level was significantly greater in premenopausal subjects. Conclusion: Thyroid gland appears to adapt its function in postmenopausal diabetic and non-diabetics. However, studies on larger population are required for a clear picture. Pak J Physiol 2017;13(4):34–7

Self-medication is the use of medicines by individuals themselves for the treatment of self-diagnosed ailments/conditions. The objective of this study was to assess the pattern of self-medication practice among the 1st year MBBS and BDS students of University College of Medicine and Dentistry (UMCD), Lahore. Methods: A cross-sectional questionnaire based study was conducted amongst 1st year medical students and were selected according to inclusion and exclusion criteria. A structured questionnaire was administered. Purpose of the study was explained to students and confidentiality was ensured. Results: Seventy-four percent of the students practiced self-medication and 26% did not. It was observed that antibiotics (42%) were amongst the commonest drugs used followed by cough suppressants (20%). Most students (62%) reported to use self-medication to save time. Sixty-five percent reported that they recovered completely by self-medication, 21% had other problems, 10% had prolonged morbidity and 4% developed complications. Conclusion: Self-medication is widely practiced among medical students of UCMD, Lahore.

Rheumatoid arthritis (RA) is a chronic multi-system disease that causes damage to bone and joint connective tissues. Periodontitis (PD) is an infectious disease and a leading cause of chronic periodontal inflammation in which microbial plaque causes damage to alveolar bone and surrounding connective tissue which leads to loss of tooth. Anti-Cyclic Citrullinated Peptide (Anti-CCP) antibodies are potentially important substitute markers for diagnosis and prognosis in rheumatoid arthritis (RA). The objective of this study was to determine the possible relationship of Rheumatoid Arthritis and Periodontitis with the help of Biomarker Anti-CCP. Methods: Total 120 individuals were recruited for this study and were equally divided into 4 groups: Rheumatoid Arthritis (RA), Periodontitis (P), Rheumatoid Arthritis with Periodontitis (RAP) and Healthy controls (C). Oral examinations were done for all patients prior to the sampling. Patients’ serum sample was analysed for the selected biomarker (serum anti-CCP) by using anti-CCP ELISA IgG kit. Patients were recruited from both in-patients and out-patients departments of Ghurki Trust Hospital, Lahore. For healthy controls, individuals with no history of RA and Periodontitis or any other systemic illness were included in this study. Results: In RA and RAP group mean anti-CCP level was quite high as compared to that of C and P group respectively. But no statistically significant differences were observed between anti-CCP level in RA and RAP groups.