Sureshkumar Ayyalusamy¹

¹Department of Computer Science and Medical Engineering, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, India.

E-mail: sureshkumar@sret.edu.in

Objectives: Musculoskeletal models provide hands-on learning for students and clinicians, helping them visualize and understand biomechanical principles, muscle function, and pathology without real-world risks. The objective of the study is to enable student’s understanding of gait analysis through modeling and simulation of neuromusculoskeletal dynamics.

Material and Methods: OpenSim operates through a structured workflow that integrates anatomical models, experimental data, and computational algorithms to simulate and analyze human or animal movement. Musculoskeletal models are scaled to match anatomy, and inputting experimental data includes motion capture and force measurements. The workflow proceeds with inverse kinematics to compute joint angles, inverse dynamics to estimate joint moments, and optimization techniques to determine muscle forces.

Results: OpenSim presents quantitative outcomes from musculoskeletal simulations, including joint angles, joint moments, muscle forces, and joint contact forces, often validated against experimental data like motion capture or EMG, with visualizations like 3D animations or time-series plots. It interprets these findings, linking them to biomechanical insights, clinical applications, or performance optimization.

Conclusion: Musculoskeletal modeling using OpenSim is a powerful, open-source tool that significantly enhances biomechanical understanding by simulating internal dynamics, including joint loads and muscle forces. It also supports clinical decision-making by predicting outcomes for interventions, including cerebral palsy surgeries, and optimizes performance while preventing injuries in sports through targeted biomechanical insights. It bridges gaps in experimental research by estimating unmeasurable variables and democratizes access to advanced modeling.

Keywords: Biomechanics, Modeling, Musculoskeletal, OpenSim

P. A. Abhinand¹

¹Department of Bioinformatics, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: p.a.abhinand@sriramachandra.edu.in

Objectives: The increasing demand for interdisciplinary expertise in bioinformatics has catalyzed a global shift toward competency-based education (CBE) frameworks in life sciences and computational biology. However, there is limited clarity on how CBE principles are integrated into bioinformatic curricula across educational contexts. The objective of the study is to systematically identify and map studies reporting on the design, implementation, and evaluation of CBE in bioinformatics; to catalog defined competencies and learning outcomes; to summarize associated teaching and assessment strategies; to explore barriers, enablers, and stakeholder perceptions; and to highlight knowledge gaps to inform future research and educational practice.

Material and Methods: A scoping review was conducted following the PRISMA-ScR guidelines. PubMed and supplementary databases were searched using defined keywords, including “competency-based education,” “bioinformatics,” and “curriculum.” Inclusion criteria encompassed studies published in English that discussed educational interventions, frameworks, or curricula explicitly applying competency-based or outcomes-based approaches in bioinformatics. Two reviewers independently screened titles, abstracts, and full texts. Data were extracted on publication year, education level, geographic location, competency frameworks used, and reported outcomes.

Results: Out of 338 records identified, 25 studies met the inclusion criteria. The majority originated from North America and Europe and focused on undergraduate or professional training programs. The ISCB Competency Framework and the Course Source Learning Framework were the most frequently referenced models. Implementation strategies ranged from full curriculum redesigns to the integration of bioinformatic modules into life sciences programs. Few studies included formal assessment of learner outcomes, with most evaluations being descriptive or anecdotal. Notably, there is a lack of data from low- and middle-income countries and minimal reporting on learner perceptions or long-term impact.

Conclusion: The literature reveals a growing interest in competency-driven bioinformatic education, though empirical evidence on effectiveness remains sparse. Greater standardization, robust evaluation, and broader geographic representation are essential for developing globally relevant and scalable CBE models in bioinformatics.

Keywords: Bioinformatic education, Competency-based education, Computational biology, Curriculum development, Training frameworks

K. B. Alshad¹

¹Department of Science and Humanities, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, India.

E-mail: alshadkb@gmail.com

Objectives: Circular statistics is a specialized branch of statistics developed to analyze data with inherent periodicity – such as time-of-day, week, month, year, or directional information. While widely used in domains such as biology, meteorology, and environmental sciences, circular statistical methods remain largely unexplored within academic and institutional environments. The potential to uncover meaningful cyclical patterns in institutional-based activities presents a compelling opportunity for expanding the scope of these methods. This study investigates the utility of circular statistics in capturing and modeling time-based behavioral patterns in academic institutions, specifically focusing on student entry times at an institutional library.

Material and Methods: To demonstrate the applicability of circular statistical techniques in academic settings, simulated circular data were generated to represent student entry times at an institutional library. This approach allows for the illustration of realistic time-based patterns suitable for circular analysis. Statistical measures such as circular mean, circular variance, circular standard deviation, and kernel density estimation were employed to identify behavioral trends, peak usage periods, and cyclic activity. The methodology highlights how circular data analysis can be used to model and interpret periodic behaviors in institutional environments.

Results: The analysis computed key descriptive statistics, including circular mean and circular variance, which revealed distinct cyclical patterns and peak activity periods. In addition, density estimation was performed to characterize the distribution of student entry times. These results demonstrate that circular statistical methods effectively capture and model periodic behavioral patterns within academic settings.

Conclusion: This study illustrates that circular data analysis is a powerful yet underutilized tool in institutional research. Its application in academic settings can facilitate improved operational efficiency, policy formulation, and resource management.

Keywords: Academic planning, Circular statistics, Cyclical behavior, Institutional resource optimization, Time-based data analysis

Anita David¹, P. Vijayasamundeeswar¹, S. Nalini¹

¹Department of Paediatric Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: anitadavid@sriramachandra.edu.in

Objectives: Pediatric basic life support (PBLS) is a critical skill for nursing students, and effective teaching strategies are essential for optimal learning outcomes. Recent advancements in educational technology have introduced web-based and blended learning approaches; however, their comparative effectiveness remains a topic of ongoing research. The researcher chose this topic to address the growing need for evidence-based teaching methods that enhance clinical competency in life-saving procedures such as PBLS. The objective of the study is to (1) compare the effectiveness of web-based and blended learning on pediatric basic life support among undergraduate nursing students, (2) correlate the effectiveness of web-based and blended learning on PBLS among undergraduate nursing students, and (3) associate the effectiveness of web-based and blended learning on PBLS among undergraduate nursing students.

Material and Methods: A quantitative research approach of pre- and postexperimental research design was adopted using a purposive sampling technique. A total of 188 undergraduate nursing students participated in the study. They were divided into two groups: Web-based (n = 90) and blended learning (n = 98). Both groups completed a pre-test and post-test assessing their PBLS skills. The mean scores and standard deviations were calculated, and paired t-tests were used to analyze the significance.

Results: In the web-based group, the mean pre-test score was 7.9 (standard deviation [SD] = 1.3), and the post-test score was 8.1 (SD = 1.3), with the improvement not reaching statistical significance (t = 1.8, P = 0.07). In contrast, the blended learning group showed a significant increase in mean scores, from 8.1 (SD = 1.6) in the pre-test to 10.5 (SD = 1.8) in the post-test (t = 10.5, P = 0.001). These findings indicate that blended learning was significantly more effective in improving objective performance scores in pediatric basic. The results were supported by Asmita Chaudhary’s (2014) study, which highlighted higher post-intervention assessment scores in basic life support skills among doctors and nursing staff following blended learning.

Conclusion: Blended learning significantly improves PBLS performance scores among undergraduate nursing students compared to web-based learning alone. Integrating blended learning better prepares students for essential clinical skills.

Keywords: Blended learning, Cardiopulmonary resuscitation, Objective performance scores, Pediatric basic life support, Web-based learning

Aparna Ganeshkumar¹, A. Supraja¹, S. K. Balaji¹

¹Department of Periodontics and Implantology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: suprajaajitkumar@sriramachandra.edu.in

Objectives: Dental education is in the transformation phase with the incorporation of various innovative teaching methodologies for enhancing student engagement, clinical reasoning, and practical skills. For effective curriculum development, understanding student awareness and preference regarding these methods is essential. The objective of the study is to assess the awareness, exposure, and perception of various teaching methods among dental students.

Material and Methods: A cross-sectional questionnaire-based study was conducted among 200 dental students from all academic years, including interns and postgraduates across India. The questionnaire consisted of sections on demographic data, awareness and experience with different teaching methods (e.g., lectures, problem-based learning, case-based learning, flipped classroom, simulation, e-learning, and modified Peyton’s method), and perception of the effectiveness of these methods using a 5-point Likert scale. Data were analyzed using descriptive statistics and inferential tests.

Results: Out of 200 participants, 88% are aware of more than one teaching method. Case-based learning is the most effective and engaging method preferred by the majority of students (66.9%). 84.9% of the participants had experienced simulation-based training. Likert scale responses indicated a strong agreement that interactive and practical methods are more effective than lectures.

Conclusion: The study showed high awareness and preference among dental students for interactive, clinically oriented teaching methods. These findings highlighted the need for teaching strategies in dental curricula to better align with student expectations and enhance learning outcomes.

Keywords: Dental education, Problem-based learning, Questionnaire survey, Simulation, Teaching methods

Banuchandar Jayaraja¹, Uma Maheswari Mani¹, Soundararajan²

Departments of ¹Prosthodontics, ²Physiotherapy, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: umamaheswari.m@sriramachandra.edu.in

Objectives: Musculoskeletal disorders (MSDs) are common occupational hazards among dental professionals, often resulting from prolonged static posture, repetitive movements, and poor ergonomics. Physiotherapy emphasizing posture correction, ergonomic awareness, and therapeutic exercises can help mitigate these risks. However, its integration into undergraduate dental education remains limited, and student awareness is underexplored. The objective of the study is to assess awareness and the perceived need for incorporating physiotherapy into the undergraduate dental curriculum.

Material and Methods: A cross-sectional pilot survey was conducted among undergraduate students at Sri Ramachandra Dental College and Hospital. Of 120 students approached, 102 responded (85% response rate), representing all academic years; 54% were in the clinical phase, and 61% were female. The survey measured MSD prevalence, awareness of physiotherapy practices, and perceived curricular needs. Internal consistency was high for awareness (α = 0.88) and perceived-need (α = 0.91) scales. Analyses included Chi-square tests, independent t-tests, Spearman correlation, and logistic regression.

Results: MSD was reported by 72.5% of students, with neck (43%), lower back (39%), and shoulders (35%) most affected. Clinical-phase students reported higher MSD prevalence (82% vs. 58%; P = 0.013) and greater awareness (3.57 ± 0.74 vs. 2.92 ± 0.79; P < 0.001). Perceived need was high overall (4.13 ± 0.67), with 86% supporting curriculum integration. Awareness strongly correlated with perceived need (ρ = 0.61; P < 0.001).

Clinical phase and clinical hours predicted MSD, while MSD and awareness predicted support for integration.

Conclusion: High MSD prevalence and strong student support highlight the need for physiotherapy integration in dental education to promote ergonomic practices and student well-being.

Keywords: Curriculum integration, Dental education, Ergonomics, Musculoskeletal disorders, Physiotherapy, Undergraduate students

S. V. Bhavya¹

¹Department of OBG Nursing, JSS College of Nursing, Mysuru, Karnataka, India.

E-mail: bhavyaresearch123@gmail.com

Objectives: Nursing education’s rigorous demands, including intensive coursework and clinical requirements, expose students to significant psychological stress. This stress can negatively impact academic performance, inhibit the development of clinical skills, and reduce overall well-being, leading to attrition and burnout. In India, nursing programs are evaluated against strict accreditation standards that emphasize student support services and outcomes. Understanding the origins of stress and coping strategies is crucial for ensuring quality education and meeting regulatory benchmarks. This study aimed to assess the primary sources of stress, determine the prevailing levels of stress, and identify the various strategies employed by nursing students in managing stress.

Material and Methods: A descriptive cross-sectional study design was employed, involving 400 undergraduate nursing students conveniently sampled from selected nursing colleges at Mysuru. Data were collected using validated standardized tools such as the student-life stress inventory to assess sources of stress, the Perceived Stress Scale to assess the level of stress, and the Cope inventory to assess coping strategies and demographic information. Collected data were analyzed using descriptive measures and inferential statistics.

Results: The findings revealed that the majority of students were in the age group of 17–20 years. Academic stress is the most common source, affecting 60% of students; clinical stress affects 21.25% of students; personal stress affects 14.75% of students; and high stress is most prevalent in 47.5% of students. Moderate stress affects 32.5% of students. Most 46% of the students preferred problem-focused coping as a strategy to overcome stress. Emotional-focused and social support coping are commonly used. There is no statistically significant relationship found between sources of stress and coping strategies. Religion and residing are significantly associated with the level of stress.

Conclusion: The observed stress levels highlight a critical area for intervention, directly impacting student retention and the overall quality of graduates, a key metric for accreditation bodies. Proactive and effective stress management interventions are thus indispensable for cultivating a conducive learning atmosphere, ensuring student success, and ultimately contributing to the development of a highly competent nursing workforce, thereby enhancing the institution’s standing and quality profile.

Keywords: Coping, Nursing education, Stress, Students

Bindu Charles¹, C. Ramesh¹

¹Department of Medical Surgical Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: ramesh.c@sriramachandra.edu.in

Objectives: Nurse practitioner (NP) students must gain proficiency in complex clinical procedures such as airway management, vascular access, and emergency interventions. Traditional simulation-based education, although valuable, often lacks the realism, contextual fidelity, and system-level integration necessary to ensure adequate clinical preparation. Immersive technologies such as augmented reality (AR) and virtual reality (VR) present novel opportunities to bridge these gaps. However, to ensure such innovations translate into effective learning, their design must be grounded in frameworks that address both learner needs and system dynamics. Human-centered design (HCD) provides an iterative, participatory approach to align educational tools with user experiences, while the systems engineering initiative for patient safety (SEIPS) model accounts for the interplay between people, tasks, tools, environments, and organizational systems within healthcare training. The objective of the study is to design, develop, and evaluate an immersive AR/VR simulation platform for teaching complex procedures to NP students, guided by HCD principles and the SEIPS framework.

Material and Methods: A mixed-methods design will be employed in three phases. In Phase 1 (empathize and define), qualitative data will be gathered through focus groups and interviews with NP students, faculty, and simulation staff to identify learner needs and system-level challenges. Phase 2 (ideate and prototype) will involve collaborative co-design workshops to create AR/VR simulation scenarios enhanced with haptic feedback aligned with SEIPS-informed learning objectives. Phase 3 (test and evaluate) will pilot the simulation with NP students. Usability will be assessed using the system usability scale alongside performance metrics and thematic analysis of qualitative feedback.

Results: Expected outcomes include a validated simulation platform demonstrating enhanced usability, realism, learner engagement, and improvement in procedural competence and system-aware reasoning.

Conclusion: This project integrates immersive technologies with evidence-based design principles to advance NP education. The approach aims to enhance the effectiveness, realism, and safety orientation of procedural training, ultimately improving clinical readiness and patient outcomes.

Keywords: Augmented reality/virtual reality simulation, Complex clinical procedures, Human-centered design, Nurse practitioner education, Systems engineering initiative for patient safety model

K. Brittilla Sharon¹, S. Mythili¹, R. Vidya¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Chennai, Tamil Nadu, India.

E-mail: k.brittillasharon@gmail.com; mythili.s@sriramachandra.edu.in; vidhyarathnavelu@ sriramachandra.edu.in

Objectives: The transition from a Bachelor of Dental Surgery (BDS) to a Master of Dental Surgery (MDS) represents a critical career decision influenced by various psychological and sociocultural factors. Understanding what drives these preferences is essential for institutions aiming to support students in making informed choices. The study aimed to explore the psychological basis and trends in MDS program preferences among BDS graduates.

Material and Methods: A cross-sectional, questionnaire-based survey was conducted among dental interns. The questionnaire assessed students’ preferred criteria for specialization, including motivational factors such as interest, societal perception, financial outlook, and peer influence. The data were analyzed using descriptive statistics.

Results: The findings revealed a strong bias toward specializations perceived to offer better financial security and social recognition. A significant number of respondents prioritized external motivators such as earning potential and prestige over personal interest or academic strength. The influence of peer choices and faculty opinions was also notably high, indicating a tendency to follow popular trends rather than individualized decisions.

Conclusion: There is a clear need for structured career guidance within dental institutions to help students align their MDS choices with their true interests, aptitudes, and long-term professional goals.

Keywords: Career guidance, Dental education, Master of dental surgery, Peer influence

Buvaneswari Ramakrishnan¹, S. Nandakumar²

¹Department of Psychiatric Nursing, KMCH College of Nursing, ²Department of Psychiatric Nursing, Saveetha University, KMCH College of Nursing, Coimbatore, Tamil Nadu, India.

E-mail: buvaneswari.ramakrishnan21@gmail.com; vijaynandu84@gmail.com

Background: A significant global health concern contributing significantly to the burden of disease is schizophrenia spectrum disorders. Schizophrenia is a chronic psychiatric disorder characterized by disorganized thinking, delusions, and hallucinations that significantly impair self-care ability, social skills, and overall functioning. It can impact every aspect of life, including social, family, professional, educational, and personal spheres. Despite pharmacological treatments, impairments often persist, highlighting the need for complementary psychosocial interventions.

Research Question: What is the effectiveness of nurse-led empowerment intervention in improving self-care abilities and social skills among patients with chronic schizophrenia?

Objective: The objective of the study is to evaluate the effectiveness of a nurse-led empowerment intervention on self-care and social skills among patients with chronic schizophrenia.

Methods: A pre-experimental one-group pre-test post-test design was employed. The study included 45 patients with chronic schizophrenia selected through purposive sampling at Kongunadu Mananala Arakkattalai, Coimbatore. The Social-Adaptive Functioning Evaluation (SAFE) scale was used to measure self-care and social skills. The nurse-led empowerment intervention consisted of 12 sessions (3 sessions/week for 4 weeks) focusing on conversation, emotional regulation, assertiveness, problem-solving, and conflict management skills. Post-intervention assessments were conducted at 2 weeks and 6 weeks. Both descriptive and inferential statistics were used to analyze the data (the Statistical Package for the Social Sciences version 26).

Results: The findings revealed significant improvements in self-care and social skills, with SAFE mean scores decreasing from 26.68 ± 5.06 in pretest to 14 ± 6.51 in post-test I and 20.49 ± 8.35 in post-test II (P < 0.001). The percentage of participants with mild impairment in social adaptive functioning increased from 52.3% to 93.2% in post-test I. There was a significant association between gender and family history of mental illness with the pretest level of SAFE at P < 0.05 level.

Conclusion: The nurse-led empowerment intervention was effective in improving self-care and enhancing social skills among patients with chronic schizophrenia. The findings support the integration of such psychosocial interventions alongside pharmacological treatment in comprehensive care plans for individuals with schizophrenia.

Keywords: Empowerment intervention, Schizophrenia, Self-care, Social skills

C. Kannan¹, R. Sambathkumar¹, P. Balan¹

¹Department of Pharmacy Practice, The Erode College of Pharmacy, Erode, Tamil Nadu, India.

E-mail: kannapharma@gmail.com

Objectives: India’s National Education Policy (NEP) 2020 emphasizes technology integration and digital literacy to transform higher education. Integrating artificial intelligence (AI) tools in academic research aligns with this vision, supporting the development of critical thinking and academic rigor. The pharmaceutical sector increasingly demands professionals skilled in evidence-based research and scientific communication. However, empirical evidence on the effectiveness of AI-assisted learning methods in pharmacy education remains limited, particularly in developing literature surveys and scientific writing competencies essential for modern healthcare research. The objective of the study is to evaluate the impact of AI-assisted versus traditional methods on literature survey quality and scientific writing skills among pharmacy learners.

Material and Methods: Thirty pharmacy learners (V. Year Pharm.D) were randomly divided into two groups. Group A (n = 15) used conventional literature search methods and manual writing processes. Group B (n = 15) received comprehensive training in AI-driven tools, including advanced research databases, automated summarization platforms, citation managers, and writing assistants. Training included hands-on workshops and supervised practice sessions. Both groups worked on identical research topics within pharmaceutical sciences. Blinded reviewers evaluated their papers using a validated seven-domain rubric covering content relevance, literature depth, organization, originality, clarity, referencing accuracy, and overall presentation. Statistical analysis was performed using independent t-tests with significance set at P < 0.05.

Results: Group B demonstrated significantly superior performance compared to Group A across all seven evaluation domains (P < 0.05). Learners using AI tools showed enhanced critical analysis capabilities, improved manuscript structure, more comprehensive literature synthesis, and greater accuracy in referencing. The mean scores for Group B exceeded Group A by 23% overall, with the most substantial improvements observed in literature depth (31% higher) and referencing accuracy domains (28% higher). Time efficiency also improved, with Group B completing tasks 40% faster.

Conclusion: AI-assisted learning significantly enhances literature review and scientific writing competencies among pharmacy learners. This study provides robust empirical evidence supporting the integration of AI tools into pharmacy curricula, aligning with NEP 2020’s vision for technology-enhanced education. Implementation of AI-assisted methodologies can foster innovation and research excellence and prepare pharmacy professionals for evolving healthcare education demands.

Keywords: Artificial intelligence, Artificial intelligence-assisted learning, Digital literacy, Healthcare education, Literature survey, NEP 2020, Pharmacy education, Scientific writing

Divyambika Catakapatri Venugopal¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: cvdivyambika@sriramachandra.edu.in

Objectives: Small group learning, such as case-based learning (CBL), is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve problems that resemble real-world examples. Oral potentially malignant disorders have varying rates of malignant transformation, and hence, a case-based approach toward learning helps in better understanding and effective management of such patients during their clinical practice in the future. The objective of the study is to develop case scenarios on the topic of oral potentially malignant disorders (OPMDs) and oral squamous cell carcinoma (OSCC) and validate the learning tool using subject experts.

Material and Methods: This research method followed the systematic development steps of the ADDIE model or abbreviation analysis, design, development, implementation, and evaluation for the development of CBL for OPMD and OSCC. A structured case scenario based on demographic details of the patient, chief complaint, past medical history, habit history, and clinical examination was devised. Questions related to critical thinking in terms of diagnosis, investigations, and management of OPMD and OSCC were developed. A total of five case scenarios related to OPMD and OSCC were developed based on the above-mentioned criteria. Validation was performed by subject and education experts for the face and content validity.

Results: The case scenarios on OPMD and OSCC exhibited high face validity, with more than 98% agreement among the ten subjects and education experts, and reported it to be relevant and applicable for both undergraduate (UG) and postgraduate (PG) dental students. The experts also affirmed strong content validity, explicitly mentioning that the case scenarios were “very comprehensive” in their coverage for both UG and PG levels.

Conclusion: This study has generated case scenarios demonstrating high face and content validity and deemed appropriate and comprehensive by the expert panel for both undergraduate and postgraduate dental students. This validation provides confidence in using these scenarios for educational purposes, examinations, and potentially for curriculum evaluation, thereby ensuring a reliable benchmark for Oral Cancer education. The validation of these comprehensive and relevant case scenarios contributes to Sustainable Development Goal 4 (Quality Education) by ensuring the availability of high-quality teaching and assessment tools for dental education, ultimately improving the learning outcomes related to oral health.

Keywords: Case-based Learning, Dental education, Oral cancer, Oral potentially malignant disorders

G. Chandra Sekar¹, K. Anbarasi¹, Sara Sapharina^2.

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital, ²Department of Psychiatric Nursing, Sri Ramachandra College of Nursing, Chennai, Tamil Nadu, India.

E-mail: chandrasekarg@sriramachandra.edu.in

Background: Spiritual health is recognized as a vital dimension of overall well-being, complementing the physical, social, and emotional aspects of health. It is considered a central force that integrates and underlies every facet of an individual’s life, contributing to a meaningful existence and improved health outcomes. Research has shown that nurturing spiritual health can foster recovery and enhance quality of life.

Aim: The aim of the study is to evaluate current knowledge and perceptions of spiritual health care among healthcare professionals, students, and patients in a tertiary care setting.

Objective: The study sought to assess and compare how these groups (healthcare professionals, students, and patients) understand and value spiritual care, particularly concerning its role in clinical practice and patient recovery. A key objective was to identify gaps between patient expectations and the services offered by healthcare providers.

