Abstract not available

Abstract not available

Group discussion is a training technique in which most of the ideas, thoughts, questions, and answers are initiated by the participants. Mostly, medical schools follow undergraduate teaching through didactic lectures, practical training, and clinics, where active student participation is minimal. Small group teaching-learning activities have been in the limelight of medical education for many years, which enhances skills like problem-solving, critical thinking, role-playing, team-based learning, brainstorming, debating, and leadership. Teaching and learning in an active way, develop problem-solving or reasoning skills will help the students to become better doctors in future. In SSRMC, Mauritius, we introduced small group discussion sessions in the Department of Pharmacology in 2015, which were highly appreciated by the medical students. The content to be covered for the small group discussion is selected based on the learning outcomes of pharmacology covered in the concerned module. We follow the buzz group, step by step, controlled discussion format and snowball/ pyramid groups for small group discussion. Small group discussion session is usually carried out once a month. Students found this technique to be more interesting and informative, engaging as compared to the traditional lecture classes. This technique also encouraged students to ask questions for clarification and better understanding. It helps students in the deep learning process and stimulates them to comprehend the subject more critically and effectively.

The elusive definition of PBL as an educational concept, dissatisfaction with variable methods of its implementation, perceived lack of depth of knowledge in basic sciences of PBL students and the ease, familiarity and economical teaching through large group teaching formats such as lectures has given birth to “Hybrid Problem-based Learning” (hPBL) curriculum. The idea of hPBL has attracted many educationists and medical schools. The hPBL curriculum can be identified with various aspects of a true PBL such as the SPICES model of the range of educational strategies and concept of PBL as a continuum rather than one immutable process. However, the definition of hPBL is equally vague and there are a vast number of variations in its comprehension and implementation. In this article we have attempted to determine (a) what really is hPBL curriculum and how does it differ from the “pure PBL” curriculum (b) why institutions felt the need for a hPBL curriculum? Using the hPBL curriculum of Faculties of Medicine at Universiti Teknologi MARA and Quest International University Perak, Malaysia as an example we have elaborated the different aspects and effects of this approach on teaching and learning. Finally, we have formulated a comprehensive definition of hPBL curriculum.

Stress is evident amongst all organisms as a part of their life. It triggers various neurohormonal changes to restore homeostasis. Physiological responses and psychological changes occur during stress. The hypothalamic pituitary adrenal (HPA) axis and sympathetic nervous system (SNS) play a major role in response to stress. SNS acts via norepinephrine through subcortical activation of the locus coeruleus. Reactive oxygen species (ROS) are the derivatives of oxygen, which produce free radicals. The cell membrane contains a high level of unsaturated fatty acids that is damaged by ROS oxidation. Protein damages occur directly or indirectly by ROS by fragmentation, peroxidation, structural changes, proteolysis and formation of cross-linkages. ROS can damage DNA bases and deoxyribose sugars; cause purine losses, DNA strand breaks, DNA-protein cross-linkages and harm to the DNA repair mechanism. Higher levels of ROS lead to disease states. Understanding the mechanisms and significance of ROS involving pathways may help to reveal therapeutic strategies for diseases.