Methodology: A cross-sectional descriptive study was conducted using a structured, pre-validated, closed-ended questionnaire. Participants were purposively selected from healthcare providers, students, and patients at a tertiary care hospital. The questionnaire explored several domains, including the definition of spiritual health, its perceived significance, its role in promoting healing, and its integration into standard clinical care.

Statistical Analysis: Data collected from the survey were analyzed with the Statistical Package for the Social Sciences version 26, using descriptive statistics to summarize frequencies and percentages. Chi-square tests and analysis of variance were employed to compare responses across groups, with a significance level set at P < 0.05.

Results: Preliminary results revealed that most participants recognized the importance of spiritual health care. However, the study identified significant gaps in the depth of knowledge and the practical implementation of spiritual care, especially among healthcare professionals and students. In contrast, patients reported a higher desire for spiritual support than was currently offered in clinical practice. These findings suggest that improving education and training regarding spiritual health care is essential in narrowing the gap between patient expectations and available services.

Conclusion: Overall, this study emphasizes the necessity for integrating comprehensive spiritual health training within healthcare curricula and professional development programs to meet patient needs and improve clinical outcomes.

Keywords: Clinical care, Healthcare providers, Patients, Spiritual health, Students

Cynthia Milton¹

¹Department of Basic Science and Humanities, Sri Ramachandra Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: cynthiamilton@sriramachandra.edu.in

Objectives: Good independent writing is the key to the academic success of students in higher education. Although artificial intelligence (AI) writing assistance has proved to be an effective collaborative tool for enhancing writing efficiency and quality, over-reliance on them for sole generative purposes can have detrimental effects on the development of independent writing skills. It hinders the development of critical thinking ability, which is crucial to organize thoughts, develop arguments, and engage deeply with the writing process. The present paper proposes a structured teaching model to nurture independent writing skills among health science graduates, with a healthy integration of AI writing assistance.

Material and Methods: A systematic review of the literature was conducted to explore the existing studies that have integrated AI writing tools in teaching the four core stages of the independent writing process

– prewriting, writing, revision, and editing. Special attention was given to charting out the recommended teaching approaches and the AI writing tools used for training learners. Based on these, a conceptual model was designed.

Results: The model that has emerged is a meticulously planned structured teaching approach. It is designed with the intentional integration of selected AI writing tools at each stage, not as a replacement for student effort but as a means to scaffold and enhance the development of independent writing skills.

Conclusion: In this era of technology, where AI writing assistance is increasingly accessible, it is essential to balance between leveraging their assistance and fostering independent writing abilities. The proposed model offers a structured approach that will help the trainers teach tertiary-level learners to use AI as a collaborative partner rather than a substitute. The imparting of such a systematic approach will build confidence in graduates to effectively communicate their ideas while taking a healthy approach to using AI in writing.

Keywords: Artificial intelligence writing tools, Health science graduates, Independent writing

M. Dhanush¹

¹Department of Computer Science, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education on and Research, Chennai, Tamil Nadu, India.

E-mail: e5222027@sret.edu.in

Objectives: Academic assessment serves as a critical tool for measuring student performance, program effectiveness, and institutional credibility. However, traditional methods for preparing question papers and evaluating answer scripts are manual, labor-intensive, and often inconsistent, leading to challenges in fairness, efficiency, and scalability. As higher education institutions aim to achieve excellence in accreditation, ranking, and quality assurance, there is an urgent need for data-driven solutions that standardize and streamline assessment processes. The Integration of Artificial Intelligence (AI) and Natural Language Processing (NLP) offers a transformative approach to modernizing academic evaluation. The objective of this study is to develop and assess the effectiveness of an AI-powered system that automates question paper and answer key generation and intentionally grades students’ responses using semantic analysis to support the objectives of efficient and quality-assured academic assessments.

Material and Methods: The proposed system consists of two primary modules. In Stage 1, the input syllabus document is analyzed using advanced NLP techniques, including topic modeling, extractive summarization, and transformer-based language models such as BERT and T5. These techniques help generate structured, syllabus-aligned questions and concise model answers. In Stage 2, student responses – whether typed or handwritten and digitalized – have been evaluated using a semantic similarity model like Sentence BERT. Text processing, contextual embeddings, and evaluation metrics (relevance, coherence, and completeness) are applied to compare responses with model answers, enabling automated and unbiased grading.

Results: The system is piloted in university-level courses, demonstrating an 80% increase in grading consistency. Faculty feedback confirmed the improved alignment of the generated question with course learning objectives. The system effectively handled diverse response types, accurately assigning partial or full credit and supporting customizable grading rubrics.

Conclusion: This AI-powered assessment framework promotes fairness, consistency, and efficiency in academic evaluation. It directly supports institutional efforts to achieve quality benchmarks in accreditation and ranking processes, offering a scalable solution for transforming academic assessment in higher education.

Keywords: Academic assessment, Artificial intelligence, Natural language processing, Quality assurance, Semantic grading

M. Dhanya¹, S. Sushmitha¹, S. Aravind Warrier¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: sushmithasudharsan@sriramachandra.edu.in

Objectives: Artificial intelligence (AI) is an emerging tool in various fields of dentistry, aiding in patient diagnosis and formulation of a treatment plan. AI in dental radiology helps in the appropriate identification and interpretation of pathologies with deep learning algorithms and segmentation tools. Integration of AI along with traditional learning in the dental curriculum will significantly enhance the accuracy and quality of diagnosis and patient care. The primary core objective of the study was to evaluate the existing knowledge, attitude, and perception of dental undergraduates regarding deep learning and AI in dental radiology. The secondary objective of this study was to identify the students’ expectations of AI-related training to implement it within the dental curriculum.

Material and Methods: A cross-sectional study was conducted among 150 dental undergraduates with a self-administered questionnaire regarding artificial intelligence in dental radiology. Statistical analysis was performed using the Statistical Package for the Social Sciences version 23.0 to assess the data and identify significant trends.

Results: Descriptive statistics, analysis of variance, and Chi-square tests were used to analyze the results. Among 150 responses, 61% of the students were aware that AI could be used as a part of radiographic interpretation, but only 29% of the students were aware of the concepts and methodology of AI. In addition, 55% of the students were keenly interested in attending hands-on workshops in the future to educate themselves on these advancements.

Conclusion: The study enhances the need for education, training, and workshops on artificial intelligence pertaining to dental radiology and the incorporation of the same in the dental curriculum for future workflow efficiency and accuracy in the field of imaging.

Keywords: Artificial intelligence, Awareness, Dental imaging, Knowledge

G. Divya Devi¹, C. Vinodhini¹

¹Department of Pharmaceutical Chemistry, Faculty of Pharmacy, Sri Ramachandra Institute of Higher Education and Research, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: divyasrmc1914@gmail.com

Background: The fourth Sustainable Development Goal (SDG-4) is to provide inclusive, egalitarian, high-quality education and to encourage opportunities for lifelong learning for everyone. To promote excellence in accreditation, ranking, and quality assurance – particularly in the teaching of health professions – higher education institutions worldwide are progressively incorporating SDG-4 into their quality frameworks.

Aim: The aim of the study is to examine global practices and strategies that integrate SDG-4 into institutional quality mechanisms and assess their role in enhancing educational outcomes and global health education standards.

Methodology: A qualitative, comparative analysis of institutional reports, SDG-linked accreditation frameworks, and international collaborations was conducted. Case studies from institutions in Asia, Africa, and Europe were analyzed, focusing on curriculum reform, digital learning integration, community engagement, and international partnerships.

Results: Institutions showcased SDG-4 integration through inclusive education policies, joint academic programs, cross-border faculty/student exchanges, and digital infrastructure expansion. Initiatives such as MOOCs, gender equity policies, and sustainable campus models contributed to improved institutional rankings and community impact.

Discussion: Embedding SDG-4 within institutional strategies fosters inclusive education, research innovation, and social accountability. While challenges such as digital divides, resource limitations, and policy fragmentation persist, collaborative efforts and localized implementation models have shown promising outcomes across diverse settings.

Conclusion: Global integration of SDG-4 into institutional quality frameworks is shaping the future of health professions education. By aligning academic missions with sustainable development, institutions contribute to equitable learning ecosystems, strengthen accreditation standards, and support global health workforce development.

Keywords: Global health education, Higher education accreditation, Institutional quality frameworks, Sustainable development goal 4 (quality education), Sustainable development in education.

Bhargavi Arumugam¹, Soumya Anandan¹, Suganya Ramalingam¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Chennai, Tamil Nadu, India.

E-mail: soumya@sriramachandra.edu.in

Objectives: Research publications reflect the academic and scientific engagement of an institution. Understanding the patterns in publication types, journal indexing, and funding sources will help assess the quality, scope, and support of research activities in dental education and aid in the translation of research into practice. This study aims to categorize the dental research publications of faculties, postgraduate students, and undergraduate students of Sri Ramachandra Dental College (SRDC) Sri Ramachandra Institute of Higher Education and Research (SRIHER).

Material and Methods: A retrospective, bibliometric study with descriptive and interpretative elements will be conducted using research publications affiliated with SRDC, SRIHER, from April 2021 to May 2025. Data will be collected from institutional repositories – Researgence. Each publication will be assessed and categorized to interpret the work in terms of Accreditation, Quality, and Ranking.

Results: The work aims to highlight and showcase the publication output of SRDC and SRIHER for the past 4 years and also assess the improvement scale after COVID-19. It also emphasizes a positive shift in the quality of research work, research patterns, areas of focus, and institutional research strengths.

Conclusion: This study provides insight into the research ecosystem within the dental college and may support strategic planning for future academic and scientific initiatives at the institution.

Keywords: Bibliometric analysis, Dental education, Institutional research, Researgence, Sri Ramachandra Institute of Higher Education and Research

S. Sushmitha¹, M. Dhanya¹, S. Aravind Warrier¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: drdhanya@sriramachandra.edu.in

Objectives: Forensic odontology plays a pivotal role in human identification, especially in scenarios involving mass disasters and criminal investigations. This field represents a vital convergence of dental science and legal inquiry. Dental radiographs are integral to this process, aiding in age estimation, personal identification, gender determination, and bite mark analysis. Despite its importance, forensic radiology in the undergraduate dental curriculum is relatively limited, resulting in gaps in knowledge and preparedness among future dental professionals. This study aims to assess dental undergraduate students’ knowledge, awareness, and perception of using dental radiographs in forensics to enhance curriculum development.

Material and Methods: A cross-sectional survey was conducted among 150 dental undergraduates using a validated, self-directed questionnaire covering demographics, knowledge, awareness, and perception related to forensic radiology and was assessed using the five-point LIKERT Scale. Data were analyzed using descriptive statistics and Chi-square tests to identify associations between variables.

Results: A majority of participants believed that radiographs played an important role in solving medicolegal cases and that sound knowledge could enhance their skills in the field. While 50% of respondents were confident in their radiographic skills and were aware of the areas where dental radiographs were used in forensics, they lacked confidence in their interpretation skills. Documentation and ethical concerns regarding handling radiographic evidence were unknown to most people. Several of them also expressed their desire to participate in workshops, hands-on training, and fellowships to improve their skills in solving real-world forensic cases.

Conclusion: The study revealed a pressing need to enhance forensic-based dental radiology education within dental programs to enhance learning outcomes. This will aid in incorporating dedicated modules with practical skills, bridging existing knowledge gaps, and equipping future dental professionals with essential skills in forensics.

Keywords: Awareness, Dental radiographs, Forensic, Knowledge

Aruna Subramaniam¹, Poongodi Ramalingam¹

¹Department of Community Health, Sri Ramachandra Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: aruna.s@sriramachandra.edu.in

Objectives: Depression is a major mental health concern among young adults, especially in university settings. Limited mental health literacy and stigma surrounding help-seeking are significant barriers to early identification and treatment. This study aimed to evaluate the effectiveness of a blended teaching (BT) intervention in improving knowledge of depression and reducing stigma among undergraduate students.

Material and Methods: A quasi-experimental, non-randomized pre-test– post-test control group design was used. The study was conducted at two constituent colleges of Sri Ramachandra Institute of Higher Education and Research, involving 180 undergraduate students selected through purposive sampling – 95 from the Faculty of Physiotherapy and 85 from the Faculty of Pharmacy. Data collection tools included (1) a Demographic questionnaire,

(2) a Knowledge questionnaire on Depression, (3) Self-Stigma of Seeking Help (SSOSH), and (4) Perceptions of Stigmatization by Others for Seeking Help. The intervention was delivered in two phases: an online module with presentations, videos, and case studies, followed by in-person sessions focusing on quizzes and discussions. Data were analyzed using descriptive and inferential statistics (paired t-test, Student’s t-test, Chi-square, Pearson’s correlation, analysis of variance, and Cohen’s d).

Results: At baseline, 78.9% of the intervention group and 83.5% of the control group were unable to identify depression. Post-intervention, the ability to identify depression improved to 83.2% in the study group. There was a significant increase in overall knowledge (mean improvement of 52%, P = 0.001) and a marked reduction in stigma: Self-stigma decreased by 10.5% and perceived public stigma by 48.8% (P = 0.001).

Conclusion: BT significantly enhanced knowledge of depression and reduced stigma related to depression among undergraduate students. This approach offers an effective and scalable model for mental health education in university settings.

Keywords: Blended teaching, Depression, Educational intervention, Stigma, Undergraduate students

S. Santhi¹

¹Department of Psychiatric Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: santhi.s@sriramachandra.edu.in

Introduction: Psychosocial health is crucial for workplace productivity, yet individuals often overlook the structural, organizational, and collegial stressors in academia that can harm mental well-being. Poor psychosocial conditions can lead to stress, overload, and burnout.

Aims: This study aims to assess the psychosocial health of faculty in teaching institutions and examine its association with their background variables.

Methods: A non-experimental descriptive design was adopted in this study and conducted in selected teaching institutions in India. The researchers adopted Betty Newman’s Model in this study. The Copenhagen psychosocial health questionnaire was used to collect the data from 95 faculty members, and samples were selected through the purposive sampling technique. The data were collected through an online Google survey and analyzed using descriptive and inferential statistics.

Discussion: The mean psychosocial health score among faculty was

56.58 ± 5.98, with higher scores at the contextual level. Significant associations were found between discipline and work organization with job content (P < 0.01), qualification with interpersonal and leadership (P < 0.05), person-work interface with income (P < 0.05) and discipline (P < 0.001), and personality traits with income (P < 0.01). However, multiple linear regression showed no significant overall relationship (R² = 0.061).

Conclusions: The faculty members working from various constituent colleges assessed through COPSOQ had a higher mean score indicating good psychosocial health in their working environment based on domains and different context levels.

Keywords: Psychosocial health, Faculty members, Teaching institution, Occupational stress

R. Vidya¹, C. V. Divyambika¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital,Sri Ramachandra Institute of Higher Education and Research.

E-mail: vidhyarathnavelu@sriramachandra.edu.in

Objectives: Active learning strategies are gaining traction in medical and dental education to enhance student engagement and knowledge retention. This study evaluates the impact of crossword puzzle gamification as an innovative teaching tool in oral pathology among 1^st-year Bachelor of Dental Surgery (BDS) students. The objective of the study is to evaluate the effectiveness of the gamified educational tool in enhancing knowledge levels among undergraduate dental students through pre- and post-intervention assessments to explore undergraduate dental students and faculty’s perceptions, experiences, and satisfaction with the gamified learning tool.

Material and Methods: A comparative experimental study was conducted among 1^st-year dental students, who were randomly divided into two groups: Group A (control group) was taught using conventional lecture-based methods, while Group B (test group) received the same content supplemented with a gamified crossword puzzle activity designed specifically for oral pathology topics. A validated pre-test was administered to both groups before the intervention, and a post-test was conducted after the teaching sessions to assess learning outcomes.

Results: Pre-test scores between the two groups were statistically comparable, indicating similar baseline knowledge levels. However, the post-test scores in Group B showed a significant improvement compared to Group A (P < 0.05), suggesting that the incorporation of crossword puzzles enhanced comprehension and retention of oral pathology concepts. Student feedback from the test group also indicated increased motivation, enjoyment, and active participation during the sessions.

Conclusion: Gamification through crossword puzzles appears to be an effective and engaging educational tool for teaching oral pathology to 1^styear dental students. The structured integration of this method not only improved academic performance but also fostered a more interactive learning environment. This innovative approach, which has been granted copyright protection, demonstrates the potential for broader application in dental and medical curricula to enhance student learning experiences.

Keywords: Active learning, Crossword puzzle, Dental education, First-year bachelor of dental surgery students, Gamification, Innovative teaching methods, Oral pathology,

G. Ebezac Preetham¹, Santhi Silambanan¹

¹Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: m0423002@sriher.edu.in; santhisilambanan@sriramachandra.edu.in

Objectives: Raising awareness about the criteria for ranking medical colleges in India is important for students, educators, and policymakers alike. In India, the most commonly referenced rankings are published by the National Institutional Ranking Framework, overseen by the Ministry of Education, Government of India. Ways to Raise Awareness include workshops and seminars, infographics, social media campaigns, curriculum integration, and institutional self-assessment. A pilot study was conducted among faculties to analyze their awareness of the ranking of medical institutions within India.

Material and Methods: A workshop was conducted with the aim of creating awareness among the faculties of medical colleges. The participants who provided informed consent (n = 28) were asked to respond to a questionnaire. A total of ten questions were asked regarding the awareness of various ranking and accreditation systems followed nationally and internationally.

Results: Most of the responses were between five and ten out of a maximum response of 30. The faculties were aware of the basic information of the criteria. However, complete awareness of the criteria was inadequate.

Conclusion: The ranking systems in medical education serve as tools to evaluate and compare medical schools, residency programs, and healthcare institutions based on various criteria. These rankings influence students’ choices, institutional reputation, funding, and policy decisions. Workshops and other activities would provide insight into the importance and the process of rankings of medical colleges.

Keywords: Accreditation, Criteria, Medical colleges, National institutional ranking framework, Ranking

B. Gayathri¹

¹Department of Anaesthesia, SRM Medical College Hospital and Research Centre; Department of Pharmacology, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India.

E-mail: gayathrb@srmist.edu.in, gayathri.kmcmpl2022@learner.manipal.edu

Background: Pediatric anesthesia is highly specialized, given the unique physiological and psychological needs of children. However, inconsistent training standards globally pose challenges, increasing risks for young patients. Addressing this need, the study aimed to explore the core tasks pediatric anesthesiologists perform.

Objective: This study explored the essential clinical tasks in pediatric anesthesia training from the perspective of those directly involved to inform the development of Entrustable Professional Activities.

Methods: A qualitative study was conducted using seven focus group discussions (FGDs) involving 41 purposively selected participants, including experienced anesthesiologists, trainees, pediatric surgeons, and anesthesia technicians at SRM Medical College Hospital and Research Centre (IEC) 8921/23.10.2023; CTRI/2025/02/080628). Discussions, guided by a semi-structured FGD guide, were audio-recorded, transcribed, and analyzed using Braun and Clarke’s six-phase thematic analysis framework, achieving thematic saturation.

Results: Thematic analysis identified five domains essential for pediatric anesthesia training: (1) Technical preparedness, (2) communication and emotional intelligence, (3) patient- and family-centered care, (4) teamwork and supervision, and (5) professional responsibility. These domains, emphasizing vigilance, empathy, and graduated supervision, were deemed critical for EPA development.

Discussion: The findings underscore the need for technical mastery, empathetic communication, and teamwork in pediatric anesthesia. Child-friendly strategies and parental involvement enhance care, while graduated supervision builds independence. A limitation is the study’s single-institution context, potentially affecting generalizability.

Conclusion: The identified tasks and thematic domains provide a crucial foundation for designing specific EPAs, thereby enhancing the relevance and rigor of postgraduate training in pediatric anesthesia.

Keywords: Anesthesia, Focus group, Pediatric, Qualitative research

G. Trinity Deepak Francis¹, C. Rabindran¹

¹Department of Neonatology, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: drgtdeepak@gmail.com

Background: Self-directed learning (SDL) is critical in pediatric medical education. Understanding SDL competencies across training stages is vital for optimizing postgraduate curricula.

Objective: The objective of the study is to assess SDL abilities among MD pediatric postgraduates and identify statistical relationships between demographic variables and SDL competencies.

Methods: A cross-sectional, quantitative study was conducted among 36 MD pediatrics students at the Department of Neonatology, SRIHER, Chennai. Participants completed the Self-Rating Scale of Self-Directed Learning, covering five domains: Awareness, Learning Strategies, Learning Activities, Evaluation, and Interpersonal Skills. Descriptive statistics, independent t-tests, analysis of variance (ANOVA), Pearson correlations, and multiple regression analyses were employed.

Results: The mean age was 26.4 years. Overall, SDL scored 233.74 (standard deviation = 29.16). Interpersonal skills had the highest subscale mean (47.89), and Learning Activities were the lowest (46.14). Sex-based comparisons showed males (M = 243.00) slightly outperformed females (M = 230.04), but this was not statistically significant (t-test, P = 0.24). ANOVA showed a significant difference across academic years (P = 0.0049), with Year 3 students scoring highest (251.64). Pearson correlations revealed strong relationships between subscales and total SDL (highest: Learning Activities, r = 0.95). Multiple regression confirmed that all subscales were significant predictors of total score (P < 0.001), with coefficients ranging from 0.99 to 1.02. Age was not a significant predictor (P = 0.136).

Conclusion: Statistical analysis indicates that SDL competence improves with academic progression. Subscales are strongly interrelated, and sex or age does not significantly affect performance.

Implications: The year of study significantly influences SDL ability. All subscales are predictive, underscoring a need to strengthen each domain in postgraduate training.

Keywords: Pediatrics postgraduates, Self-directed learning, Self-rating scale of self-directed learning

C. J. Harisudhan¹, Soumya Anandan¹, Suganya Ramalingam¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Chennai, Tamil Nadu, India.

E-mail: soumya@sriramachandra.edu.in

Objectives: The transition from high school to dental education presents notable academic and emotional challenges. Shifting from structured, theory-heavy learning to concept-driven, application-based education in subjects such as oral histology and tooth morphology can be overwhelming for incoming students. Therefore, understanding the transition creates a novel model to achieve the student’s academic excellence, which increases the accreditation and quality of education and ranking. The objective of the study is to investigate the transitional challenges experienced by 1^styear dental students and implement strategies to ease their adaptation to professional dental education.

Material and Methods: Fifty 1^st-year dental students (25 male and 25 female) from varied educational backgrounds participated in this study. Group discussions and guided interviews explored their transition experiences. Thematic analysis identified core challenges, including difficulty interpreting histological slides and visualizing three-dimensional aspects of tooth morphology. Based on these findings, targeted interventions such as visual aids, structured modules, and collaborative learning with gamified lectures were introduced.

Results: Student performance will be evaluated using Bloom’s taxonomy, focusing on tooth carving skills and histology slide identification. Findings will be presented descriptively.

Conclusion: An adaptive, student-informed teaching model can significantly support the transition into dental education. Early, responsive interventions tailored to students’ educational backgrounds enhance engagement, conceptual clarity, and academic confidence, increasing the educational quality and accreditation of the institute.

Keywords: Dental education, Oral histology, Tooth morphology, Transition

G. Hemalatha¹

¹Department of Community Health Nursing, Shri Venkateshwara University, Gajraula, Uttar Pradesh, India.

E-mail: adhavan111211@gmail.com

Objectives: Type 2 Diabetes mellitus (T2DM) is a growing public health concern, especially in rural areas with limited access to continuous care. Nurse-led diabetes self-management education (DSME) programs are emerging as effective interventions that support patient-centered care, enhance self-management, and align with healthcare quality standards. The objective of the study is to evaluate the effectiveness of a nurse-led DSME program on selected physical and psychological outcomes among adults with T2DM and to explore its implications for healthcare quality and accreditation readiness.

Material and Methods: A true experimental pre-test and post-test control group design was employed in a rural area of Trichy district, Tamil Nadu. A total of 200 adults diagnosed with T2DM were randomly assigned to experimental and control groups. The intervention group received a structured nurse-led DSME program over 3 months, focusing on diet, medication adherence, foot care, and exercise. Standardized and validated tools were used to assess outcomes, including hemoglobin A1c (HbA1c), body mass index (BMI), waist circumference, blood pressure, depressive symptoms, social support, and psychological distress. Ethical approval was obtained from the Institutional Ethics Committee, and all participants gave written informed consent.

Results: Post-intervention data revealed statistically significant improvements in HbA1c, BMI, blood pressure, depressive symptoms, and diabetes-related quality of life in the intervention group compared to controls (P < 0.001). Patient engagement and compliance also improved substantially. The observed improvements in measurable health outcomes directly support benchmarks associated with national healthcare quality indicators and institutional accreditation standards, highlighting the potential of structured nurse-led interventions to elevate service quality.

Conclusion: The nurse-led DSME program effectively improved both physical and psychological outcomes among adults with T2DM. Its integration into primary healthcare services can significantly enhance the quality of care and patient satisfaction, thus contributing to institutional readiness for accreditation and adherence to healthcare quality standards. Such programs offer scalable models for rural and resource-limited healthcare settings aiming for excellence in care delivery.

Keywords: Diabetes self-management, Nurse-led intervention, Quality of care, Rural health, Type 2 diabetes

P. Jamunarani¹, S. Santhi¹

¹Department of Psychiatric Nursing, Sri Ramachandra Institute of Higher Education and Research, Professor, KMCH College of Nursing, Coimbatore, Tamil Nadu, India.

E-mail: jamunaranip@sriramachandra.edu.in

Introduction: High school is a pivotal point in students’ academic lives, coupled with high-stress levels. In India, according to UNICEF (2021), 10% of adolescents have mental illness, and 1 in 7 children aged between 10 and 19 have mental health issues. High stress has adverse effects on academic performance and psychological health. Resilience acts as a protective factor linked with lower mental health issues and optimal adaptation to healthy living.

Research Question: What is the effect of nurse-led resilience interventions in reducing perceived stress levels and enhancing emotion regulation skills among school students?

Objective: The objective of the study is to evaluate the effectiveness of Nurse-Led Resilience Interventions on Perceived stress and Emotion Regulation among School Students.

Methods: A true experimental pre-test and post-test control group design was employed. Twenty students from two private schools in 9^th grade (10/ group) with moderate-to-high perceived stress and low emotion regulation scores were selected through purposive sampling. The intervention group received 8 weeks, 40 min, and 8 sessions of resilience training covering emotional self-awareness, anger management, coping skills, assertiveness, and mindfulness through interactive methods. Data were collected using the Perceived Stress Scale and the Emotion Regulation Questionnaire. Post-tests were conducted 2 weeks after intervention completion. Descriptive and inferential statistics were utilized.

Results: Compared to the control group, the intervention group showed a significant reduction in perceived stress (t = 4.07, P < 0.001) and improvement in emotion regulation (t = 3.40, P = 0.01) during the post-test. Within the intervention group, paired t-tests revealed significant differences between pre-and post-test scores for both perceived stress (t = 5.53, P < 0.001) and emotion regulation (t = 5.46, P < 0.001). The outcomes demonstrate the effectiveness of the resilience intervention and are in line with previous research demonstrating the benefits of school-based mental health programs (Johnson et al., 2022; Patel and Sharma, 2023).

Conclusion: Findings indicate that structured resilience training significantly lessens both physiological and psychological measures of stress and enhances emotion regulation among teenage students. This feasibility study indicates the possible benefit of implementing resilience training within school environments in promoting students’ mental health and wellbeing.

Keywords: Adolescents, Emotion regulation, Perceived stress, Resilience training

R.Kapil¹, K. S. Maheshwaran¹

¹Department of Prosthodontics and Crown and Bridge, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: ksmaheshwaran@sriramachandra.edu.in

Objectives: This study aimed to overcome the limitations associated with the conventional examination system and explore the potential advantages of the Objective Structured Practical Examination (OSPE) in improving the objectivity, consistency, authenticity, and reliability of student evaluations in the context of dental education. The primary goal of this research was to introduce and assess the feasibility of employing the OSPE as a formative assessment tool for appraising the practical capabilities of 2^nd year Bachelor of Dental Surgery (BDS) students in dental materials examination in prosthodontics.

Material and Methods: Ninety students of the second BDS were assessed by both the conventional practical examination (CPE) and OSPE within a gap of 1 week. The OSPE examination was conducted over 4 days with twelve stations. Each station was allotted 10 minutes, and two stations were kept as rest stations, with the remaining ten stations having ten examiners. Eight sessions of OSPE were conducted over 4 days, with each day containing 2-h cycles. Twenty-four students attended the examination on the first 3 days (12 students/cycle) and 18 students (9/cycle) on the last day, amounting to a total of 90 students. The scores obtained in both examinations by these ninety students were compared.

Results: The Cronbach alpha test was used to measure the consistency between the conventional method and the OSPE system. Regarding the consistency and reliability of OSPE was 86.286 when compared to CPE, 78.206 responded that OSPE could partially or completely replace CPE.

Conclusion: OSPE was judged as an objective and unbiased assessment as compared to the conventional system by the students.

Keywords: Conventional examination, Dental materials, Objective structured practical examination, Prosthodontics, Teaching and learning

Keerthi Venkatesan¹

¹Department of Orthodontics, Sri Ramachandra Dental College and Hospital, SRIHER (DU), Chennai, Tamil Nadu, India.

E-mail: keerthivenkatesan28@gmail.com

Objectives: The Poll Everywhere software allows us to create quiz competitions at the end of lectures, engages the audience, and helps in self-assessment. The aim of this study was to assess the plausible utility of Poll Everywhere as an assessment tool in dental education after the end of every journal club discussion. The objective of the study is (1) to assess the usefulness of Poll Everywhere in dental education after the end of every journal club discussion and (2) to the postgraduate student with a pre and post-test using Poll Everywhere.

Material and Methods: A convenient sampling design was used to recruit the samples. This study has been carried out with a sample of 16 postgraduate students in the 1^st, 2^nd, and 3^rd years of their study. None of the students had used this tool before, so it was the 1^st time they faced this type of methodology in the classroom. A set of 5 questions was created and presented to the postgraduate students at the end of the journal club, and their responses were recorded; the scores were also presented in real time. On the day of the discussion, a pre-test was conducted to assess their level, and at the end of the session, a post-test was conducted to evaluate.

Results: The object of the activity, as expressed by students, was to sustain their attention in the journal club and also improve their understanding. The teacher’s motive for introducing digital game-based learning into the classroom was to motivate students’ engagement in meaningful learning. The students’ responses, therefore, highlighted that the present activity system was associated with a more collective subject formation than evident in paper-based assessment and, indeed, in “normal” academic endeavors in the course. All students unanimously stated that using a poll as an assessment made the sessions feel “less stressful” and “fun.” Students claimed that despite the lack of out-of-class preparations for these tests, they felt that they learned and retained more knowledge from these assessments.

Conclusion: It is evident from these documented perceptions that the student’s level of test anxiety diminished when this method of assessment was applied compared to paper-based formative assessment.

Keywords: Assessment tool, Evaluation, Journal discussion

K. Kiruthika¹, P. Raghuram¹, S. Loganathan¹

¹Department of Occupational Therapy, Sri Ramachandra Faculty of Occupational Therapy, Chennai, Tamil Nadu, India.

E-mail: kiruthikakaruna14@gmail.com

Background: As education systems advance toward excellence and quality assurance, integrating mental health support into institutional frameworks is essential. In Tamil Nadu, standardized board examinations significantly shape student academic trajectories and institutional rankings. However, the academic pressure surrounding these high-stakes examinations often leads to test anxiety and depression among adolescents, which in turn affects student performance, well-being, and overall educational quality.

Objectives: This study’s objective was to assess the prevalence of examination-related anxiety and depression among 10^th-grade students, with a focus on gender-based differences, emphasizing the relevance of mental health in academic quality assurance and accreditation systems.

Methodology: A cross-sectional study was conducted in a government school in West Chennai using random sampling. A total of 152 students (76 boys and 76 girls) were selected. The Westside Test Anxiety Scale and Modified Depression Scale were administered to assess anxiety and depression levels. Informed consent was obtained from all participants.

Results: Among the students, 52% reported high levels of test anxiety, while 92.1% experienced moderate depression. Female students exhibited higher levels of both anxiety and depression compared to male students.

Discussion: Academic stress, insufficient preparation, and the pressure of high performance were key contributors to anxiety and depression, particularly among girls. The transition from online learning to in-person classes intensified psychological distress.

Conclusion: This study highlights the need for integrating mental health support into school-based quality assurance initiatives. Addressing anxiety and depression is critical not only for student well-being but also for sustaining academic excellence and institutional performance.

Keywords: Anxiety and depression, Mental health, Students

Krupa Venkatraman¹, Prakash Boominathan¹, Radhakrishnan Chella Perumal¹

¹Department of Speech Pathology and Language Pathology, Sri Ramachandra Faculty of Audiology and Speech-Language Pathology (SRFASLP), Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: prakash_boominathan@sriramachandra.edu.in

Background: The National Education Policy (NEP) 2020 envisions a learner-centric, flexible, and multidisciplinary education system, emphasizing graduate traits such as critical thinking, ethical reasoning, interdisciplinary competency, digital literacy, and social involvement. The Rehabilitation Council of India (RCI) issued updated syllabi for ASLP programs in 2024. This study analyses the extent to which the RCI syllabi correspond with NEP 2020 in philosophical, structural, and pedagogical domains.

Objective: The objective of the study is to examine the alignment of the 2024 RCI-recommended syllabi for undergraduate and postgraduate programs with NEP 2020 across three domains: Philosophy, structure, and pedagogical strategies.

Method: A qualitative document analysis was performed utilizing Bowen’s (2009) framework. The syllabi contents were organized and matched with NEP’s graduate attributes based on three main domains: (1) Philosophy (such as fairness and adaptability), (2) structure (such as modular courses and the Academic Bank of Credits), and (3) teaching methods (including hands-on learning, use of digital tools, and ways to assess students).

Results: Strong structural alignment was observed through modular credit systems and the major–minor framework. Philosophical alignment is emerging, while pedagogical strategies such as digital tools and formative assessments require strengthening.

Discussion: To improve alignment, future changes could include adding digital learning modules, strengthening the assessment strategies, and clearly defining the skills graduates need in clinical training settings.

Conclusion: The syllabi demonstrate a favorable structural alignment with the NEP 2020, indicate an emerging philosophical orientation, and reflect the necessity for strategic pedagogical reform. The curriculum is well positioned to fully realize NEP’s learner-centered goals while upholding the clinical rigor essential to the discipline.

Lakshmi Ram¹, Anitha Palani¹, Latha Ravichandran¹

¹Department of Paediatrics, Sri Ramachandra Medical College and Research Institute, Chennai, Tamil Nadu, India.

E-mail: anithap@sriramachandra.edu.in

Objectives: Anthropometry is a simple, cost-effective method, when plotted serially, reflects both current health and long-term growth patterns. In hospitalized children, anthropometric assessment is often overlooked despite its known impact on morbidity and mortality. To objective is to study the compliance rates of documenting anthropometric parameters and their correct interpretation in pediatric inpatient records and discharge summaries and to evaluate its impact on clinical outcomes.

Material and Methods: A prospective cross-sectional study was conducted in the pediatric department from March 2024 to Jan 2025. Anthropometric indicators, including weight, height/length, body mass index, and head circumference for age, were tracked for documentation, correct plotting on growth charts, and inclusion in discharge summaries along with the plan of care mentioned. A step-wise approach was done in four stages, with root cause analysis done during trimonthly interim sessions, and a plan of action for the subsequent session was executed accordingly. Initially, awareness of it was spread among the postgraduates alone, followed by a more focused seminar on its clinical implications. The subsequent interventions included a reward system followed by intensification of faculty scrutiny for the same. An E-Feedback on the impact of this clinical practice on patient care was obtained from the treating consultants. The improvement in compliance rate was analyzed by Chi-square for trend – Cochrane Armitage Trend Test for significance.

Results: Across 326 case sheets screened, at baseline, the compliance was only 75%. Over four interim analyses, the compliance rate rose to 82%, 86%, 91%, and 96%, respectively, for the correct documentation in case sheets along with correct discharge summary advice (P < 0.005). These gains were attributed to structured reinforcement strategies, real-time feedback, and multidisciplinary involvement in documentation review. There was positive feedback for this clinical practice in terms of early identification of nutritional problems and thereby planning proper follow-up care for these patients among 94 % of the faculty.

Conclusion: A structured, continuous training program with constant improvement significantly improved the quality and consistency of anthropometric documentation in pediatric inpatient case records and discharge summaries. Such quality improvement initiatives impacted early identification of nutritional concerns, enabling timely interventions and comprehensive care planning.

Keywords: Anthropometry, Compliance rate, Documentation

Latha Nirmal¹, J. Priya², Fida Mansha²

Departments of ¹Public Health Dentistry, ²Pediatric and Preventive Dentistry, Sri Ramachandra Dental College and Hospital, Chennai, Tamil Nadu, India.

E-mail: drfidamansha.15@gmail.com

Objectives: It is important that educators identify learners’ learning styles at the undergraduate level, as learners differ in their style of acquiring knowledge, and introduce adequate reforms in the curriculum. The primary objective was to evaluate the unimodal learning style pattern of dental undergraduates in a single academic institution using the Visual (V), Aural (A), Read/Write (R), and Kinesthetic (K) questionnaires. The secondary objective was to elucidate learning styles among (i) gender, (ii) clinical and pre-clinical learners, and (iii) across different years of study.

Material and Methods: The study adhered to the principles of ethics of the Declaration of Helsinki, and approval was granted by the Institutional Ethics Committee. This is a cross-sectional and analytical study conducted by a dental institute from South India. Dental undergraduate learners from the 1^st year of study to interns (5^th year of study) voluntarily engaged in this study. Three hundred and forty-seven learners participated enthusiastically to record their learning style in the study. Data were obtained through the VARK questionnaire. Participants provided written informed consent before the start of the study. Descriptive statistics was used to study the outcome variables, and the Chi-square test was used to compare the learning preferences between the genders, clinical and preclinical learners, and academic years. The data were tallied with the validated scoring instructions as available on the VARK website. All the data analysis was performed using the Statistical Package for the Social Sciences software version 23.

Results: The mean scores of A and K scores were greater among female participants. The mean scores of V, A, R, and K were greater among the preclinical learners. The mean V, A, R, and K scores showed statistically significant differences between different years of education. The V score and K score showed statistically significant differences between BDS IV and all the remaining year learners.

Conclusion: This study reveals that the kinesthetic learning style was very popular among learners, followed by the auditory method.

Keywords: Aural, Dental learners, Kinesthetic, Learning preferences, Learning styles

P. K. Latha¹, Somnath Panda¹, Vidhya Venugopal¹

¹Department of Environmental Health Engineering, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: vvidhya@ehe.org.in

Objectives: Heat-related occupational injuries are a growing public health concern, with outdoor and industrial workers experiencing disproportionately high rates of heat illness. Conventional classroom-based safety training often fails to meet workers’ needs due to logistical barriers and limited real-world applicability. This study examines workers’ perceptions of evidence-based strategies for implementing effective heat safety education programs in non-classroom environments.

Material and Methods: In March 2025 and April 2025, a quantitative, validated survey tool based on High Occupational Temperature Health and Productivity Suppression assessed workplace heat safety education needs in the brick-making and salt-pan sectors (n = 135). The survey focused on effective ways to deliver education, adapt its content, and boost engagement techniques. The study was conducted after prior institutional ethical clearance, IEC-NI/25/JAN/100/15.

Results: Three high-priority delivery models emerged: Mobile training units providing on-site education (53%), integrated toolbox talks during shift transitions (28%), and peer mentorship programs utilizing experienced workers as safety advocates (25%). Visual learning materials, hands-on demonstrations, and industry-specific scenarios significantly improved knowledge retention (n = 35%). Multilingual strategies and interactive engagement tools enhanced participation across diverse populations.

Conclusion: Effective heat safety education necessitates transitioning from traditional classroom models to workplace-integrated, experiential learning approaches. Mobile delivery systems, peer-to-peer education, and job-specific content adaptation overcome accessibility barriers while enhancing the practical application of safety knowledge, demonstrating measurable improvements in hazard recognition, preventive behaviors, and a reduction in heat-related workplace incidents.

Keywords: Heat safety education, Non-classroom learning, Occupational health, Worker safety, Workplace training

B. Manovijay¹

¹Department of Periodontology, Vinayaka Mission’s Sankarachariyar Dental College affiliated to VMRF-DU, Salem, Tamil Nadu, India.

E-mail: drmanovijaymds@gmail.com

Objectives: Peer-assisted learning has gained recognition as an effective educational strategy in health professions. It involves a collaborative learning relationship where a mentor provides guidance and support, fostering deeper understanding and knowledge exchange between peers. This study aimed to facilitate the exchange of knowledge and experiences between peers and evaluate the impact of peer mentoring on the academic performance of final-year Bachelor of Dental Surgery (BDS) students compared to non-mentored peers.

Material and Methods: An action-based research was conducted during the 2023–2024 academic year at Vinayaka Mission’s Sankarachariyar Dental College, Salem, Tamil Nadu. As the study involved anonymized academic data and posed a minimal risk, the institutional research committee waivered ethical clearance. A cohort of high-performing dental interns was selected and trained as peer mentors. Each mentor was paired with three final-year BDS students (mentees) at varying cognitive levels. Weekly mentoring sessions over 10 months focused on academic discussions, doubt clarification, and study strategies. Data collection included feedback surveys, mentoring logs, and academic performance records. A paired t-test was conducted to compare the academic performance of final-year BDS students who participated in the peer-assisted mentoring program during the 2023– 2024 academic year with that of their counterparts from the 2022–2023 cohorts who did not receive peer mentoring. This statistical analysis aimed to assess the effectiveness of the peer mentoring intervention by evaluating differences in academic outcomes between the two groups.

Results: Statistical analysis revealed a significant improvement in the academic performance of mentored students compared to non-mentored peers (P < 0.01). Mentees reported enhanced understanding, increased confidence, and improved study habits. Mentors also experienced benefits, including reinforced knowledge and development of teaching and leadership skills.

Conclusion: The peer-assisted mentoring program effectively enhanced academic performance and confidence among final-year BDS students. The reciprocal benefits observed underscore the value of PAL as a sustainable and impactful educational intervention in dental education. Implementing structured peer mentoring can foster a collaborative learning environment, benefiting both mentors and mentees.

Keywords: Academic excellence, Dental education, Peer-assisted learning

Pratheesha Ilangovan¹

¹Department of Paediatric Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: pratheesha.i@sriramachandra.edu.in

Objectives: The transition from student to practicing nurse is a critical period marked by numerous challenges impacting confidence, competence, and overall job satisfaction. Understanding these transitional challenges is essential for optimizing internship programs and supporting new graduates in clinical environments. This study aimed to identify the transitional challenges among new nursing graduates.

Material and Methods: A cross-sectional survey was conducted among 76 nurse interns at a tertiary care center. Data were collected using a structured questionnaire assessing demographic characteristics, academic performance, exposure to clinical procedures, support from staff, supervision, confidence in clinical skills, and satisfaction with the internship experience. Descriptive statistics were used for data analysis. Departmental and institutional ethical permissions were obtained, and informed consent was collected from all participants.

Results: The intern nurses comprised 57.9% males and 42.1% females, with the majority posted in postnatal, antenatal, and KMC wards. Academic performance was strong, with over 92% passing university examinations on the first attempt across all years. Most interns reported gaining essential clinical knowledge and skills (88.2%) and receiving adequate support from staff (82.9%). Training on unfamiliar equipment and procedures was reported by 78.9% and 75% of interns, respectively, while 81.6% felt adequately supervised. Confidence in performing essential procedures independently was high (85.5%), and 78.9% expressed overall satisfaction with their internship experience.

Conclusion: The findings indicate that most nurse interns experienced a supportive and effective transition into clinical practice, with high levels of academic and clinical competence. Continued focus on supervision, hands-on training, and supportive work environments is recommended to further enhance the transition for future cohorts.

Keywords: Clinical competence, Internship, Job satisfaction, Nurse interns, Professional role transition, Transitional challenges

Muthukumar Rajamohan¹, Zari Anjum², R. Muthamizhveena³

¹Department of Community Medicine, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, ²Department of Community Medicine, Institute of Medical Sciences, BHU, Varanasi, Uttar Pradesh, ³Department of Pharmacology, Government Medical College and Hospital, Pudukkottai, Tamil Nadu, India.

E-mail: muthukumar.r@sriramachandra.edu.in

Background: In an era focused on advancing the quality and ranking of higher educational institutes, the Digital Twin (DT) technology offers dynamic, real-time digital replicas of students or educators, evolving by integration of live, historical, and predictive data to enhance educational outcomes.

Research Question: What is the application of DT technology in Health Professional Education?

Objective: The objective of the study is to explore the evolving role of DT technology in health professional education (HPE) by mapping evidence on opportunities and challenges.

Material and Methods: A literature search was conducted in PubMed, Embase, and Scopus using “Digital Twin” and “Health Professional Education” and their synonyms with Boolean operators “AND” and “OR.” Two hundred thirty-two records were imported into Rayyan; after removing 8 duplicates, title/abstract and full-text screening excluded 191 and 11 articles, respectively, by predefined criteria. Results from 22 studies were extracted in Microsoft Excel with data-extraction form.

Results: Opportunities of DT begin by enabling personalized learning and predicting students’ grades earlier through real-world data integration. By continuously adapting to learner needs, DT enhances both the learning experience and their mental well-being. For educators, DT helps in data-driven evaluation of teaching and designing need-based innovative curricula, leading to overall education quality. Challenges of DT are technical (digital literacy and data integration), logistics (infrastructure and sustainability), and ethical (data privacy and consent). Strategic integration of DT, while addressing the above challenges, can open new opportunities to strengthen and sustain the quality of both students and teachers in higher educational institutes.

Conclusion: Although emerging in HPE, DT technology has shown capability in other fields and holds the potential to transform education by preparing future-ready health professionals.

Keywords: Digital twin technology, Educational quality, Health professional education, Personalized learning

Mythili Sabesan¹, Suganya Ramalingam¹

¹Department of Oral Pathology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: mythili.s@sriramachandra.edu.in

Objectives: Oral pathology is a fundamental component of dental education, providing students with the knowledge and skills necessary to diagnose and manage various oral diseases. However, the retention of complex histopathological concepts can be challenging for students, particularly when there is a significant gap between initial learning and practical application. This knowledge gap can hinder their ability to accurately diagnose and manage oral diseases. This study aims to investigate the impact of a targeted revision session on students’ knowledge retention and application of oral pathology concepts, with a focus on histopathological slides among 3^rd-year undergraduate dental students.

Material and Methods: The design of this study is based on Miller’s pyramid, which guides the health professions on education instruction and assessment. The first two levels of the pyramid, “knows” and “knows why,” emphasize students’ ability to diagnose and relate the histopathological features of the specific disease and to emphasize the differential diagnosis of the specific disease. The “shows how” level is concerned with the drawing of the histopathological diagrams, whereas the “does” level is related to direct observations of students’ performance on marking the legends and writing relevant points to the specific diagnosis. The instructional phases will follow the four separate stages of learning.

Results: The results showed that the students who attended the revision session showed a significant increase in their test scores compared to those who did not attend. The revision session helped students retain key concepts and histopathological features.

Conclusion: The study demonstrates that targeted revision sessions can significantly improve students’ knowledge retention and application of oral pathology concepts.

Keywords: Dental education, Knowledge gap, Knowledge retention, Miller’s pyramid

N. Gopi Chander¹

¹Department of Prosthodontics, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: drgopichander@gmail.com

Objectives: Implant prosthodontics demand high levels of clinical precision, especially during impression-making, as this step directly influences the fit, function, and long-term success of the final prosthesis. Traditional assessments of these clinical competencies are often subjective and inconsistent, highlighting the need for a more standardized and objective evaluation method. Objective Structured Practical Examinations (OSPEs) have proven to be effective in various clinical disciplines for assessing procedural skills in a structured and reproducible manner. However, their application for evaluating implant impression procedures has not been adequately explored in prosthodontic education. The objective is to develop, implement, and evaluate a ten-point OSPE checklist for assessing implant impression procedures among postgraduate students in prosthodontics.

Materials and Methods: The study was conducted among 20 postgraduate prosthodontic students (n = 20). A ten-point OSPE checklist was developed through expert consensus using the Delphi method, incorporating essential steps in both open and closed-tray implant impression techniques. The checklist included criteria such as tray selection, tray modification, coping placement and stabilization, impression material handling, technique execution, removal, inspection, and adherence to infection control protocols. Each student was required to perform both techniques on a standardized mandibular typodont model. A uniform set of materials and components was provided to ensure procedural consistency. Two trained evaluators, blinded to each other’s assessments, independently scored each student’s performance in real-time using the checklist. Before scoring, the evaluators underwent a calibration process to ensure inter-rater consistency. The performances were scored on a 0–5 scale for each step, and data were compiled for both impression techniques. Descriptive statistics were used to evaluate performance trends, and inter-rater reliability was determined using Intraclass Correlation Coefficients (ICC).

Results: The closed tray technique yielded a mean score of 81.3 ± 4.7, while the open tray technique scored 78.6 ± 5.4. High inter-rater reliability was observed (ICC = 0.91 for closed tray and 0.88 for open tray). Commonly missed steps included tray modification and final inspection.

Conclusion: The developed OSPE checklist provided a valid and reliable framework for objectively assessing implant impression skills, with the potential for integration into routine postgraduate training.

Keywords: Clinical competency, Closed tray, Dental education, Implant impression, Objective structured practical examination, Open tray, Prosthodontics, Skill assessment

Nikhita Anne¹, Anitha Palani¹, Latha Ravichandran¹

¹Department of Pediatrics, Sri Ramachandra Institute of Higher Education and Research (Category I Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: anithap@sriramachandra.edu.in

Objectives: Simulation-based teaching has evolved as a novel modality in the postgraduate curriculum. Safe immunization practices form one of the core competencies of pediatric postgraduate education. The standard vaccination guidelines have been established by IAP-ACVIP1 and CDC-ACIP2. By assessing the impact of the simulation module on the parenteral route of vaccine administration, we hope to improve the quality of immunization practice among future pediatricians, ultimately leading to better healthcare. Impact of simulation module on the parenteral route of vaccine administration in pediatric postgraduate training.

Material and Methods: After due consent, the pediatric PGs’ pre-session assessment of knowledge and confidence (four-point Likert scale) in the administration of vaccines by various routes was done. Evaluation of the module was done using the Kirkpatrick training evaluation model. A video demonstration was followed by skill training using injection-training padded mannequins on the routes of vaccination, followed by a hands-on practice session, after which each student’s skill was assessed individually. At the end of the module, the participant’s knowledge and confidence levels were reassessed, and feedback was obtained. The knowledge and confidence were expressed as mean (standard deviation). Using the Wilcoxon signed-rank test, a comparison of pre and post-test data was done.

Results: Among the 36 participants, the intradermal route was perceived to be the most difficult (80.6%). In the knowledge domain, the mean scores had significantly improved from 6.8+1.3 to 8.4+1.22 pre and post-session (P < 0.05). Before the training module, only 88.8%, 72.2%, and 52.7% had rated their confidence levels to be partially confident or confident in the i.m, s.c, and i.d routes, respectively. There was a significant increase in confidence levels post the training module, with 94.1%, 86.1%, and 72.2% stating that they were more confident in i.m, s.c, and i.d routes (P < 0.05). In the feedback analysis, 94.4% had rated the fidelity of the module to be strong, 77.7% concurred that the module simulated real-life scenarios and 88.8% of students felt that the module would be helpful in actual vaccine practice.

Conclusion: The simulation-based training module on the parenteral route of vaccine administration is a useful method with high fidelity to improve the knowledge and confidence of pediatric postgraduates.

Keywords: Parental routes, Simulation module

Nirmalya Saha¹

¹Department of Anatomy, Tripura Medical College and Dr. B.R.A.M. Teaching Hospital, Agartala, West Tripura.

E-mail: nirmalya17799@gmail.com

Objectives: In the absence of any guidelines, many teachers and students find it difficult to apply the concepts of self-directed learning (SDL) in routine undergraduate teaching. At the same time, the evaluation of SDL and assessment for SDL are also difficult without any proper guidelines. One option for the evaluation of SDL observed in the literature was portfolio-based evaluation. It has become of utmost importance to evaluate SDL among phase I medical students by portfolio in learning anatomy. Hence, the study aimed to assess the perception of phase I MBBS students regarding self-directed learning in anatomy using a portfolio.

Material and Methods: This cross-sectional study was conducted among 100 phase I MBBS students for a period of 4 months in the Department of Anatomy, Tripura Medical College and Dr. B.R.A.M. Teaching Hospital, Agartala, West Tripura, with the approval of Institutional Ethics Committee and with students’ consent. SDL topics were assigned as per the module for 1–2 weeks, and the assessment was conducted based on traditional reflection writing and with a portfolio. The students’ perception was taken for SDL for traditional reflection writing and portfolio.

Results: Data analysis involved comparing the perception of both traditional reflection writing and portfolio for SDL. The improvement in SDL was assessed. The portfolio-based perception of SDL had more impact. The study showed improvements in student preparedness, motivation, and self-directed learning.

Conclusion: This study aims to provide valuable insights into SDL and assessment of SDL by traditional reflection writing and by portfolio among phase I MBBS students. This study may improve while formulating the SDL Curriculum for Anatomy as well as other subjects of the MBBS curriculum for effective SDL. This will have an impact on learning anatomy as well as other subjects of MBBS in formulating the SDL curriculum.

Keywords: Curriculum, Phase I MBBS, Portfolio, Reflection, Self-directed learning

Okram Sarda Devi ¹, Nilima Thosar ²

¹Department of OBG, Churachandpur Medical College, Churachandpur, Manipur, ²Department of Paediatric and Preventive Dentistry, Sharad Pawar Dental College, DMIHER (DU), Wardha, Maharashtra, India.

E-mail: drokrasarda@gmail.com; drnthosar@rediffmail.com

Objectives: As per the Graduate Medical Education Regulations (GMER) 2019 by the NMC, integration is recommended for up to 20% of subject content. Horizontal and vertical integration are essential strategies in medical education, fostering connections within and across various phases of MBBS. This study investigates the impact of vertical integration on the academic performance of undergraduate medical students. The aim of this study is to explore the effectiveness of vertical integration in enhancing medical education among undergraduate students at a medical college in the Northeastern state of Manipur.

Material and Methods: The study was conducted at Churachandpur Medical College, Manipur, over a period of 6 months. Institutional Ethics Committee approval and informed consent from participants were obtained. A convenience sampling method was used. The study employed integrating vertically aligned content with MBBS Phase II students. Pre- and post-tests were administered to evaluate the impact of the intervention on academic performance.

Results: The analysis compared student performance before and after vertically integrated classes. Out of 45 participants, 64.4% were female. The mean ± standard deviation pre-test score was 12.58 ± 1.91, while the post-test score was 13.2 ± 1.98. Both male and female students demonstrated statistically significant improvement in their post-test scores (P < 0.05), indicating a positive impact of the vertical integration intervention.

Conclusion: This interventional study highlights the beneficial effects of vertical integration in undergraduate medical education. The significant improvement in students’ academic performance underscores the importance of adopting integrated teaching approaches, especially vertical integration, in the medical curriculum.

Keywords: Medical students, Northeastern India, Undergraduate medical education, Vertical integration

Omar Farook Ahmed¹, R. Fathima Banu¹

¹Department of Prosthodontics, Sri Ramachandra Dental College and Hospital, SRIHER (DU), Chennai, Tamil Nadu, India.

E-mail: drfathimabanu@yahoo.com

Objectives: The rising use of artificial intelligence (AI) in scientific writing among health profession learners poses ethical concerns due to limited awareness. There is a need to evaluate their knowledge and practices to promote responsible and transparent AI use. T objective of the study is to assess the Practice and knowledge of the Ethical Use of AI for Scientific Writing among health professional education learners.

Material and Methods: A cross-sectional, questionnaire-based survey was conducted with Health profession education learners as participants. Participants included Dental Preclinical students, Clinical students, Graduates, and Postgraduates. A self-administered questionnaire was used to assess the Knowledge and Practice of AI among health profession education learners. Statistical analysis was done using the IBM Statistical Package for the Social Sciences 29.0 version. Statistical significance was assessed using Pearson’s Chi-square test and Fisher’s exact test.

Results: 62.5% of students reported using AI occasionally. ChatGPT was the most commonly used tool. A large number gave neutral responses about AI’s role in improving clarity, coherence, or literature review. In context with knowledge and understanding, postgraduates gave the most correct answers, followed by clinical students. Chi-square analysis revealed no statistically significant differences among the groups.

Conclusion: Overall, the use and practice of AI among dental professional learners are limited, and their knowledge remains low. While postgraduates perform better compared to other levels, their knowledge level is not significantly superior. Integrating AI tools into the undergraduate curriculum, with practical training on tools, will ensure that students are equipped before venturing into research and scientific writing, enhancing both their efficiency and the quality of their work.

Keywords: Artificial intelligence, Health profession learners, Scientific writing

Parthasarathy¹, Anusha¹

¹Department of Prosthodontics, Sri Ramachandra Dental College and Hospitals, Chennai, Tamil Nadu, India.

E-mail: parthasarathy.n@sriramachandra.edu.in; anusha@sriramachandra.edu.in

Objectives: Objective structured practical examination (OSPE) has become established as a reliable, valid, and objective method of assessing practical and clinical skills in dental schools. This study explored the perceptions of dental undergraduates and faculties regarding OSPE.

Material and Methods: Second-year dental students had undergone OSPE, and the conventional examination system was also analyzed. A trained facilitator conducted the examination for the students. The feedback was obtained through Google Forms for both the students and the faculties. The data were thereafter analyzed thematically.

Results: Findings from the study suggested that the students of 2^nd year

B.D.S were generally satisfied with the OSPE. They perceived that the time allocated to the stations was well-balanced in OSPE. The demerits of the conventional system were that the practical skills were not tested well, and the curricular content was not adequately covered. However, the examiners were trained to conduct the examination. The faculties requested more training for the conduction of OSPE.

Conclusion: The study highlights issues that may arise while conducting the OSPE, Thus informing future guidelines for conducting OSPE and implementing it into the curriculum.

Keywords: Conventional examination, Dental materials, Feedback, Objective structured practical examination, Prosthodontics

Pratyusha Mahanta¹, Sharada T. Rajan¹, Vijaya Nirmala Subramani¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Chennai, Tamil Nadu, India.

E-mail: d1024003@sriher.edu.in; vijayanirmala@sriramachandra.edu.in

Objectives: Oral pathology is a vital branch of dental science that plays a key role in the diagnosis, prognosis, and monitoring of oral diseases. With recent advancements in digital technology and molecular biology, the field has become more precise and patient-centered. Simultaneously, the learning preferences of dental students – particularly Generation Z (born 1997–2012) – are evolving. As digital natives, Gen Z students tend to favor interactive, visual, and technology-driven learning over traditional lecture-based instruction. This study aimed to assess the learning preferences of Gen Z dental students and to identify effective teaching strategies in oral pathology.

Material and Methods: A cross-sectional survey was conducted among all the undergraduate dental students except the 1^st year at a single dental college. A structured online questionnaire was used to collect data on preferred learning resources (e.g., videos, mobile apps, and textbooks), instructional formats (e.g., lectures, flipped classrooms, and quizzes), and the use of digital tools. Statistical analysis was performed, and results were presented using graphs.

Results: Findings revealed a preference for interactive and visual learning materials, with educational videos and mobile applications rated higher than traditional textbooks and lectures. Students expressed a strong interest in blended learning formats and technology-integrated instruction.

Conclusion: Gen Z dental students prefer dynamic and engaging methods that incorporate digital tools and multimedia content. Integrating these strategies into oral pathology education can enhance student engagement, comprehension, and academic performance. The results support the need for curriculum updates that align with the learning styles of today’s students.

Keywords: Digital learning, Gen Z, Oral pathology, Teaching methods

P. Raghuram¹, S. Loganathan¹, S. P. Yashwanth¹

¹Department of Occupational Therapy, Sri Ramachandra Faculty of Occupational Therapy, Chennai, Tamil Nadu, India.

E-mail: raghurammot@sriramachandra.edu.in; loganathanot@sriramachandra.edu.in; dr.yashwanthot@sriramachandra.edu.in

Background: Ensuring quality education and comprehensive student health requires collaboration among professionals who understand each other’s roles. Occupational therapy (OT), which supports student development and classroom participation, remains underutilized due to low awareness among teachers – the primary referral agents. Enhancing teacher knowledge is pivotal to early identification, inclusive education, and improved learning outcomes.

Objectives: The objective of the study is to assess the awareness and knowledge of OT among mainstream school teachers in North Chennai and explore implications for integrating health services within educational quality frameworks.

Methodology: A cross-sectional survey was conducted among 120 teachers from six randomly selected mainstream schools in North Chennai, chosen through the lottery method. A validated questionnaire, developed with OT professionals, was administered after obtaining institutional permissions and informed consent.

Results: Only 22.5% of teachers demonstrated a clear awareness of OT. Approximately 40% expressed uncertainty, and 37.5% were unaware of the profession. Misconceptions, including confusion with physiotherapy, were prevalent. Awareness varied significantly by school type, with private school teachers reporting higher familiarity.

Discussion: The findings highlight a critical knowledge gap that may delay timely referrals and limit access to necessary OT interventions for students. This lack of awareness hinders efforts toward inclusive education and affects the implementation of holistic support systems. Integrating OT concepts into teacher training, workshops, and educational curricula can bridge this gap. Collaborative initiatives between schools and OT professionals can also enhance interprofessional understanding and student outcomes.

Conclusion: Improving OT awareness among teachers is essential for early intervention, inclusive educational practices, and enhancing the overall quality of student health services.

Keywords: Education, Occupational therapy, School teachers

R. Jasmin Sajini¹, J. Jayasutha²

Departments of ¹Pharmaceutical Chemistry and ²Pharmacy Practice, Sri Ramachandra Faculty of Pharmacy, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: r.jasminsajini@sriramachandra.edu.in

Objectives: In the 21^st century, education systems worldwide are undergoing a paradigm shift driven by Information and Communication Technology (ICT). The integration of ICT in education has significantly transformed teaching methodologies and enhanced learner engagement. This study explores one innovative ICT tool, gamification, and evaluates its effectiveness in enhancing student learning outcomes. The objective of the study is to evaluate the effectiveness of gamification, specifically through the use of the Kahoot platform, in improving student performance and engagement in the learning process among pharmacy students.

Material and Methods: Undergraduate pharmacy students (B. Pharm) were enrolled in the study. A total of 100 students were invited to participate in the survey. A questionnaire using a 5-point Likert scale (ranging from Strongly Agree to Strongly Disagree) was administered. The questions addressed several themes, including usability, interactivity, and impact on knowledge retention. Kahoot and quizzes were conducted at the end of selected lectures as formative assessments. The topics covered included core pharmacy subjects such as Pharmaceutical Inorganic Chemistry and Pharmaceutical Organic Chemistry. The quizzes contained multiple-choice questions designed to reinforce key concepts from the lectures. Students participated using their smartphones or laptops. After several weeks of using Kahoot, students completed the feedback survey.

Results: The high percentage of positive responses suggests that gamification through Kahoot enhances both cognitive engagement (attention, participation, and recall) and affective engagement (enjoyment and motivation). Students reported that the interactive format made learning more enjoyable and helped reinforce their understanding of complex topics.

Conclusion: Positive student feedback indicates that game-based learning strategies such as Kahoot can be an effective supplement to traditional pedagogical approaches. Further studies using objective performance metrics and long-term data are recommended to establish a stronger causal relationship and to explore the broader applicability of such tools across other disciplines.

Keywords: Gamification, Kahoot, Knowledge, Learning, Pedagogy, Traditional knowledge

Rabindran Chandran¹

¹Department of Neonatology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: rabindranchandran@gmail.com

Background: National Education Policy (NEP)-2020 emphasizes holistic, equitable, and health-integrated education. Health profession institutions must actively engage in community-linked educational initiatives that demonstrate quality, accountability, and social relevance. Menstrual hygiene management aligns with global goals such as universal education (Millennium Development Goal 2) and gender equality (Sustainable Development Goal 5).

Objective: The objective of the study is to assess the impact of structured, school-based health education programs on menstrual hygiene knowledge, attitudes, and practices among adolescent girls in Chennai and to explore how such models contribute to quality enhancement in health professions education and support NEP goals.

Methodology: A prospective, school-based interventional study was conducted with 336 adolescent girls aged 10–19 years who had attained menarche and gave informed consent along with parental approval. The study was done over a period of 7 months (March to September 2023) at Government Girls Higher Secondary School, Kundrathur, Chennai. A descriptive cross-sectional and prospective interventional design was used. Multi-stage sampling was used, with purposive school selection, class stratification, and proportional simple random sampling. The sample size for the primary objective (taking 29% knowledge prevalence) using the formula n = Z²pq/L² =330. For the secondary objective (85% expected post-intervention knowledge), the Kish Leslie formula n = Z²PQ/e² yielded 196. Data collection used a structured, researcher-administered, pre-coded, and Tamil-translated questionnaire covering sociodemographic, knowledge, attitude, and practices. Pre-visits, pre-testing (on 10 girls), and training of research assistants ensured tool reliability. The study had three phases: Baseline assessment, audiovisual interventions (quizzes, skits, and WhatsApp discussions), and follow-up after 3–4 months. Data were edited, coded, and entered in the Statistical Package for the Social Sciences version 16.0, cleaned, and securely stored. Analysis used descriptive statistics and presented in charts and tables. Ethical approval was obtained from Billroth Hospital.

Results: Post-intervention, significant improvements occurred in knowledge (47.91–100%), physiological understanding (16.36–100%), safe hygiene practices (pad changes ≥4/day: 24.01–86.46%), and school attendance (70.84–100%) demonstrating transformative potential of targeted, community-linked health education.

Conclusion and Relevance to ARQ Summit: This NEP-aligned educational model promotes community engagement, fostering quality enhancement in health professions education. It underscores the institution’s role in bridging public health and pedagogy – contributing meaningfully to national and global education quality benchmarks.

Keywords: Adolescent health, Community engagement, Health education, Menstrual hygiene, NEP-2020

S. Nalini¹, P. Vijayasamundeeswari¹, Anita David¹

¹Department of Peadiatric Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: nalini.s@sriramachandra.edu.in

Objectives: Emotion regulation and resilience are crucial for novice nursing students as they face academic, clinical, and emotional challenges during their transition into the nursing profession. Emotion regulation enables students to manage emotional responses effectively, while resilience helps them adapt and recover from stress and adversity. Developing these skills supports mental well-being, enhances learning, and improves the quality of patient care. These skills are essential for nursing students to cope with the demands of their education and future practice, ultimately impacting both their well-being and the quality of patient care they provide. The main objectives of the study were to identify the relationship between emotional regulation and resilience among undergraduate students and to associate emotional regulation and resilience with the selected background variables among undergraduate students.

Material and Methods: A non-experimental correlational research design was employed to examine the relationship between emotional regulation and resilience among 190 B.Sc Nursing I and II year students studying at the Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai. The participants were selected using a non-probability purposive sampling technique. Data collection was conducted through the administration of a Google Form on Emotion Regulation Questionnaire and the Brief Resilience Scale, distributed email. Ethical clearance and informed consent were obtained. Descriptive statistics summarized the data, and inferential statistics (correlation and Chi-square) were used to identify relationships with background variables.

Results: The majority of students had normal resilience, with weak positive correlations between emotion regulation and resilience. Notably, resilience was significantly associated with age, gender, and medium of basic education. The results indicate that enhancing emotional regulation strategies can foster resilience, thus improving academic performance and psychological wellbeing among nursing students.

Conclusion: The study explored the relationship between emotional regulation and resilience among undergraduate students. The majority of participants exhibited a normal level of resilience. The findings highlight the need to address these factors within nursing education to strengthen students’ capacity to manage stress and emotional demands, ultimately supporting their well-being and enhancing their performance in clinical environments.

Keywords: Emotion regulation, Resilience, Undergraduate students

K. V. Sarala Devi¹

¹Department of Anatomy, ESIC Medical College and Hospital, Chennai, Tamil Nadu, India.

E-mail: kvsaralaesic@gmail.com

Objectives: Indian medical education has traditionally relied on didactic lectures. Recently, however, a shift toward heutagogical approaches – emphasizing attitudes, ethics, and communication – has introduced innovative teaching methods, including the jigsaw technique. This study aimed to evaluate the effectiveness of the jigsaw method compared to conventional lecture-based teaching in anatomy education for Phase I MBBS students.

Material and Methods: With Institutional Ethics Committee approval, a quasi-experimental quantitative study was conducted at ESIC Medical College, Chennai, involving 152 Phase I MBBS students. Participants were divided into two groups: Batch 1 was taught using the jigsaw method, while Batch 2 received traditional didactic instruction on the same topic. Both groups completed pre-and post-tests, and feedback was collected using a validated Likert scale questionnaire. Data were analyzed using the Statistical Package for the Social Sciences 21.0.

Results: After applying exclusion criteria, 114 complete datasets were analyzed. The jigsaw group had a mean pre-test score of 7.58 ± 1.95 and a post-test score of 8.89 ± 1.80. The didactic group had a pre-test mean of 7.11 ± 2.93 and a post-test score of 7.89 ± 2.24. Paired t-tests showed significant improvements in both groups (P < 0.001 for jigsaw; P = 0.049 for didactic), with greater improvement in the jigsaw group. Post-test scores compared through the independent t-test revealed a statistically significant difference (P < 0.001), favoring the jigsaw method. Feedback scores were also higher for the jigsaw group (28.09 ± 4.50) than the didactic group

(26.44 ± 3.90), with a significant difference (P = 0.044). Students reported enhanced clinical understanding, motivation, collaboration, and concept retention through the jigsaw method.

Conclusion: The jigsaw method proved more effective than traditional lectures in improving both academic performance and student satisfaction. While it supports deeper learning and interpersonal skill development, it requires greater preparation and facilitation. It is best suited for concise, clinically relevant topics. Integrating jigsaw with traditional methods may optimize learning outcomes. Further research is needed to identify ideal topics and time frames for broader implementation in medical curricula.

Keywords: Collaborative learning, Innovative teaching-learning, Jigsaw method

Sharada T. Rajan¹, Vijaya Nirmala Subramani¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Chennai, Tamil Nadu, India.

E-mail: sharadarajan@sriramachandra.edu.in; vijayanirmala@sriramachandra.edu.in

Objectives: There is no doubt that learners and teachers are different in various ways. Gaining knowledge of students’ learning styles can be very helpful for both teachers and learners. Involving learners in the active process of learning requires identifying and understanding learners’ learning styles and teachers’ teaching styles. This poster defines and classifies learning styles, gives an account of the significance of identifying and understanding learners’ learning styles, and argues that students will have better achievements if their teachers’ styles or the way they receive instruction match their learning styles. Teachers should take a balanced approach to teaching styles to cope with various learning styles. An anonymous questionnaire-based study was conducted to analyze the learning preferences of present-generation undergraduate dental students of Sri Ramachandra Faculty of Dental Sciences.

Material and Methods: The ethical clearance was obtained from the Institution Ethical Committee, and the copyright for using VARK Questionnaire was obtained from VARK Learn Limited, Christchurch, New Zealand. Ninety-eight students from all 5 years participated in the study, and the sample size was determined based on average class strength. Paper copies of the VARK questionnaire in English version were administered to categorize their learning preferences as visual (V), auditory (A), read and write (R), and kinesthetic (K). The questionnaire consisted of 16 multiple-choice questions, each with four options.

Results: The VARK result analysis software was purchased for INR 1500 from the VARK website to find the overall learning preferences of the students. Results were analyzed statistically using the VARK algorithm.

Conclusion: As the students reach higher grades, most of them prefer a multimodal type of learning. It might be because dentistry is an art and science, and it involves not only theory but also clinical work, which requires aural, demonstrations, visual, and kinesthetic types of learning. Hence, a multimodal type of learning makes the student master the knowledge in dentistry.

Keywords: Dental students, Fleming’s VARK mode, Learning styles

Soma Basu¹, A. J. Hemamalini¹

¹Department of Clinical Nutrition, Sri Ramachandra Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: somabasu@sriramachandra.edu.in

Background: Achieving excellence in health professions education necessitates a rigorous focus on accreditation, transparent ranking, and comprehensive quality assurance. These elements are pivotal in ensuring that health education institutions produce skilled, competent healthcare professionals ready to meet evolving global standards. Despite significant strides, there remains a gap in innovative, standardized evaluation methods within specialized therapeutic domains such as the ketogenic diet (KD) for pediatric drug-resistant epilepsy (DRE). Addressing this gap is crucial to advancing both clinical outcomes and educational quality in neurological care.

Objective: The objective of the study is to develop and validate a first-of-its-kind assessment tool that evaluates parental perceptions of the KD in the management of pediatric DRE, with the aim of advancing quality assurance and accreditation practices. The study integrates evidence-based quality metrics and accreditation principles to support institutional benchmarking and improve standards in pediatric neurological dietary interventions.

Methods: A pre and post-intervention study design was employed, engaging 30 parents of children aged 1 month to 5 years diagnosed with DRE. The intervention included structured educational sessions, personalized counseling, and resource distribution over 3 months. Parental perceptions were quantitatively assessed using a validated questionnaire at both baseline and post-intervention stages. Reliability and internal consistency were evaluated through Cronbach’s alpha (≥0.70), and perceptual shifts were analyzed using paired t-tests, with statistical significance set at P < 0.05. The developed questionnaire, copyrighted and registered with the Government of India, represents an innovative benchmark in quality assessment for KD adherence. The study was approved by the Institutional Ethics Committee of Sri Ramachandra Institute of Higher Education and Research, Chennai.

Results: Post-intervention analysis revealed statistically significant (P < 0.001) enhancements in parental awareness, perceived effectiveness, and motivation toward KD adherence. Notably, concerns regarding adverse effects, financial constraints, and long-term feasibility were substantially reduced (P < 0.001). High internal consistency across assessment domains (α ≥ 0.719) underscores the reliability and scientific robustness of the tool, positioning it as a novel instrument in quality assurance for dietary therapies in pediatric epilepsy.

Conclusion: By establishing a standardized, evidence-based assessment of parental perceptions, this study advances the discourse on quality assurance and accreditation in health professions education. The validated tool not only strengthens therapeutic outcomes for pediatric DRE but also provides a scalable model for integrating quality metrics into specialty dietary therapies, setting new standards for institutional excellence and global health education.

Keywords: Accreditation, Health professions education, Institutional benchmarking, Ketogenic diet, Parental perception, Pediatric epilepsy, Quality assurance, Structured intervention

Somnath Panda¹, Vidhya Venugopal¹, P. K. Latha¹

¹Department of Environmental Health Engineering, Faculty of Public Health, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: vvidhya@ehe.org.in

Background: Effective communication of public health information is crucial for fostering awareness and informed decision-making among students. However, traditional teaching methods often rely on text-heavy content and lectures. This can limit engagement and hinder long-term knowledge retention. Visual tools such as infographics, conceptual diagrams, and interactive media offer multisensory learning and increase the accessibility of complex health concepts.

Objective: The objective of the study is to enhance student understanding, stimulate interest, and promote behavioral change, and to achieve this, the complex health-related information was transformed into easily digestible visual formats.

Methods: 15 CEI activities were conducted starting from October 2022 to June 2024 among students to design and implement visually enriched educational modules. These modules were targeted toward key public health themes, including the health impact of heat, understanding the Heat Action Plan, and gathering information on their felt needs during the heatwave. It also includes a comparative study involving control and experimental groups of students, wherein one group receives standard text-based instruction while the other is exposed to visual-based content. Pre- and post-intervention assessments measure knowledge retention, comprehension, and engagement. In addition, qualitative feedback was collected through student surveys and focus groups.

Results: Improved learning outcomes, greater enthusiasm for health topics, and increased self-reported health literacy were observed among the visual-learning group.

Conclusion: This study provides evidence-based insights into the effectiveness of visual representation in health education and contributes to the development of innovative pedagogical strategies suitable for both classroom and digital learning environments.

Keywords: Health education, Heatwave awareness, Public health communication, Student engagement, Visual learning

K. Soundararajan¹, P. Antony Leo Asser¹, S. Sridevi¹

¹Department of Musculoskeletal Physiotherapy, Sri Ramachandra Faculty of Physiotherapy, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: soundararajan.k@sriramachandra.edu.in

Background: Incorporating research competencies into undergraduate education is essential for fostering evidence-based practice, especially in clinical disciplines like physiotherapy. Despite global efforts to integrate research into curricula, limited engagement among undergraduate physiotherapy students persists, which makes this research essential to understanding their barriers, knowledge, and attitudes toward the research.

Objective: The aim of the study was to assess and evaluate the research readiness among undergraduate physiotherapy students.

Methods: A cross-sectional study was conducted among 176 final-year undergraduate physiotherapy students. Ethical clearance was obtained for this study. Participants who satisfied the inclusion and exclusion criteria were included in the study, and informed consent was obtained. Data collection utilized a pre-validated, self-administered questionnaire comprising 34 items spanning domains of knowledge, attitude, experience, and barriers. Data were analyzed using IBM Statistical Package for the Social Sciences v20.

Results: Only 8.5% of participants had prior research experience. However, all reported that research increases subject understanding and that it promotes future clinical practice. Approximately 84.7% planned to do research during their undergraduate studies, and 92.6% indicated interest in doing so in the future. Lack of time, little experience to research, and difficulty comprehending techniques were among the barriers. Remarkably, just 4.5% had applied for institutional UG research money, and only 3.4% had published any work.

Conclusion: The findings show that students have a strong, favorable attitude toward research. The disparity between interest and practice reveals structural impediments and potential gaps in curriculum implementation. Structured research exposure, mentorship, and time allocation in the undergraduate curriculum could close this gap. Early incorporation of research training into physiotherapy education is critical for developing a research-oriented attitude, improving evidence-based competencies, and aligning with NEP-driven academic quality and accreditation goals.

Keywords: Evidence-based practice, Physiotherapy education, Quality in higher education, Research barriers, Undergraduate research

M. Srivani¹, R. Dhana Lakshmi¹

¹Department of Artificial Intelligence and Machine Learning, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: srivani@sret.edu.in

Background: In education, personalized learning means learning that is flexible to each child. This study offers a new framework for the categorization of student cohorts using deep generative modeling and unsupervised grouping.

Objective: The major goal of this research is to find multidimensional cognitive assessments to classify students as slow, normal, and extraordinary. Variational Autoencoder (VAE) is used to obtain compressed representations of the brain by modeling cognitive indicators. The students are categorized depending on their cognitive feature embeddings using Gaussian mixture model (GMM) clustering. A new hybrid profiling technique that combines cognitive factors with academic modes is proposed.

Methods: Data consist of real-time academic and cognitive data of primary and secondary schoolchildren. Cognitive indicators, including memory capacity, processing speed, attention span, logical reasoning, recall efficiency, and numerical reasoning, are analyzed by the cognitive games from the Lumosity application. VAE takes as input the cognitive scores and converts them into a latent vector based on the probability distribution. The latent vector identifies the most important cognitive factors. The latent embeddings were fitted to a three-component GMM. Bayesian information criterion identifies the learner groups. A hybrid score was computed by combining GMM cluster learner types with normalized academic performance measures.

Results: Clustering with VAE + GMM produced a silhouette of 0.71, overperforming PCA + GMM (0.53) and K-Means (0.44). Cluster labels corresponded to teacher evaluations with 92.3% accuracy (F1 = 0.91), against 76.8% and 68.4% for the baselines. End-of-term grades at r = 0.82 (P < 0.001) corresponded to the HybridScore (60% cognitive, 40% test).

Conclusion: Student cohorts were effectively found with great coherence and alignment to expert evaluations. Future research investigates dynamic, real-time changes to learner profiles and the inclusion of affective and engagement data.

Keywords: Academic performance, Cognitive indicators, Cognitive profile, Generative clustering, Personalized learning, Student cohorts

Suganya Ramalingam¹, Mythili Sabesan¹

¹Department of Oral Pathology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: suganya.r@sriramachandra.edu.in

Background/Introduction: Medical instructors are exceptional in that they often do not require official training in teaching methods to be appointed or excel in their roles. Microteaching involves closely examining an instructor’s teaching style, highlighting areas for improvement, and providing constructive feedback in educating the students. It provides the opportunity to have clear-cut objectives and a suitable planned sequence in lesson planning.

Objective: The objective of the study was to enable an understanding of behaviors important in classroom teaching.

Methods: The session will commence with the selection of 1^st-year BDS students based on their class test performance. The instructor will initiate the lesson by emphasizing the students’ crucial role and the value of their feedback. The learning objectives and lesson plan will then be outlined.

Results: The microteaching session, which will be attended by four students and a colleague, will focus on the given topic. The instructor will utilize audiovisual aids, illustrations, and explanations to engage students and encourage participation through questioning and group interaction.

Conclusion: This activity will enable the instructors to refine their teaching skills, understand student behavior, and foster increased interaction. Constructive feedback from students and peers will provide valuable insights, allowing for a more structured approach in future sessions. Through this microteaching experience, the instructor will develop and hone their teaching skills.

Keywords: Active learners, Dynamic training, Realistic learning, Self-learner

A. Supraja¹, Aparna Ganeshkumar¹, Divya Kumar¹

¹Department of Periodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: aparnaganeshkumar@sriramachandra.edu.in

Background: Indian Accreditation and ranking systems, particularly for dental health education, play a significant role in shaping the quality and standards of academic and clinical training. They incentivize institutions to improve their programs, attract better students and faculty, and promote a Objective: This study aims to explore how awareness and perceptions of institutional rankings affect the choice of health education institutions among current and prospective students.

Methodology: Using a cross-sectional questionnaire-based survey, data were collected from 400 participants from all over the country enrolled in or applying to programs such as BDS/MDS via Google Forms. The questionnaire investigates the level of awareness about rankings, the importance of various factors – including academic reputation, clinical training quality, and employability – in decision-making, and the degree of trust placed in ranking systems. Quantitative data analysis includes descriptive statistics, cross-tabulations, and correlation assessments, while qualitative responses will be thematically analyzed to provide deeper insights.

Results: Our study results showed more than 80% of the study participants are aware of the ranking and accreditation systems in India. Among the various accreditation and ranking bodies, NAAC and NIRF are the most popular and well-known among the student community. Close to 62% revealed that their choice of institution was based on the ranking, yet a significant 36% reported otherwise. The quality of clinical training was the most significant factor influencing their decision. Interestingly, the results were split equally on their trust and belief in Indian Accreditation bodies truly reflecting the quality of the Institution.

Conclusion: Our findings revealed the extent to which rankings influence student choices and highlight which ranking criteria are most valued. This research will also help contribute to a better understanding of how health education institutions can align their strategies with student preferences and improve transparency and relevance in ranking methodologies.

Keywords: Accreditation, Health education, Quality of training

Suresh Narayanan¹

¹Department of Anatomy, All India Institute of Medical Sciences, Madurai, Tamil Nadu, India.

E-mail: nsuresh3888@gmail.com

Background: Puzzle-based teaching, as compared to traditional teaching, improves the learning outcome. However, there is no data on the impact of instructional design on puzzles.

Objective: The objective of the study was to estimate the difference in test scores among students exposed to image-based puzzle activity with text-based puzzles.

Methods: First-year medical students were randomly divided into text and image groups. The pre-test was conducted for both groups to assess their baseline knowledge. The text-puzzle group was given a handout and requested to match the terminologies in each column and find the odd term. Similarly, the image-puzzle group was given flashcards and requested to match cards and find the odd card. Both groups explained why they matched the three components together. Then, immediate and delayed post-tests test after 1 month was conducted. For the next topic, the cross-over of groups was done, and the outcome was assessed.

Results: Image-based puzzle group scored significantly higher in the immediate and delayed posttest in the first session. In the second session, there is no significant difference between the groups.

Discussion: Image-based puzzles enhance short-term and long-term retention in the initial learning session. This could be due to dual coding theory, which suggests that information presented both visually and verbally is more likely to be retained. However, the absence of a significant difference in the second session suggests a possible ceiling effect or adaptation to puzzle-based learning in both groups.

Conclusion: Image-based puzzles appear to provide a short-term advantage in learning outcomes during initial exposure, supporting their use in the early stages of instruction. However, their long-term superiority may diminish with repeated sessions.

Keywords: Anatomy education, Clinical correlation, Puzzle-based teaching

A. Sushil Chakravarthy¹, Anitha Palani¹, Latha Ravichandran¹

¹Department of Pediatrics, Sri Ramachandra Institute of Higher Education and Research (Category I Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: anithap@sriramachandra.edu.in

Background: The prevalence of urinary tract infection (UTI) in the pediatric age group is as high as 18.44%. The correct diagnosis of UTI is of prime importance in terms of appropriate management and prevention of complications. The gold standard for diagnosing UTI is the growth of a significant number of organisms (>10⁵) of a single species in the urine. The current standard recommendation for the collection of urine samples is by midstream clean-catch technique.

Aim and Objectives: The aim of the study was to evaluate the indigenously developed Structured Training and Education Program (STEP) on Caregiver Adherence to Clean-Catch Urine Collection Protocols and Its Impact on Clinical Outcomes in Hospitalized Pediatric Patients.

Methodology: This prospective study, which was conducted from January 2024 to January 2025, included a total of 156 pediatric inpatients (aged 1 month to 18 years) for whom a urine culture was requested at admission. The baseline caregiver’s compliance with standard urine collection was first assessed. Subsequently, a step-wise interventional strategy – the indigenous STEP approach – was implemented to improve compliance. Each intervention was curated by quarterly root cause analyses (RCA) of noncompliance. Statistical analysis of the compliance rate was done using the Chi-Square for trend – Cochrane Armitage Trend Test, with P < 0.005 as significant.

Results: Following formal education of healthcare workers, baseline compliance improved from 25% to 56%. RCA identified poor documentation on admission slips. After personalized counseling by frontline workers, compliance rose to 72%. However, simple oral counseling was insufficient, so online audiovisual aids were added, increasing compliance to 82%. RCA then revealed the need for local audiovisual aids addressing practical challenges, which was developed and implemented, boosting compliance to 96%. This improvement was statistically significant (P < 0.0001). Clinically, insignificant bacterial growth dropped from 54% to 12%, with 100% adherence to administering antibiotics only after urine culture samples were provided by caregivers.

Conclusion: With the consistent implementation of the STEP approach and a detailed RCA, there was a significant improvement in the compliance of collecting mid-stream clean-catch samples for urine culture. The clinical outcomes of the children in terms of reduction in the percentage of insignificant bacteriuria and timely administration of antibiotics improved significantly.

Keywords: Compliance, Mid-stream sample, STEP approach, Urinary tract infection, Urine culture

Swetha K. Bharadwaj¹, Lokhasudhan Govindaraju¹, R. Mathan Rajan¹

¹Department of Conservative Dentistry and Endodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: mathanrajanr@sriramachandra.edu.in

Introduction: Teeth whitening, though widely recognized as a cosmetic procedure, is a useful educational tool in health, science, and ethics. Dental educators globally use bleaching as a teaching concept. Recently, dentistry has seen a shift from traditional reparative methods to regenerative approaches. Regenerative dentistry now explores innovative solutions like self-assembling peptide P11-4, which promotes teeth whitening through biological pathways, in contrast to conventional agents such as hydrogen peroxide and sodium perborate that rely on chemical reactions and alter tooth structure.

Objective: The objective of the study was to identify and synthesize current evidence on the role of teeth whitening in interdisciplinary education and its potential in health, science, and ethics by examining recent innovations in regenerative dentistry, particularly biologically driven whitening techniques such as self-assembling peptides.

Methods: An extensive electronic search was conducted across multiple databases, including MEDLINE through PubMed, Scopus, Web of Science, and Embase. Inclusion criteria were guided by the research question as per the PCC model: “What is the efficient method of teeth whitening (population) that can be caused using a non-oxidative approach (concept) in the field of esthetic dentistry (context)?” Studies were included that explored the properties of self-assembling peptide (P11-4) and its ability to cause non-oxidative teeth whitening, while any studies using traditional and well-known methods such as bleaching with hydrogen peroxide and sodium perborate were excluded.

Result: The total number of studies obtained through search was 70 studies, out of which 3 were included that described the causal of teeth whitening in a biological way using self-assembling peptide (P11-4). The results of these studies indicated that the whitening effect of the peptide-HAP suspension was not frequency-dependent. This was explained by the assumption that the first exposure of the tooth to suspension produces an adherent layer of HAP particles that completely cover the enamel surface, preventing further chemical whitening effects upon subsequent exposures.

Conclusion: With the minimal amount of evidence, the non-oxidative method of teeth whitening is unexplored in the field of esthetic dentistry. With further exploration and research, incorporating this qualitative approach of self-assembling peptides in the education of dental health professionals would be groundbreaking in the field of modern esthetic dentistry.

Keywords: Esthetic dentistry, Non-oxidative, Self-assembling peptide, Teeth whitening

Thiruppathi Arjunan¹

¹Department of Physiotherapy, Narayana College of Physiotherapy, Nellore, Andhra Pradesh, India.

E-mail: athirupathi@narayanamedicalcollege.com

Background: Allied healthcare students’ ability to graduate from university is heavily influenced by academic performance. This performance predicts the student’s scientific and practical credentials and talents. The perspectives of students and academics are crucial to finding aspects that increase educational quality. Identifying factors that affect students’ academic performance helps design and construct educational programs to maximize results for both the educational institution and the students. All five of these factors, the learner, the teacher, the curriculum, the learning environment, and the instructional materials, have an impact on education, though to varying degrees, as stated by Benjamin Bloom. Recent studies in this area have chosen a cross-sectional design or centered on students from other professional schools, who may not reflect the demographics or experiences of our allied healthcare institution.

Objective: The objective of this study was to investigate the experiences of physiotherapy students in relation to the factors that influence academic success through the use of a content analysis approach.

Methods: This study’s qualitative component uses content analysis. From January 2024 to February 2025, this study took place. Purposive sampling selected 40 final-year physiotherapy students at Narayana College of Physiotherapy, Nellore, who agreed to participate in an in-depth semi-structured interview guide with open-ended questions to collect affluent qualitative data on academic achievement. Assessment options for theoretical courses include written and oral exams and lecture-based assignments. It comprises portfolio and logbook evaluations, Observed Structured Clinical Examination, Direct Observation of Practical Skills, and student performance observation in practical and clinical courses.

Results: We found in our qualitative study that teaching effectiveness, educational planning and administration, and assessment technique alignment with learning objectives greatly affect physiotherapy students’ academic performance, emphasizing the need for a comprehensive approach to education. Students claimed academic success relied on time management, daily study preparation, personal discipline, stress management, anxiety control, sleep, and interest in the content.

Conclusion: According to students, a suitable evaluation system, personal traits, a favorable learning environment, and a social support system can help physiotherapy students succeed academically.

Keywords: Academic performance, Influencing factors, Physiotherapy students

Tojum Gongo¹

¹Department of Ophthalmology, Tomo Riba Institute of Health and Medical Sciences, Naharlagun, Arunachal Pradesh, India.

E-mail: tommy111great@gmail.com

Background: Competency in informed consent and patient counseling was crucial for medical practitioners, especially for complex procedures like cataract surgery. Undergraduate medical training often lacked sufficient practical exposure to these skills. Entrustable Professional Activities (EPAs) offered a structured framework to bridge this gap. This study investigated if an EPA-based training module improved MBBS ophthalmology students’ competency in informed consent and counseling for cataract surgery in a simulated environment, compared to traditional methods.

Objective: The objective was to evaluate the effect of an EPA module on MBBS ophthalmology students’ competency in administering informed consent and counseling cataract surgery patients in a simulated environment. The primary objective was to assess the EPA module’s impact on student competency in these areas.

Methods: This prospective, non-randomized controlled trial with a crossover design was conducted at Tomo Riba Institute of Health and Medical Sciences. MBBS Phase III Part I ophthalmology students were included after informed consent, excluding those with prior formal training. Participants were divided into case (EPA module) and control (traditional teaching) groups. All students underwent pre- and post-test evaluations using a standardized checklist. A crossover phase followed, where groups switched interventions, leading to a final assessment. Data collection spanned 4 weeks. Statistical analysis used paired and independent t-tests (or Mann–Whitney U-tests), with P < 0.05 considered significant.

Results: The primary outcome was the improvement in competency scores from pre-test to post-test between the EPA-trained and traditionally taught groups. Secondary outcomes included levels of student satisfaction, confidence, and comparative improvement after the crossover phase.

Conclusion: This study aimed to provide insights into integrating EPA modules into undergraduate medical curricula. Findings could inform curriculum enhancements and serve as a model for competency-based training in other clinical domains.

Keywords: Entrustable professional activities, Informed consent, Medical education, Ophthalmology, Patient counseling

M. Uma Maheswari¹, R. Shakir Ahmed¹, K. Kasim Mohamed¹

¹Department of Prosthodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: shakirahmed@sriramachandra.edu.in

Background: Fellowship programs in maxillofacial prosthetics aim to develop advanced clinical, academic, and interdisciplinary competencies. Quantitative evaluation of candidates’ perceptions provides objective insights into program strengths and areas for improvement, even within small cohorts.

Objective: The objective of the study was to quantitatively compare the perceptions of two fellowship candidates regarding learning outcomes and overall effectiveness of a maxillofacial prosthetics fellowship program using a structured feedback instrument.

Methods: A cross-sectional, quantitative study was conducted involving two candidates from a fellowship program. A structured, Likert-scale-based questionnaire (1 = strongly disagree – 5 = strongly agree) was used to assess parameters including learning experience, interdisciplinary collaboration, and program effectiveness. Data were tabulated and compared descriptively.

Results: Both fellows reported positive perceptions of clinical skill development and practical training. One fellow rated research guidance and interdisciplinary interactions higher than the other, indicating individual variability in perceived program quality. Both acknowledged substantial personal and professional growth, with suggestions for curriculum enhancement in research and collaborative exposure.

Discussion: On comparison, the fellow rated the program higher in the interdisciplinary integration, support, and pacing of the modules, and the recent graduate rated higher in structure and relevance of the content. Both gave equal ratings for clinical competency and lab skill improvement. Overall rating by both candidates was on the higher side of the Likert scale, indicating that the course outcome is being achieved.

Conclusion: The quantitative feedback revealed consistently high satisfaction across core training domains, with some divergence in perceived preparedness and research support. Even with a small sample, structured feedback enables targeted curriculum refinement and quality assurance in specialized fellowship programs.

Keywords: Candidate perception, Fellowship evaluation, Learning outcomes, Maxillofacial prosthetics, Program effectiveness, Quantitative feedback

Urmila Umasekar¹, Nalini Sirala Jagadeesh¹, Rajeswari Singaravelu¹

¹Department of Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: urmila.u@sriramachandra.edu.in

Introduction: Accurate and objective assessment of clinical competence is vital in nursing education to ensure safe and effective patient care. The Integrated Formative Objective Structured Clinical Examination (OSCE), consisting of multiple stations that simulate real-world clinical scenarios, was introduced as part of the internal assessment (IA) to provide structured feedback and support student learning. This study aimed to evaluate the predictive validity of formative OSCE-based IA scores on final summative practical examination performance among final-year undergraduate nursing students.

Methods: A retrospective observational study was conducted among 241 final-year B.Sc. Nursing students (2022–2024 batch) at Sri Ramachandra Faculty of Nursing. After obtaining ethical approval from the Institutional Ethics Committee, data were collected on students’ IA scores from the integrated OSCE and their corresponding university summative practical examination scores in the Midwifery and Obstetrical Nursing course. Statistical analyses included Pearson correlation and multivariable linear regression, adjusted for age and gender.

Results: Formative OSCE IA scores demonstrated a positive correlation with summative practical exam scores (r = 0.65; 95% confidence interval [CI: ] 0.57–0.72; P < 0.001). Multivariable regression analysis confirmed IA scores as a significant independent predictor of summative performance (β = 0.953; 95%

CI: 0.778–1.129; P < 0.001), explaining 40.5% of the variance (R² = 0.405). Age and gender were not statistically significant predictors in the adjusted model.

Conclusion: The findings indicate that integrated formative OSCE scores are a reliable predictor of summative clinical performance among final-year nursing students. Incorporating structured formative OSCEs into the IA framework enhances objectivity, provides meaningful feedback, and promotes improved academic outcomes. These results support the continued use and expansion of OSCEs in undergraduate nursing curricula. Further multicenter studies are recommended to validate these findings across diverse academic and clinical settings.

Keywords: Clinical competency, Formative objective structured clinical examination, Nursing education, Predictive validity, Summative assessment

Vamsi Lavu¹, Vettriselvi Venkatesan²

¹Department of Periodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), ²Department of Human Genetics, College of Biomedical Sciences, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: vamsilavu@sriramachandra.edu.in

Background: In today’s fast-paced world, continuous learning is essential for personal and professional development. Blended learning combining online and offline methods has emerged as an effective approach to support lifelong learning.

Objective: This case study explores a blended learning approach employed to facilitate continuous learning among participants of a funded skill development workshop.

Methods: A workshop on skill development for dental professionals funded by the Government of India was conducted for 14 participants using the blended learning approach. Four modules involving online sessions, including – lectures, case-based learning, and journal presentations, and onsite sessions – involving skill training for biological sample collection and molecular biology techniques were conducted. The assessment was done using pre and post-tests, written assignments, and Objective Structured Practical Examination. Structured feedback involving a self-evaluation by the participants of their change in knowledge, skill, and attitude was also performed. Statistical analysis was done by paired t-test, and P < 0.05 was considered significant.

Results: A total of 13 participants completed the program. 180 h of training, including 72 h of skill training, was provided. Four modules with pre and post-test scores were obtained. All participants showed a significant improvement in the post-test scores (P = 0.000) as compared to pre-test scores. Participant self-reflection feedback indicated an improvement in their skills, knowledge, and confidence in performing molecular biology techniques. All participants scored above the 80^th percentile in the practical exam.

Conclusion: Lifelong learning is one of the attributes expected from a health professional. Blended learning provides an excellent approach when skill development is involved since it is learner-centered, time-saving, allows for the transfer of knowledge, skill, and affective components, and is less resource-intensive. This case study exemplifies the utility of a blended learning approach for continuous learning by health professionals in a funded workshop setting.

Keywords: Blended learning, Professional development, Quality education, Skill development

R. Varshavathi¹, K. Sonakshi¹, V. Anand Kumar¹

¹Department of Prosthodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: anand_anandhi@hotmail.com

Background: The COVID-19 pandemic transformed medical education by necessitating a shift to online learning, which requires active student engagement and remains accessible beyond traditional class hours. However, the effect of these online methods on medical education needs to be analyzed.

Objective: The objective of the study was to compare students’ perceptions of QR code-based online learning versus conventional classroom teaching in enhancing clinical performance.

Methods: A descriptive cross-sectional questionnaire-based study was conducted among undergraduate medical students to evaluate student’s perception of QR code learning versus traditional classroom teaching. The study employed closed-ended questionnaires that were expert validated was self-administered. The perception analyzed the utility, feasibility, suitability, and effectiveness of online learning, as well as challenges and suggested solutions. Statistical analysis was done using Pearson’s Chi-square analysis.

Results: Students found QR code-based resources easy to access and revisit for revision but preferred QR-based learning as a supplementary tool rather than a replacement. Major concerns included limited real-time interaction and the passive nature of learning. Suggestions included combining QR-based content with interactive assessments and live discussion forums. Chi-square revealed there was no difference in perception between different years of medical education.

Conclusion: QR code-based learning was appreciated for its convenience and flexibility; however, students continued to prefer conventional classroom teaching for in-depth understanding and real-time faculty interaction. A blended approach integrating QR codes with interactive and feedback-rich teaching methods may offer the most effective learning experience.

Keywords: Conventional learning, Dental students, QR code learning

P. Vijayasamundeeswari¹, Anita David¹, S. Nalini¹

¹Department of Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research Institute, Chennai, Tamil Nadu, India.

E-mail: vijayasamundeeswari.p@sriramachandra.edu.in

Background of the Study: Seizure disorders are among the most common neurological conditions affecting children worldwide. These disorders can have a significant impact on the physical, emotional, and social well-being of children and IR families. Effective seizure management requires not only timely medical intervention but also knowledgeable and competent caregiving at home. Mothers, who are often the primary caregivers of young children, play a critical role in the day-to-day management of seizures. Therefore, improving IR knowledge and practical skills is essential for ensuring better health outcomes for affected children.

Aim of the Study: The aim of the study was to evaluate the effectiveness of interactive teaching on the knowledge and practices related to seizure management among mothers of under-five children in G Block and B3 Pediatric Wards at SRH.

Methodology: A quantitative research approach with a pre-experimental, non-randomized one-group pre-test and post-test design was utilized. A convenient sampling technique was employed to select 60 mothers of under-five children from G Block and B3 Pediatric Wards at SRH. Data were collected through interviews using a self-structured questionnaire designed to assess knowledge (multiple-response questions) and practical skills related to seizure management. Descriptive and inferential statistics were used for data analysis.

Results: In pretest, 72% of mothers had inadequate knowledge; 28% had moderately adequate knowledge. Post-test I, 47% had moderately adequate knowledge; 53% had adequate knowledge. The mean knowledge score increased from 26.93 (standard deviation [SD] = 8.15) in the pre-test to

53.68 (SD = 5.76) in post-test II. The mean practice score increased from

14.30 (SD = 5.62) in the pre-test to 18.82 (SD = 3.75) in post-test II.

Conclusion: The study concluded that interactive teaching significantly improved the knowledge and practice of seizure management among mothers of under-five children. Structured educational interventions can empower caregivers, enhancing the IR ability to manage seizure episodes effectively at home.

Keywords: Interactive teaching, Knowledge, Mothers, Practice, Seizure management, Under-five children

Yashoda Kattimani¹

¹Department of Physiology, MGM Medical College, Navi Mumbai, Maharashtra, India.

E-mail: Yashoda.ravindra@yahoo.com

Background: The Competency-based medical education curriculum requires many small group teaching sessions, but it is difficult with a larger teacher-to-student ratio. Hence, there is a need for a method where one teacher can manage many small group activities with active student participation. Team-based learning (TBL) is one such method.

Objectives: The aim of the study was to study and evaluate the effectiveness of TBL as a teaching-learning modality by comparing pre and post-test scores and students’ perceptive of feedback scores.

Method: An interventional study was done in the Physiology Department, MGMMC, Vashi, Navi Mumbai. Institutional Ethics Committee approval and written informed consent were taken. One hundred first MBBS student participants were divided randomly into 2 groups, groups A and B. For topic 1, Group A undergone TBL, and Group B undergone a traditional tutorial. For topic 2, cross-over was done. The pre-test was conducted at the beginning, and the post-test was conducted at the end of the session. Students’ feedback about TBL was collected by pre-validated questionnaire after both sessions were over.

Results: The data were entered in an Excel sheet, and the analysis was done with a data analysis tool. The paired t-test analysis of pre- and post-test mean scores (topic 1: GA -12.10 and 15.16 and topic 2: GB -13.17 and 15.89) showed a statistically significant difference with P < 0.05 of the groups which undergone TBL sessions. Furthermore, a statistically significant difference with P < 0.05 of unpaired t-test analysis of posttest mean scores of Group A

(15.16) and Group B (15.89) compared to pretest mean scores (12.10 and 13.17) was observed. The feedback about the TBL session showed that TBL motivated students to undertake self-study, study in a group, and understand the topic better; the importance of teamwork, immediate feedback, and discussion increased the understanding of the topic. 89% of students prefer TBL to normal didactic sessions in the future, and 72% said some topics can be learned using TBL without any prior didactic sessions.

Conclusion: Hence, it was concluded that TBL is a good small-group active teaching-learning tool for large classes where students are engaged actively, and a single teacher can manage many small groups within a large group.

Keywords: Active participation, Teamwork, Team-based learning

Akshaya Thulasi Sathyanarayana¹, Latha Ravichandran²

¹Faculty of Behavioural and Social Sciences, ²Department of Education, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: akshaya@sriramachandra.edu.in

Background: Nonverbal communication significantly influences clinical interactions, patient satisfaction, and trust. However, these skills remain underrepresented in formal medical curricula, especially in high-volume, resource-constrained settings. Often regarded as intuitive, nonverbal communication can, in fact, be taught, practiced, and assessed systematically.

Objective: To develop, implement, and validate the We Communication, Attentiveness, Respect, Empathy (C.A.R.E) module – a structured training program to enhance nonverbal communication, attentiveness, respect, and empathy among medical faculty, enabling skill transfer to students.

Methodology: The We C.A.R.E module consists of eight structured units addressing domains such as active listening, recognizing patient cues, emotional validation, and respectful team interactions. Forty-five medical faculty members participated in a 2-day interactive workshop that included guided readings, discussions, role plays, simulations, and in-session activities. Pre- and post-intervention surveys, observational assessments, and participant feedback were used for evaluation.

Results: Post-training assessments indicated significant improvements in participants’ abilities to recognize, apply, and teach nonverbal communication skills. Faculty reported enhanced confidence and perceived the module as highly impactful and relevant to real-world clinical education.

Discussion: The findings affirm that nonverbal communication skills can be effectively developed through structured training. Faculty participants found the workshop to be transformative, enabling them to model and teach these skills confidently within both simulated and authentic clinical settings.

Conclusion: The We C.A.R.E module is a validated, scalable intervention that addresses a critical gap in medical education. It fosters patient-centered care by empowering faculty to integrate nonverbal, empathic communication into mainstream clinical training.

Keywords: Empathy, Medical faculty training, Patient-centered communication

Devi Arul¹

¹Department of Periodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: devi@sriramachandra.edu.in

Background: Flipped learning is a pedagogical approach in which conventional classroom-based learning is inverted. The students are introduced to learning material priorly, while their classroom time is utilized to deepen their understanding through problem-solving skills and peer teaching.

Objective: To analyze the effectiveness of the flipped classroom model among final-year undergraduate dental students.

Materials and Methods: Fifty final-year undergraduate dental students were introduced to the flipped classroom approach of teaching and learning. A video about the basics of the class topic was prepared by the facilitator with clear instructions for further reading, along with the study material for the students. It was shared 15 days prior to the class through the Moodle platform of the institution. On the day of the class, the key points were summarized by the students, followed by case-based learning. The two interns carried out a structured peer analysis of the class discussion. An immediate post-class assessment was done at the end of the session. The feedback was analyzed and interpreted.

Results: The students had a mixed opinion of the change in teaching methodology instead of regular lecture sessions. In student discussion, the students utilized various audio-visual aids such as videos and animations, which was well appreciated in the peer analysis. Active participation of the students was seen during case-based discussions. In the post-class assessment, more than 90% were able to answer correctly.

Conclusion: A flipped classroom provides sufficient time and space for students to explore, experiment, and develop comprehensive knowledge on the given topic. Flipped classrooms effectively help the students to foster critical thinking and higher-order thinking skills, as they foster active learning and deeper understanding. By using technology to the fullest and re-imaging the traditional classroom dynamics, the facilitator will be able to create an engaging, personalized learning experience.

Keywords: Active learning, Flipped classroom, Peer analysis

R. Dhana Lakshmi¹, M. Srivani¹

¹Department of Artificial Intelligence and Machine Learning, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: dhanalakshmi@sret.edu.in

Background: In recent days, people have often struggled to pass competitive exams because there is no standard repository for revision purposes. Traditional knowledge repositories lack the capacity for contextual interpretation, relational linking, and multimodal integration. Often, these systems ignore media, competitive test preparation materials, and publications, among other sources.

Objective: This paper aims to develop a Cognitive Knowledge Repository (CKR) capable of dynamic knowledge graph creation, syntactic validation, and context-aware phrase detection. The system generates simple navigable representations of current events information that are relevant and structured.

Methods: SciBERT-based Named Entity Recognition extracts key ideas for the CKR pipeline from many sources, including media, textbooks, and government publications. Sentence-BERT (SBERT) then generates contextual embeddings aiding in phrase disambiguation and semantic filtering. A dependency parse tree finds syntactically significant connections and helps to eliminate conflicting or superfluous information. The confirmed entities and relationships are then arranged into a Knowledge Graph, enabling interactive access, real-time editing, and concept linking. The whole pipeline is assessed using a dataset of current events pertinent to government exams.

Results: In entity and relation extraction, the CKR framework outperforms conventional techniques, attaining 97.2% accuracy with 98.8% recall. CKR, with 50 exam applicants, finished 98% of revision tasks compared to 82% with flashcards (P < 0.01). The system processes about 500 documents per hour, guaranteeing real-time updates; SBERT, with dependency parsing, reduced noisy extractions by 40%.

Conclusion: The proposed system offers a cognitively structured and learner-centric environment for mastering current affairs through its Knowledge Graph interface. This study offers a new, scalable approach for artificial intelligence-assisted exam preparation.

Keywords: Artificial intelligence, Cognitive, Competitive exam, Contextual embeddings, Knowledge graph, Knowledge, Repository

Divya N. Kumar¹, J. Naveen Kumar¹, Kalpa M. Pandya¹

¹Department of Oral and Maxillofacial Surgery, Sri Ramachandra Dental College and Hospital, Chennai, Tamil Nadu, India.

E-mail: dr.divyankumar@sriramachandra.edu.in; naveenkumarj@sriramachandra.edu.in; m.pandyakalpa@sriramachandra.edu.in

Background: Mastering the inferior alveolar nerve block (IANB) is a fundamental clinical skill in undergraduate dental training. Traditional 2D image-based methods may limit the spatial understanding of anatomical landmarks. Virtual reality (VR), with its immersive 3D visualization, offers an innovative approach to enhance learning outcomes and procedural confidence.

Objective: The objective of the study was to compare the effectiveness of VR-based instruction versus traditional 2D learning methods in teaching dental anatomy and the IANB technique.

Methods: Sixteen undergraduate dental students were enrolled and allocated into two groups using 8-block randomization: (1) Group A (n = 8): Received instruction via a VR application showcasing a 3D interactive mandibular model And (2) Group B (n = 8): Studied using traditional 2D textbook diagrams. Both groups received equal instructional time. Assessment was conducted using a common structured questionnaire administered before and after the intervention, evaluating knowledge retention, spatial understanding, and self-reported confidence.

Results: Students in the VR group demonstrated greater improvement in post-test scores, higher accuracy, and higher confidence ratings. VR participants also reported improved engagement and clearer visualization of anatomical landmarks.

Conclusion: VR-based instruction enhances comprehension, confidence, and clinical performance in teaching the IANB. The findings support incorporating VR tools into dental education for more effective spatial learning and skill development.

Keywords: Anatomy learning, Clinical skills, Dental education, Inferior alveolar nerve block, Virtual reality

K. Akilandeeshwari¹, D. Anusha¹, R. Kavitha¹

¹Department of Pharmacology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: akilandeeshwari0333@gmail.com

Background: Intravenous radiocontrast media (RCM) are vital for enhancing diagnostic accuracy in imaging procedures such as computed tomography (CT), angiography, and urography. Although non-ionic RCMs are safer, they can still cause adverse drug reactions (ADRs), from mild rashes to life-threatening events. With increased use in emergency and tertiary care settings, monitoring ADRs is essential for quality control, improving patient safety, fulfilling pharmacovigilance requirements, and refining clinical protocols in diagnostic radiology.

Objectives: The objectives of the study were (1) to analyze demographic factors, types of contrast agents used, pattern, and characteristics of the reactions; (2) to assess the causality using the World Health Organization-Uppsala Monitoring Center (WHO-UMC) causality assessment scale; (3) to assess the severity using the Hartwig and Siegel Severity Scale; and (4) to integrate the findings into quality assurance protocols for safer and more effective contrast media use and enhance patient safety outcome.

Methodology: This retrospective study was conducted over 2 years (January 2023–February 2025) in a tertiary care hospital in Chennai, Tamil Nadu. Data were obtained from ADR reporting forms, patient records, and the AMC database. ADRs were assessed using the WHO-UMC causality assessment and the Hartwig and Siegel Severity Scale. Demographic data, contrast type, and ADR characteristics were analyzed descriptively.

Results: Out of 7440 patients who received intravenous RCM, 48 patients developed ADRs, of which 29 were female and 19 were male. Common ADRs included itching (16.47%), rashes (10.72%), and redness (5.49%). Severe reactions such as tachycardia and angioedema were rare. Injection omnipaque (12.96%) was the most frequently implicated contrast agent, followed by injection Ultravist (6.24%) and injection Visipaque (1.92%). According to the WHO-UMC causality assessment scale, all the ADRs that occurred were “Probable.” According to the Hartwig–Siegel severity assessment scale, most ADRs were mild (36.4%, Level 1–2), moderate (5.85%, Level 3), and severe (0.65%, Level 6). No mortality occurred.

Conclusion: This retrospective analysis shows that intravenous RCM is generally safe, with most adverse drug reactions being mild and cutaneous, like itching and rashes. Rare moderate-to-severe events such as tachycardia and angioedema highlight the need for vigilant monitoring, clinical preparedness, quality control, and strengthened pharmacovigilance to ensure patient safety.

Keywords: Adverse drug reactions, Quality control, Radiocontrast media, Retrospective study

Lubna Fathima¹, D. Prabu², M. Rajmohan³

¹Department of Public Health Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: dr.lubnafathima@gmail.com

Background: Tobacco use is always a dreadful habit that affects around six million people around India. The current study aimed to assess the effectiveness of auricular acupressure when compared to nicotine-chewing gums.

Objective: The objective of the study was to assess the effectiveness of auricular acupressure along with educational training on smokers to control tobacco usage.

Materials and Method: Among 121 individuals, 104 smokers were allotted to the auricular acupressure and Nicotine Replacement Therapy (NRT) group by simple random sampling, assigned to either the NRT group or the auricular acupressure group. Both groups received supplementary structured health education and cessation training aimed at enhancing awareness, motivation, and behavioral change. These sessions were delivered by a trained dental professional, ensuring consistency and quality of counseling and instruction across participants. Health education counseling was provided as supplemental therapy in both groups. Ethical clearance was obtained from the institutional review board. The readiness to quit scale was assessed during treatment and follow-up period. Descriptive statistics was performed for percentage distribution, and an independent sample t-test was performed to assess the time interval difference in readiness to quit scale. The P-value was set at <0.05, and the results were tabulated.

Results: Statistically significant difference in the readiness to quit scale among the auricular acupressure in all the time intervals calculated, whereas among the nicotine chewing gum group, statistically significant results were obtained only at baseline with the 4^th week of treatment and 4^th week with the 8^th week of intervention. The relapse rate was found that 28.8% of the individuals had a relapse rate in the nicotine chewing group, whereas 13.4% was only reported in the auricular acupressure group.

Conclusion: Auricular acupressure, along with health education counseling, is proven to be a better treatment intervention and improve the quality of life to control tobacco usage when compared to nicotine chewing gum without affecting the body mass index of the individual.

Keywords: Auricular acupressure, Cessation, Health education, Impact, Intervention, Nicotine chewing gum, Quality, Tobacco, Training

R. Sindhu¹, D. Prabu¹, M. Raj Mohan¹

¹Department of Public Health Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: sindhudoc1908@gmail.com

Background: High intake of carbohydrates is associated directly with increased weight gain and dental caries among children. Healthy Eating Index (HEI) is a scoring system that measures the quality and quantity of the diet based on standard guidelines developed by the United States Department of Agriculture (USDA) and the National Cancer Institute.

Objective: This study aimed to evaluate the HEI and its association with dental caries among children and enhance nutritional education training among dental professionals.

Materials and Methods: Upon obtaining ethical clearance from the Institutional Review Board, a face-to-face interview was conducted among schoolchildren to collect data regarding their sociodemographic details. Detailed diet history was recorded to obtain the amounts of food consumed, and HEI scores were calculated. HEI scores were categorized into good, needs improvement, and poor. DMFT and DMFS indices were recorded for dental caries. Statistical analysis was performed using a t-test, Chi-square test, and Pearson correlation was used to test the correlation between HEI with both DMFT and DMFS indices. The dental professionals were trained to provide nutritional education for the children through counseling.

Results: HEI showed 89.4% of the study subjects under the category of needs improvement. DMFT and DMFS scores of the individuals ranged between 0 and 6. Most of the subjects had a DMFT score of 2 (45.6%) and a DMFS score of 3 (35.9%). A significant positive moderate correlation was found between HEI with DMFT and DMFS (r = 0.582 and 0.612, P < 0.001).

Conclusion: The prevalence of dental caries is high among children, and the association was found to be evident. Hence, HEI can be used as a predictor for dental caries among children. Training dental professionals play a pivotal role in providing nutritional counseling to children and improving their quality of life.

Keywords: Children, Dental caries, Dental professional training, Healthy eating index

R. Gandhimathi¹

¹Department of Pharmaceutical Chemistry and Analysis, School of Pharmaceutical Sciences, Vels Institute of Science, Technology and Advanced Studies, Pallavaram, Chennai, Tamil Nadu, India.

E-mail: drgmathipharm2017@gmail.com

Introduction: A child with developmental coordination disorder (DCD) has poor coordination of body movements. Its symptoms start in childhood and can continue into adulthood. Virtual reality (VR) may be used to support the treatment of DCD in children by giving them games that require them to manage and adjust mental images to restore and improve relevant skills.

Objective: This systemic review aims to study the impact of VR on the motor coordination of children with DCD.

Method: This systematic review was conducted with the aid of PubMed, ScienceDirect, and Scopus. The selected articles were assessed for risk of bias using the RevMan 5.4 version by Cochrane. Meta-analysis was then conducted for the selected studies. Outcomes measured in this review include overall motor performance, upper limb coordination, and intelligence quotient.

Results: Four studies were selected from a total of 1557 studies gathered from the databases. On assessing the intelligence quotient, the mean pooled difference was found to be −0.01 (−0.36, 0.34) units and I² = 0%. The mean pooled difference for upper limb coordination was observed to be

0.03 (−0.52, 0.58) units with I² = 75%, and for overall motor coordination index was 0.18 (−0.11, 0.46) units with I² = 61%.

Conclusion: In this study, we conclude that VR programs are highly helpful and beneficial in developing the motor performance of children with neuromotor disturbances, thereby providing better involvement in physical activities and healthy lifestyle. Further studies monitoring broad aspects and studies with a longer duration are essential to analyze the long-term effects of VR that are retained post-training and exposure.

Keywords: Cognitive functions, Developmental coordination disorder, Motor coordination, Systematic review, Virtual reality

L. Srikanth¹, D. Geetha¹

¹Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, India.

E-mail: geetha.d@sriramachandra.edu.in

Background: Foot-related complications are a common yet preventable outcome among individuals with diabetes. Among the major contributing factors is improper footwear, particularly issues related to insufficient toe gap – the space between the length of the foot and the internal length of the footwear. Early screening and regular auditing of patients’ footwear are essential preventive measures that reduce complications and lower healthcare burden. Teaching institutions play a vital role in creating awareness and engaging students in practical, community-based activities that reflect the principles of accreditation and quality in higher education. Embedding such initiatives in healthcare education not only enhances service quality but also aligns with competency-based and outcome-oriented learning models.

Purpose: This study aimed to assess the footwear practices and toe gap differences among diabetic patients and to demonstrate how structured student engagement in clinical audits can serve as a powerful educational tool.

Methods: A cross-sectional study was conducted among 266 diabetic patients diagnosed for a minimum of 3 years, selected through purposive sampling. Data were collected in the General and Endocrinology Outpatient Departments of a tertiary care teaching hospital. Footwear-related practices were assessed using a structured questionnaire, and toe gap measurements were taken using standard instruments. The study protocol was approved by the Institutional Ethics Committee (IEC No: CSP/23/AUG/135/788).

Results: Findings showed that hypertension (33%), thyroid disorders (14%), and heart disease (6%) were the most common comorbidities. Lifestyle factors such as frequent pilgrimage travel were also observed. Alarmingly, 90.6% of patients exhibited unfavorable footwear practices, and 87.3% wore inappropriate footwear. The mean toe gap was found to be 2.01 cm (standard deviation: 0.53), indicating deviation from recommended standards. Undergraduate students participated in data collection and patient education as part of their clinical practicum under faculty supervision.

Conclusion: This study illustrates the potential of integrating community-based auditing into the curriculum to foster active learning, accountability, and quality improvement. Such initiatives support accreditation goals by promoting student competence, patient-centered care, and collaboration between institutions and communities. Continuous reinforcement of these practices in educational settings can lead to measurable outcomes in both academic quality and public health.

Keywords: Clinical audit, Diabetic patients, Footwear assessment, Student engagement, Toe gap differences

A. Gokul¹, P. Raghuram¹, S. Loganathan¹

¹Department of Occupational Therapy, Sri Ramachandra Faculty of Occupational Therapy, Chennai, Tamil Nadu, India.

E-mail: gokulaladi@gmail.com

Background: In the evolving landscape of accreditation and institutional ranking, student mental health has emerged as a critical component of quality assurance in health professions education. Homesickness and Separation Anxiety Disorder (SAD) are psychosocial stressors commonly observed in ^st-year undergraduate hostel students. These emotional responses can impact academic performance and engagement and ultimately influence institutional rankings and student satisfaction – core indicators in accreditation frameworks.

Objectives: The objectives of the study were to estimate the prevalence of Homesickness and Separation Anxiety Symptoms level among 1^st-year Undergraduate hostel students and to analyze the relationship between Gender proportions.

Methodology: A cross-sectional study was conducted over a 3-week period among 255 1^st-year hostel students from colleges under Sri Ramachandra Institute of Higher Education and Research (Deemed to be University). Simple random sampling was employed. Assessment tools included the Utrecht Homesickness Scale and the Severity Measure for SAD – Adults, both standardized for emotional and psychological health metrics relevant to higher education environments.

Results: Homesickness was reported by 254 students (99.6%) and separation anxiety symptoms by 176 students (69%), with mild symptoms being the most prevalent. One student (0.4%) did not report homesickness, and 79 students (31%) showed no signs of separation anxiety.

Discussion: While female students exhibited higher intensity in specific aspects of homesickness (rumination, missing friends), no significant gender differences were found in the overall prevalence of homesickness or separation anxiety. The emotional challenges of transition appear to be universally shared across genders. Technology, such as video calls and social media, was noted to help reduce emotional distress.

Conclusion: The high prevalence of homesickness and separation anxiety among 1^st-year hostel students highlights the importance of integrating structured emotional and psychological support systems within academic institutions. As seen in comparable educational contexts – such as the impact of exam-related stress on adolescents – student mental health plays a pivotal role in shaping academic outcomes and institutional performance. By embedding such mental health interventions into institutional quality assurance and accreditation frameworks, health professions education can not only enhance student retention and success but also uphold standards of excellence that contribute to sustained accreditation, improved rankings, and a future-ready educational ecosystem.

Keywords: Health professions education, Homesickness, Hostel students, Mental health, Quality assurance, Separation anxiety

S. Jawahar Babu¹, J. Naveen Kumar¹, K. Santhosh Kumar¹

¹Department of Oral and Maxillofacial Surgery, Sri Ramachandra Dental College, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: naveenkumarj@sriramachandra.edu.in

Background: In health professions education, the timely identification of academically at-risk students is essential to ensure appropriate remediation and sustained academic performance. Traditional evaluation methods may delay identification, limiting the opportunity for early support. Artificial intelligence (AI), through predictive analytics, enables proactive student monitoring aligned with academic quality assurance (QA) frameworks. This study explores the utility of AI models in identifying at-risk undergraduate dental students using existing academic and feedback data.

Objective: The objective of the study was to evaluate the effectiveness of AI-driven predictive analytics in identifying at-risk dental students using retrospective academic and feedback data and to integrate the results into a QA-based early intervention model.

Methods: A retrospective, longitudinal observational study was conducted at Sri Ramachandra Dental College and Hospital from March 2024 to February 2025. The study included 87 undergraduate dental students, and data were sourced from structured Google Form surveys, the Moodle learning management system (LMS), student feedback forms, internal assessment (IA) tests, clinical examination scores, and faculty evaluations. After each teaching session, students completed standardized feedback forms assessing comprehension, difficulty level, and confidence. These indicators, combined with performance data, were used to build predictive models using logistic regression and random forest classifiers. Model performance was evaluated using accuracy, sensitivity, and feature importance metrics. Students flagged as “at-risk” were compared against actual academic outcomes for validation.

Results: The random forest model achieved a predictive accuracy of 87%, with 82% sensitivity in identifying students at risk of underperformance. Significant predictors included “low comprehension scores,” “frequent difficulty reporting,” “inconsistent LMS engagement,” and “poor IA performance.” Among the 87 students, 26% were identified as at-risk, and subsequent academic tracking confirmed that over 75% of these students performed below average in summative assessments. Early identification led to tailored academic support through mentoring and remedial sessions, showing improved outcomes in follow-up evaluations.

Conclusion: AI-driven predictive analytics, when applied to routinely collected academic and feedback data, can reliably identify at-risk students in health professions education. Integration of such models into institutional QA systems can enable timely, targeted interventions that enhance student success and overall educational quality.

Keywords: Artificial intelligence, At-risk students, Dental education, Predictive analytics, Quality assurance

J. Karthigeyan¹, S. Madhan Kumar¹, Athiban Inbarajan¹

¹Department of Prosthodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: athiban@sriramachandra.edu.in

Introduction: Awareness of research and ethics among dental students is crucial for ensuring high standards in research publications related to clinical practice, patient care, and scientific advancements. Research helps students stay updated with the latest advancements. Involvement in research can open opportunities for postgraduate education, publications, and academic careers.

Objective: The study aims to evaluate the level of knowledge and awareness of research and ethics among dental students.

Methods: A cross-sectional study involving 1^st years, 2^nd years, 3^rd years, final years, and interns of a bachelor of dental surgery was done in a dental college in Chennai to assess their knowledge about research, its advantages, the role of ethics in research, how important informed consent is in the field of ethics, etc. A questionnaire was prepared and distributed to all the participants to analyze the awareness of research and ethics among undergraduate students.

Results: The probable outcome sheds light on awareness among dental students about research and ethics.

Conclusion: The study concluded that clinical-year students have more knowledge about research and ethics. Pre-clinical year students are slightly less aware of research and ethics.

Keywords: Dental students, Dentistry, Ethics, Research ethics committees, Research

Kavitha Marusamy¹, Kannimel Helen Raju²

¹Department of Preventive Dental Sciences, Dentistry Program, Ibnsina National College for Medical Sciences, Jeddah, Saudi Arabia, ²Department of Anatomy, Anna Gowri Medical College and Hospital, Bharath University, Chennai, Tamil Nadu, India.

E-mail: dr.omkavitha@gmail.com

Background: Outcome-based Education (OBE) and Competency-based Medical Education (CBME) are transformative approaches in medical and dental education, aligning with global and Indian educational reforms, such as those outlined by the National Medical Commission (NMC). These frameworks emphasize measurable learning outcomes to ensure graduates meet professional competencies. In Saudi Arabia, similar reforms have prioritized aligning Course Learning Outcomes (CLOs) with Program Learning Outcomes (PLOs) to enhance healthcare education quality.

Aim: This case study evaluates the implementation of DigiAssess, a digital assessment platform, in measuring student achievement of CLOs aligned with PLOs in a Saudi Arabian dental course, offering insights applicable to CBME adoption in Indian dental and medical education.

Methodology: A dental course at a Saudi Arabian institution mapped its CLOs to institutional PLOs. Direct assessments (quizzes, midterms, final exams, and clinical evaluations) and indirect assessments (student surveys) were conducted using DigiAssess to streamline data collection, mapping, and analysis over one academic term.

Results: DigiAssess enabled real-time monitoring of student performance, identifying gaps during the midterm phase. Targeted interventions, including academic support sessions, improved final exam outcomes. Indirect assessments revealed enhanced student confidence, aligning with CBME goals of learner-centric education.

Discussion: DigiAssess supported transparent and consistent outcome tracking, aligning with OBE and CBME principles and Saudi quality standards. Its data-driven insights facilitated personalized interventions, offering a model for Indian institutions navigating CBME implementation under NMC guidelines. The platform’s adaptability could address challenges in India’s diverse medical education landscape.

Conclusion: This case study highlights DigiAssess as a robust tool for operationalizing OBE and CBME in dental education, with the potential to enhance academic quality and competency development in India. Its application supports continuous improvement and alignment with national and global standards, making it relevant for Indian medical education reforms.

Keywords: Outcome-based education (OBE), Digiassess, Course Learning outcome, Program,Learning outcome and Competency-Based Assessment

M. Kavya¹, M. Poornima Devi¹

¹Department of Computer Science, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: e5222044@sret.edu.in, poornimaresearch7@gmail.com

Introduction: The model was proposed to develop a system that automates lecture summarization and generates context-aware, interactive educational content flashcards and questions by allowing educators to upload PDF materials. Advanced parsing extracts text while filtering page numbers, headers, and footers, setting the stage for multilingual processing and rich NLP-driven learning features.

Objective: The objective of the study was to develop and evaluate an NLP-based pipeline that efficiently summarizes lectures, answers user questions, and creates interactive learning artifacts (MCQs and flashcards) that enhance engagement and knowledge retention.

Methods: Uploaded PDFs undergo language identification and, if needed, automatic translation. The text is tokenized, stop-words removed, lemmatized, and normalized. A T5 transformer performs abstractive summarization; DistilBERT powers real-time question answering; SpaCy’s NER identifies key concepts; a TF-IDF keyword extractor refines understanding. Named entities feed an MCQ generator that uses lexical databases and generative models to craft intelligent distractors. Sentiment analysis gauges user input tone, while multilingual text-to-speech supports interaction.

Results: The integrated pipeline achieved 90% accuracy and efficiency in processing large volumes of educational content, delivering coherent summaries, precise context-dependent answers, and high-quality flashcards with MCQs, which collectively boosted user engagement and knowledge retention.

Conclusion: By combining state-of-the-art NLP components into a seamless workflow, the system demonstrates the transformative potential of automated summarization and interactive content generation in modern pedagogy, offering educators a powerful tool for scalable, multilingual learning support.

Keywords: DistilBERT, NER, T5, TF-IDF, Transformer

M. Manimekalai Narayanan¹

¹Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: m.manimekalai@sriramachandra.edu.in

Background: Medical training is often associated with high levels of stress, which can compromise both personal well-being and professional empathy among students. During the Comprehensive Rotatory Medical Internship (CRMI), these stressors may intensify. Mind-body practices such as yoga offer potential tools to address these challenges by supporting holistic student development.

Objective: The objective of the study was to assess the effect of a 1-year structured yoga posting on stress, well-being, and empathy in MBBS students undergoing CRMI.

Methods: A longitudinal observational study was conducted with 250 MBBS students at a tertiary care teaching hospital. Participants were divided into two groups: an intervention group (n = 125) enrolled in a 52-week structured yoga posting with weekly practical and theory sessions and a control group (n = 125) following the standard CRMI curriculum. Validated tools – the Perceived Stress Scale, World Health Organization-5 Well-Being Index, and the Jefferson Scale of Empathy – were administered at baseline, midpoint (26 weeks), and post-intervention (52 weeks). Quantitative data were analyzed using a mixed-design analysis of variance. In addition, qualitative feedback was collected through open-ended questionnaires.

Results: The yoga group showed statistically significant improvements in well-being and empathy scores and a reduction in perceived stress compared to the control group (P < 0.05). Thematic analysis of qualitative responses revealed enhanced emotional regulation, self-awareness, and interpersonal sensitivity.

Conclusion: Integrating a structured yoga posting into the CRMI curriculum may significantly improve interns’ psychological well-being and empathy while reducing stress. Such initiatives could contribute to nurturing more resilient and compassionate medical professionals.

Keywords: Empathy, Medical Education, Stress, Well-being, Yoga

Mansipatsariya¹, R. Yamini Devi¹

¹Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: u022401112@sriramachandra.edu.in

Background: Colleges and universities are adopting innovative strategies to enhance the quality of their educational content. Integrating cognitive techniques and interactive games within artificial intelligence (AI)-enabled learning environments offers a promising approach to improving student engagement and outcomes. This study explored how such integration can enhance the overall quality of higher education by fostering inclusive, dynamic, and student-centered learning.

Objective: The objective of the study was to evaluate the impact of integrating cognitive learning strategies and interactive games with AI-based instructional tools on student learning outcomes.

Method: This quasi-experimental study evaluated the learning profiles of 60 undergraduate students and identified areas of strength and weakness. Keyword mnemonics and games with AI-enabled learning management systems have been used to overcome weaknesses and enhance performance. Paired t-tests will evaluate pre-and post-test assessments, whereas descriptive statistics will measure academic characteristics.

Results: Students showed an average increase of 8% in their assessment scores. 74.75% favored mnemonic-based learning, while 62.10% wanted to develop mnemonics before the exams. A total of 77.05% felt confident about using mnemonics. A total of 65.55% supported including mnemonics in future teaching, and 81.65% agreed that these techniques helped to understand complex concepts.

Conclusion: Integrating cognitive and AI-based strategies effectively enhances the quality assurance of education and improves academic performance. This model is scalable and supports both institutional and global educational priorities. The intervention also improved academic performance and student engagement. It aligned with SDG 4.3, fostering inclusive learning and becoming an institutional best practice. Students showed enthusiasm for the mnemonics and games developed using AI-powered learning systems.

Keywords: Games, Mnemonics, Quality education, Teaching methods

J. Md Juvaid Noor¹, R. Sindhu¹, A. Banu Jothi¹

¹Department of Public Health Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: sindhudoc1908@gmail.com

Background: The information technology sector presents distinct workplace challenges, including sedentary work patterns, demanding deadlines, and high-stress environments that may predispose professionals to psychological and physical health issues.

Objectives: This study investigated relationships between clinical anger, depressive symptoms, and body mass index (BMI) in IT professionals.

Materials and Methods: A cross-sectional study using random sampling recruited 200 IT professionals. The Clinical Anger Scale is a 21-item self-report instrument designed to measure the intensity and frequency of anger. The Depression, Anxiety, and Stress Scale-21 (DASS-21) scale is designed to measure the emotional states of depression, anxiety, and stress. Google Forms were created to incorporate the clinical anger scale (CAS) and the DASS-21. A BMI calculation link was embedded within the form for participants to determine their BMI. Statistical analyses included correlation analysis and multiple regression modeling.

Results: The sample comprised 200 IT professionals (mean age 29.4 years, 68% male). Mean BMI was 26.8 kg/m², with 42% classified as overweight/ obese. Significant positive correlations were found between clinical anger (CAS) and BMI (r = 0.34, P < 0.001), depressive symptoms (DASS-21) and BMI (r = 0.41, P < 0.001), and clinical anger (CAS) and depressive symptoms (DASS-21) (r = 0.52, P < 0.001).

Conclusion: The observed links between anger, depression, and increased body weight among IT professionals suggest a strong connection between emotional and physical health, highlighting the need for workplace programs that support both.

Keywords: Body mass index, Clinical anger, Depression, IT professionals, Occupational health

S. Muthulakshmi¹, Lubna Fathima¹, R. Sindhu¹

¹Department of Public Health Dentistry, SRM Dental College, Bharathi Salai, Chennai.

E-mail: dr.lubnafathima@gmail.com

Background: Aspirin’s dual role in cancer care presents challenges for dental professionals navigating anticoagulation management decisions. While aspirin provides cancer prevention benefits, bleeding risks during dental procedures create therapeutic dilemmas requiring evidence-based adaptation.

Objectives: This study investigates dental professionals’ awareness of aspirin’s dual cancer impact and examines clinical adaptation strategies for patients on aspirin therapy.

Materials and Methods: A cross-sectional online survey was conducted over 6 months (November 2024–April 2025) among 200 dentists in Tamil Nadu. Structured questionnaires assessed aspirin-cancer knowledge, clinical practices, and bleeding risk management. Data were analyzed using descriptive statistics, Chi-square tests, and logistic regression (P < 0.05).

Results: Among 200 participants, only 34% (n = 68) demonstrated adequate awareness of aspirin’s cancer prevention benefits, whereas 78% (n = 156) routinely discontinued aspirin before procedures (χ² = 45.2, P < 0.001). Significant associations existed between practice years and awareness levels (OR = 2.3, 95% CI: 1.4–3.8, P = 0.002). Practitioners with > 10 years of experience showed higher knowledge scores (6.2±1.8 vs. 4.1 ± 2.1, P < 0.001). Only 42% (n = 84) knew evidence-based guidelines favoring aspirin continuation with local hemostatic measures.

Conclusion: Many dental practitioners remain unaware of aspirin’s broader role in cancer, highlighting educational gaps. Enhanced awareness could improve clinical decision-making, reducing unnecessary therapy interruptions that compromise cancer prevention benefits. Findings emphasize interdisciplinary collaboration and continuing education needs.

Keywords: Anticoagulation, Aspirin, Bleeding risk, Cancer prevention, Clinical adaptation, Dental professionals

A. Pearlcid Siroraj¹, Emmanuel Dhiraviya Sargunam¹, R. Rajeswari¹

¹Department of Oral and Maxillofacial Surgery,Sri Ramachandra Dental College and Hospital ,Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, India

E-mail: pearlcidsiroraj@sriramachandra.edu.in

Background: In oral and maxillofacial surgery (OMFS), enhancing surgical skill acquisition is essential due to decreasing clinical exposure and training opportunities. Video games, particularly first-person action games, have shown promise in improving visuospatial and fine motor skills, making them a potential adjunct to conventional surgical training.

Objective: The objective of the study was to evaluate the effectiveness of video game training as an adjuvant to conventional methods in enhancing surgical skill acquisition among OMFS trainees.

Methods: A prospective, double-blinded, randomized controlled study was conducted involving 60 dental interns divided into two groups: a control group (n = 30) receiving standard training and a case group (n = 30) undergoing video game training (30 min/day for 7 days) in addition to conventional instruction. All participants performed a simulated minor oral surgical procedure (impacted tooth removal) before and after the training period. Surgical performance was assessed independently by three blinded evaluators across four key skill domains: flap design, bone removal, tooth split, and closure. Improvements were analyzed using independent t-tests.

Results: The case group showed significantly greater mean improvements in surgical performance across all skill domains compared to the control group: (1) Flap design: 1.21 versus 0.55 (p < 0.001); (2) bone removal:

1.26 versus 0.46 (P < 0.001); (3) tooth split: 1.23 versus 0.54 (P < 0.001); and (4) closure: 1.17 versus 0.46 (P < 0.001). These findings demonstrate a statistically significant enhancement in surgical skills with the use of video game training.

Conclusion: Video game-based training, when used alongside conventional methods, significantly enhances the acquisition of surgical skills in OMFS trainees. This novel and engaging approach may serve as a valuable supplement to existing surgical education programs.

Keywords: First-person shooter, Surgical training, Video games

A. Poomagal¹

¹Sri Ramachandra Faculty of Management Sciences, SRIHER (DU), Chennai, India.

E-mail: drapoomagal@sriramachandra.edu.in

Background/Introduction: With the increasing emphasis on quality care in institutional healthcare settings, adherence to accreditation standards such as those set by the National Accreditation Board for Hospitals and Healthcare Providers (NABH) has become crucial. Nurses play a key role in implementing these standards, making their awareness and understanding of NABH guidelines a critical factor in ensuring compliance and enhancing care quality.

Objective: The objective of the study was (1) to assess the knowledge and attitude of nurses regarding NABH accreditation; (2) to evaluate the impact of knowledge on nurses’ attitudes toward NABH standards; and

(3) to examine whether significant differences exist between attitudes and demographic clusters among nurses.

Methods: A descriptive research design with a quantitative approach was adopted. Data were collected through structured, self-reported questionnaires assessing nurses’ knowledge and attitudes toward NABH standards. A total of 152 nurses were selected using probability random sampling.

Results: The study revealed that the majority of nurses possess good knowledge of NABH standards. However, specific areas, such as “surgery consent” procedures, were identified as needing additional training and knowledge enhancement. A positive correlation was observed between the level of knowledge and attitude toward NABH standards, suggesting that improved knowledge can positively influence attitudes and compliance.

Conclusion: The findings highlight the importance of continuous training and education to bridge knowledge gaps and reinforce positive attitudes toward NABH standards among nurses. This is essential for sustaining quality improvements in healthcare delivery through effective accreditation compliance.

Keywords: Accreditation standards, Healthcare compliance, Hospital quality, National Accreditation Board for Hospitals and Healthcare Providers, Nurse awareness

Rhythm Bains¹

¹Department of Conservative Dentistry and Endodontics, King George’s Medical University, Lucknow, Uttar Pradesh, India.

E-mail: rhythm@kgmcindia.edu

Background: With the digitalization of education, dental students increasingly rely on platforms such as YouTube^™, Instagram^™, and Facebook^™for clinical learning. One such procedure frequently sought online is the clinical manipulation and placement of Mineral Trioxide Aggregate (MTA) for apexification and root-end filling. However, the lack of peer review makes the accuracy and reliability of user-generated content questionable.

Objective: The objective of the study was to evaluate the educational quality, reliability, and engagement metrics of MTA-related videos across major digital platforms.

Methods: A systematic video search using keywords related to MTA procedures. Videos from YouTube^™, Instagram^™, and Facebook^™ were accessed. Data on video title, platform, duration, views, uploader type, and engagement metrics were collected. Three independent reviewers assessed educational quality using the Modified Global Quality Score (mGQS) and content reliability through JAMA benchmark criteria. Viewer engagement was measured using the Video Power Index (VPI) and The Modified DISCERN tool. The videos were annexed in a Word document along with the scoring criteria and were shared with 3 evaluators with 5 years of experience in the field of Endodontics.

Results: The search resulted in a total of 48 videos. Out of these, 20 were on YouTube^™, 14 were on Instagram^™, and 13 were on Facebook^™. Of these, 10 videos were excluded as the content was not accessible anymore. The inter-evaluator agreement on scores was analyzed using Cohen’s Kappa statistics and showed that the scores of the 3 evaluators were in agreement (Evaluator 1 and Evaluator 2, k = 0.6; Evaluator 1 and Evaluator 3, k > 0.6, Evaluator 2 and 3, k = 0.6). YouTube^™videos had the highest average mGQS, indicating moderate-to-good educational value. Instagram^™ and Facebook^™videos scored lower across all quality metrics. Videos from academic or dental professionals had better JAMA scores, while non-professional content was often inaccurate or incomplete. Most videos failed to mention risks, alternatives, or prognosis.

Conclusion: This study underscores the variability and limitations of online video content and highlights the need for evidence-based, peer-reviewed educational resources produced or endorsed by academic institutions.

Athiban Inbarajan¹, S. Madhan Kumar¹, J. Karthigeyan¹

¹Department of Prosthodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: athiban@sriramachandra.edu.in

Introduction: Dental implants, which provide a long-lasting and practical substitute for lost teeth, have completely transformed prosthetic dentistry. However, there are differences in early dental students’ knowledge and understanding of implantology.

Objective: To determine how knowledge changes as academics progress. The study intends to measure 1^st-and 2^nd-year dental students’ understanding, perceptions, and concerns regarding dental implants.

Methods: A cross-sectional questionnaire-based survey was conducted among 100 dental students. A structured questionnaire covering the fundamental knowledge of dental implantology was done. Statistical analysis using the Chi-square test was done with the data obtained.

Results: 70% of students had prior awareness of dental implants, and 30% had minimal or no knowledge.

Conclusion: 80% of the students identified cost as a major deferent, and 50% were unsure about the long-term success rate.

Keywords: Awareness, Dental implants, Edentulous patients, Oral health

Seethalakshmi Avudaiappan¹

¹Department of Nursing Foundation, Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: seethalakshmi.a@sriramachandra.edu.in

Introduction: Self-directed learning (SDL) is an instructional approach that empowers students to take responsibility for their own learning by independently selecting learning strategies, setting goals, and evaluating their progress and outcomes. This method promotes lifelong learning and critical thinking skills, that are essential attributes in the nursing profession.

Objective: The present study aimed to assess the level of self-directed learning readiness among undergraduate nursing students and to explore the association between SDL readiness and selected background variables

Methods: A cross-sectional study was conducted among 352 B.Sc. nursing students from a selected institution using a purposive sampling technique. Ethical clearance was obtained from the Institutional Ethics Committee (IEC No. 429), and informed consent was secured from all participants. Data collection was carried out using Google Forms among students who were present and willing to participate in the study. The background variables collected included age, gender, year of study, and number of hours spent online for academic purposes per day. The Self-Rating Scale of Self-Directed Learning (SRSSDL), a standardized tool, was used to assess the level of self-directed learning readiness. The SRSSDL comprises 60 items distributed across five domains: awareness, learning strategies, learning activities, evaluation, and interpersonal skills, with each domain containing 12 items. Scores were categorized into three levels: low (60–140), moderate (141–220), and high (221–300).

Results: Self-directed learning readiness (SDLR) among B.Sc. nursing students demonstrated a clear upward trend across academic years. The proportion of students with high SDLR increased steadily from the 1^st year (24.4%) to the 4^th year (52.5%), whereas those with low SDLR declined from 26.8% in the 1^st year to just 8.1% in the final year. Moderate readiness was most prevalent among 1^st-year students (48.8%) and decreased progressively in subsequent years. This trend was further supported by the mean SDLR scores, which showed a gradual increase from 181.13 ± 5.06 in the 1^st year to 218.56 ± 50.40 in the 1^st year, reflecting enhanced self-directed learning abilities with academic progression.

Conclusion: Fourth-year undergraduate nursing students showed the highest readiness for self-directed learning, particularly in the area of interpersonal skills. Incorporating blended learning approaches may further enhance their learning strategies and overall skill development.

Keywords: Nursing students, Readiness assessment, Self-directed learning

S. Shree Lakshmi¹, S. Aravind Warrier¹, N. Shanmuganathan²

¹Department of Oral Medicine and Radiology, ²Prosthodontics and Crown and Bridge, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: dentalwarrier@gmail.com

Background: Older adults are integral to our society. Elderly dental research is essential for well-being. Geriatric dental care is not taught as a standalone subject in India.

Objective: The preliminary aim of this study was to assess oral health-related quality of life among 565 elderly visiting tertiary hospitals and thereby identify if a gap in geriatric dental education exists.

Methods: This study was prospectively registered in the clinical trial registry of India (CTRI/2023/02/049359) and permitted by the institutional ethics committee of Sri Ramachandra Institute of Higher Education and Research. A quasi-experimental-based study using the Geriatric Oral Health Assessment Index was conducted among 565 individuals aged 60 years and above visiting a tertiary dental hospital in Chennai. Data were collected through face-to-face interviews at baseline (T0), and the responses were recorded through telephonic conversations after a week and 3 months at first (T1) and second follow-up (T2) intervals. GOHAI was shown as mean and standard deviation (SD). Comparisons of GOHAI scores were done through repeated measures analysis of variance and post hoc Bonferroni.

Results: At T0, the mean score was 38.40 (SD = 4.69), and it increased to 49.33 (SD = 16.04) at T1. However, it declined to 38.83 (SD = 24.45) at T2, which was not significantly different in comparison to T0 (P = 1.000). Pair-wise comparisons highlighted a statistically significant decline from F1 to F2 (P < 0.001).

Conclusion: Dental interventions are significantly enhanced, but preventive strategies are essential for maintenance. Geriatric oral health in India is underserved due to gaps in dental education. To ensure long-term improvements, there is an urgent need for curriculum reforms, such as the introduction of dedicated geriatric dentistry courses into BDS courses and the enhancement of clinical exposure and specialized training in MDS. Furthermore, promoting community-based learning, outreach, driving policy advocacy, and awareness initiatives are the need of the hour. Only through educational reform and increased clinical emphasis, especially on preventive measures, can India meet the growing oral health needs of its aging population with cost-effectiveness.

Keywords: BDS and MDS curriculum development, Geriatric dental education, Special care dentistry

Shiva Shankar Gummaluri¹

¹Department of Periodontics, GITAM Dental College and Hospital, Visakhapatnam, Andhra Pradesh, India.

E-mail: sivashankar.gummaluri@gmail.com

Background/Introduction: Since the fundamentals of learning and gaming are the same, there is more room to explore the idea of gamifying the process, which makes learning enjoyable. This aids educators and learners in adjusting to more significant shifts in teaching methodologies. The current review aims to clarify the many approaches to integration, the parallels between gaming and education, and how it affects the current state of teaching and learning for both teachers and students.

Objective: The objective of the study was to assess how different methods of gaming incorporation influence the teaching of a student and teacher.

Methods: Higher education institutions can use a variety of gamification techniques. Teachers might use intricate systems to immerse students, offer activities to provide prizes, and hold group competitions among students in the same class. Some extra activities, such as a virtual hunt, a strategy debate exercise, and quizzes that switch topics, will pique students’ interest and help them focus better.

Results/Discussion: Both students and teachers benefit from this content-based learning, which may be used in all areas of the educational system. By incorporating games into the classroom, people are better able to retain the material. This will boost the students’ enthusiasm and help them focus better. However, not everyone benefits from this; hence, a mixed application success rate was noted.

Conclusion: The current review comes to the conclusion that while the gamification of education has advantages, there is now insufficient proof to support its widespread use. Furthermore, type differs depending on the person and the kind of education they are pursuing. To provide a suitable conclusion, further appropriate research should be developed.

Keywords: Education, Gamification, Student, Teacher

K. Sonia¹, K. Sujatha¹

¹Department of Pharmaceutical Chemistry, Sri Ramachandra Faculty of Pharmacy, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: soniapharm85@sriramachandra.edu.in

Introduction: The increasing concern regarding antibiotic residues in food products necessitates reliable detection methods.

Objective: This study aims to detect the presence of ciprofloxacin, sulphonamides, oxytetracycline, and erythromycin in commercial honey samples using thin layer chromatography (TLC) based on protocols outlined in the Indian Pharmacopoeia.

Methods: Honey samples were subjected to extraction, TLC analysis, and comparison with antibiotic standards. The Rf values of detected spots were matched with standards, confirming the presence of antibiotic residues in selected samples.

Conclusion: The TLC method proved to be cost-effective and suitable for routine screening in academic and quality control laboratories.

Keywords: Antibiotic residues, Food safety, Honey, Thin layer chromatography

G. Sophia¹, P. Raghuram¹, S. Loganathan¹

¹Department of Occupational Therapy, Sri Ramachandra Faculty of Occupational Therapy, Chennai, Tamil Nadu, India.

E-mail: sophiagestin12@gmail.com

Background: Glossophobia – commonly referred to as the fear of public speaking – is a widespread anxiety disorder affecting up to 75% of individuals and has profound implications for student development and well-being. In the context of health education, communication skills are foundational to academic success, professional competency, and quality patient care. Addressing such psychological barriers is essential for improving educational outcomes and upholding standards of excellence in health-related academic environments. Strengthening student competencies in communication aligns with broader goals of accreditation, institutional ranking, and quality assurance in health education.

Objectives: The objective of the study was to determine the prevalence of glossophobia and assess its impact on self-esteem among higher secondary school students, providing evidence for integrating communication skill development into quality education frameworks.

Methodology: A cross-sectional study was conducted among students from six higher secondary schools in central Chennai, with three schools selected by simple random sampling. A total of 306 students participated. After obtaining assent, standardized questionnaires were administered to assess levels of Glossophobia and its correlation with self-esteem. Data were statistically analyzed to identify key trends.

Results: Out of 306 students, 236 (47.8%) reported experiencing glossophobia. Among them, 80 (16.2%) exhibited high levels, 156 (31.6%) moderate levels, and 70 (14.2%) low levels. A significant proportion of students reporting moderate to high levels of glossophobia also exhibited moderate-to-high levels of impact on self-esteem. Gender-wise, glossophobia was found to be more prevalent among female students.

Conclusion: The findings underscore the significant impact of public speaking anxiety on student confidence and performance. Recognizing and addressing such psychological challenges is vital for fostering academic excellence, supporting accreditation standards, and ensuring quality assurance in the training of future health professionals. Interventions designed to reduce Glossophobia and build communication skills will enhance student success, strengthen institutional quality benchmarks, and ultimately contribute to the shaping of a more competent and resilient healthcare workforce.

Keywords: Communication, Glossophobia, Self-esteem, Students

Sowndarya Madugula¹, D. Prabu¹, R. Sindhu¹

¹Department of Public Health Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: researchphdsrm@gmail.com

Background: India shares the highest global oral disease caseload (Dental caries 18.1%, Periodontal disease 20.3%, edentulism 9.9%, and oral cancer 18.9%). However, the utilization of dental care among Indian adults is only 23.96%. Inadequacy in creating awareness among the general population about the importance of oral health in preventing chronic disease contributes to the underutilization of dental care.

Objective: The study aimed to evaluate the knowledge and attitude before and after the educational intervention among upcoming dentists about oral diseases contributing to systemic disease.

Method: A pre-and post-test intervention trial was conducted among 112 upcoming dentists from Chennai, India, for a duration of 2 months. Ethical approval was obtained from the Institutional Review Board of SRM Dental College, Chennai. After obtaining informed consent, knowledge and attitude assessments were done using a self-administered validated questionnaire with 7 items in a 5-point Likert scale. A module comprising scientific evidence on oral diseases contributing to systemic diseases like Cardiovascular, neurological, and respiratory diseases, Cancer, Diabetes mellitus, birth defects, etc., was distributed online to the participants. After 2 weeks, reassessment was done. Statistical analysis was done using the Statistical Package for the Social Sciences. 27.0 software. Paired t-test was done to evaluate the improvement in scores.

Results: 73.20% of participants were well aware of poor oral health contributing to systemic diseases, but only 16.10% made an attempt to infer the knowledge to the visiting patients. The assessment scores significantly improved after educational intervention (P < 0.01). Willingness toward informing the patients about their risk improved significantly post-intervention (P < 0.01).

Conclusion: Knowledge enhancement among dentists regarding the ill effects of oral diseases on systemic health can motivate them to enlighten the visiting patients, improving their awareness regarding the importance of dental care in disease prevention. This can contribute to encouraging better dental healthcare utilization among the general population.

Keywords: Dental healthcare utility, Education intervention, Oral disease burden, Oral diseases, Oral health awareness, Underutilization, Upcoming dentists

Vidya Shanmugam¹, S. Sankar¹, Krishnendu Mukhopadhyay¹

¹Department of Environmental Health Engineering, Sri Ramachandra Faculty of Public Health, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: sankar.s@sriramachandra.edu.in

Background: The overall purpose of education is to bring about positive changes in a student. Experiential learning integrates knowledge and theory learned in a classroom and transfers it into the real world through hands-on training opportunities. In coherence with experiential learning, value education must be incorporated within the curriculum to build diversified learning with integrity. Apart from the traditional way of impartment knowledge in students, experiential value-based education seeks to impart practical, real-world exposure to students in the form of public health field practicum.

Objective: The objective of the study was to evaluate the effectiveness of internship-based field practicum exposure and determine the professional development achieved through experiential value-based education among postgraduate students.

Methodology: Master of Public Health 1^st-year students are encouraged to pursue internships at an organization of their interest (guided by faculties and host organization). Analysis of the effectiveness of the internship was conducted utilizing students’ internship surveys and records from log books maintained by the students. There were 22 survey questions in regard to internship experience ranging from a scale of 1 (Strongly Disagree) to 5 (Strongly Agree).

Results: Based upon the survey analysis, the overall satisfaction score is 84%, which shows that the student’s interest was high toward the internship. 90% of students stated that the organizations they interned with best fit their interests. A strong correlation between professional growth from the internship and the students being well-prepared to enter the real world was attained. In the overall distribution of responses for each question, students strongly agreed that they were able to apply the core public health and value-based theoretical knowledge gained in the classroom to their internship work. 82% of students stated that the internship outcome matched their expectations before starting their internship.

Conclusion: The student’s exposure to the working environment and the hands-on experience gained through fieldwork have resulted in a strong connection between the classroom and the real world. The experiential value-based learning aided the students in gaining an insight into their self-learning skills, interests, passion, and values in the multidisciplinary field of public health.

Keywords: Experiential learning, Hands-on experience, Public health field practicum, Real-world experience, Student internship, Value education

A. Manjula¹, Joan Freeda Honey¹, S. J. Nalini¹

¹Department of Medical Surgical Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: manjula.a@sriramachandra.edu.in

Background: In pursuit of excellence in accreditation, ranking, and quality assurance, the Indian Nursing Council (INC) has revised the B.Sc Nursing curriculum to include elective courses that broaden academic exposure and foster career-oriented learning. Under this mandate, students are required to complete three electives designed to encourage self-directed learning. The Diabetes Care elective, delivered through an online Learning Management System – Sri Ramachandra Institute of Higher Education and Research, exemplifies this commitment by providing accessible, standardized, and innovative learning experiences to students across multiple nursing institutions.

Objective: The objective of the study was to evaluate nursing students’ performance and feedback regarding the Diabetes Care elective.

Methods: A cross-sectional descriptive study was conducted using an online Google Form to collect structured feedback from nursing students enrolled in the Diabetes Care elective across four institutions: PSP, St. Ann’s, CSI, and Doctors College of Nursing. Out of 256 enrolled students, 109 (42.6%) responded to the survey. The course assessment comprised a Pre-test (10 marks), Assignment (10 marks), Skill Assessment (10 marks), and Course Evaluation (30 marks), totaling 50 marks. Performance and perception data were analyzed using descriptive statistics.

Results: A majority of respondents, 56% strongly agreed, and 38% agreed, found the course materials highly useful. Course relevance was affirmed by 93% of students, and 88% found the technology platform appropriate for learning. Instructional materials received a positive rating from 92% of participants. The self-directed learning approach enhanced knowledge (93%) and interest (90%) in diabetes care. Furthermore, 86% expressed interest in similar electives, and 84% would recommend the course to peers. Performance data revealed that 45% of students scored above 40 out of 50 marks, indicating strong learning outcomes.

Conclusion: The Diabetes Care elective course was well received, with students expressing high satisfaction. Importantly, the use of technology, specifically the online Learning Management System, opened doors for nursing colleges to deliver the course efficiently and uniformly, ensuring that all students could complete the elective on time as mandated by the INC syllabus. These findings highlight how technology enhances quality assurance efforts, ultimately preparing nursing graduates to meet contemporary healthcare challenges and uphold the highest standards in health professions education.

Keywords: Diabetes care, Elective course, Feedback, Technology

Anubhav Das¹, S. Aravind Warrier¹, S. Sushmitha¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: dentalwarrier@gmail.com

Background: The evolving landscape of dental education necessitates the incorporation of innovative teaching methodologies to enhance learning outcomes. This pilot study aimed to assess the knowledge, attitude, and practice related to such methodologies among dental postgraduate students.

Objective: The objective of the study was to assess the knowledge, attitude, and practice of dental postgraduates on innovative teaching methodologies

Methods: A prospective pilot study was conducted with 50 dental postgraduates. Data on demographic characteristics and perceptions of innovative teaching methods were collected using a structured questionnaire. The questionnaire contained 10 questions to assess the knowledge, attitude, and practice of the postgraduates.

Results: A descriptive statistical analysis revealed that 30% of participants were aged between 24 and 27 years, and 80% were in their ^st year of postgraduate training. Simulation-based learning was the most recognized innovative teaching method (41.2%), followed by problem-based learning (35.3%), flipped classrooms, and didactic lectures. The flipped classroom approach was viewed by 64% of participants as a useful method for home preparation and promoting active engagement during classroom sessions. A significant majority (88.8%) believed that simulation-based teaching enhances psychomotor skills and clinical decision-making. However, only 29.4% strongly agreed that innovative teaching methods are more effective than traditional lectures, based on a five-point Likert scale, and just 41.2% felt confident using problem-based learning and flipped classroom techniques. In addition, 45.5% of postgraduate students indicated a lack of institutional training and expressed a desire for more support in adopting innovative teaching methodologies.

Conclusion: While dental postgraduates exhibit awareness of and a positive attitude toward innovative teaching methods, their confidence and practice, particularly in PBL and flipped classroom strategies, remain limited. These findings highlight the need for faculty development programs and curriculum reforms to effectively integrate innovative pedagogies in dental education.

Keywords: Flipped classroom, Innovative, Problem-based learning, Simulation-based learning

A. Banu Jothi¹, Dinesh Dhamodhar¹, Lubna Fathima¹

¹Department of Public Health Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: dineshd1@srmist.edu.in

Background: Contemporary dental education requires the integration of emerging biomaterials addressing persistent clinical challenges. Enterococcus faecalis, a resilient endodontic pathogen with biofilm-forming capabilities, demonstrates resistance to standard disinfection protocols. While sodium hypochlorite remains the gold-standard irrigant, its cytotoxicity necessitates the exploration of safer, biocompatible alternatives. Neem (Azadirachta indica), with documented antimicrobial properties, presents a promising natural substitute aligned with sustainable dentistry principles.

Objective: To evaluate and compare the antimicrobial efficacy of neem tooth powder with sodium hypochlorite and normal saline against E. faecalis in an in vitro root canal model, highlighting the potential integration of herbal alternatives into dental education and clinical practice.

Methods: An in vitro study utilized extracted, non-carious human teeth to assess three irrigation protocols: Group A (sodium hypochlorite), Group B (normal saline), and Group C (neem tooth powder). Irrigation was performed at 5 min and 48 h with bacterial colony-forming unit (CFU) quantification. Statistical analysis included Shapiro–Wilk normality testing, analysis of variance, and post hoc pair-wise comparisons (P < 0.05).

Results: Statistically significant differences in antimicrobial efficacy were observed among all groups at both time points. Neem tooth powder demonstrated CFU reduction from 59.35 ± 5.80 at 5 min to 40.47 ± 3.81 at 48 h, outperforming normal saline with considerable antibacterial activity.

Conclusion: Neem tooth powder exhibited promising antimicrobial properties, suggesting potential as a natural, biocompatible endodontic irrigant. Findings support the inclusion of herbal agents in dental curricula to encourage the adoption of sustainable, evidence-based treatment modalities in clinical practice.

Keywords: Antimicrobial efficacy, Dental education, Enterococcus faecalis, Natural irrigant, Neem tooth powder, Sustainable dentistry

R. Bhuvanamha Devi¹, Latha Ravichandran²

¹Department of Pathology, Sri Venkateshwaraa Medical College Hospital and Research Centre, Puducherry, ²Department of Paediatrics, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: bhuvanamhadevi_r@sriramachandra.edu.in

Background: The shift to competency-based medical education (CBME) in India mandates horizontal and vertical integration across disciplines. Faculty perceptions are crucial for effective curriculum implementation.

Objective: To explore faculty attitudes toward integrated teaching in CBME and determine the influence of demographics, institutional type, and experience on these perceptions.

Methods: A cross-sectional survey collected responses from 66 medical faculties via a structured questionnaire. Likert-scale items assessed perceived preparedness, benefits, collaboration, and support needs. Quantitative analysis included descriptive statistics, correlation, group comparisons, PCA, cluster analysis, and qualitative triangulation. Incomplete Likert responses were excluded from the analysis.

Results: Faculty rated the need for training highly (M = 4.5/5) and agreed on the collaborative potential of integrated teaching (M = 4.3). The strongest correlations were found between beliefs in benefits and perceptions of collaboration (r = 0.49). No statistically significant differences emerged across gender or designation. Government faculty rated workload challenges (M = 4.67) and training needs (M = 4.67) higher than private faculty. PCA revealed three latent dimensions: preparedness, support needs, and collaboration. Cluster analysis grouped respondents into three profiles: highly prepared, moderate, and skeptical.

Conclusion: Institutional and regional capacity building – including faculty development, workload adjustment, and shared planning – are essential to support effective CBME integration.

Keywords: Competency-based medical education, Faculty perceptions, Integrated teaching

Divyabharathi Selvam¹, Hemamalini Balaji², M. Saravanan³

¹Department of Prosthodontics, SRM Dental College, ²Department of Prosthodontics, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: divyabhs@srmist.edu.in

Background and Introduction: Assessment in preclinical prosthodontics plays a pivotal role in shaping clinical competence among dental students. Traditional grading systems often lack uniformity and objectivity. This study explores rubric-based assessment as a structured alternative to enhance evaluation consistency and student learning.

Objective: To evaluate the effectiveness, objectivity, and perceived fairness of a rubric-based assessment method for alginate manipulation skills in a preclinical prosthodontic context.

Methods: A descriptive observational study was conducted among undergraduate dental students during alginate impression exercises. A structured grading rubric covering six domains – Knowledge and Understanding (10%), Preclinical Skill (50%), Time Management (10%), Adherence to Protocols (10%), Professionalism (10%), and Documentation and Viva (10%) – was employed. Faculty evaluators used the rubric for direct observation. Student and faculty feedback was collected via surveys and interviews. Quantitative data were analyzed using Statistical Package for Social Sciences (descriptive statistics, Chi-square test, analysis of variance, and paired t-test). Qualitative data underwent thematic content analysis.

Results: The rubric-based system demonstrated high interrater reliability. 85% of students found the assessment criteria clear (mean score: 8.6 ± 1.2), and 78% felt it minimized subjective bias. Post-intervention scores improved significantly compared to pre-intervention scores (P = 0.05). Students highlighted the skill assessment and feedback categories as most beneficial. Faculty noted enhanced consistency in evaluation and feedback delivery.

Conclusion: The structured rubric proved to be an effective and objective tool for evaluating pre-clinical prosthodontic skills. It facilitated consistent assessment, clear performance expectations, and constructive feedback, supporting its wider integration into dental education.

Keywords: Alginate manipulation, Dental education, Objective evaluation, Pre-clinical prosthodontics, Rubric-based assessment

A. E. Nagarathinam¹

¹Department of Oral Pathology, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: drnagarathinamae@gmail.com

Background: Timely identification of academically at-risk students is crucial in health professions education to enable early intervention. Traditional methods often delay support and hinder documentation essential for quality assurance.

Objective: To develop and implement a low-cost, scalable early warning system (EWS) using Google Workspace tools to identify and support at-risk students in a dental college setting.

Methods: A case study was conducted over two academic years at a private dental college in South India. Academic scores, attendance, and counselor feedback were collected via Google Forms and consolidated in Google Sheets. A custom risk index formula flagged at-risk students based on weighted criteria. Early alert reports were autogenerated using the Autocrat add-on and shared with mentors, parents, and faculty after key internal assessments to guide timely interventions.

Results: The EWS enabled earlier identification of at-risk students and streamlined mentoring efforts. Faculty reported a 60% increase in tracking efficiency. Documentation quality and audit readiness improved significantly, supporting accreditation requirements.

Conclusion: This low-code, cost-effective system addresses National Assessment and Accreditation Council Criteria 2.5.2, 5.1.3, and 5.1.4 by enhancing learner support and academic monitoring. Easily adaptable across institutions, this Google Workspace-based EWS offers a practical, replicable model for academic quality improvement in health professions education.

Keywords: Educational data analytics, Health professions education, Low-code educational technology, Student performance monitoring

Rajkumar Couppoussamy¹

¹Department of Oral Medicine and Radiology, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India.

E-mail: rajdentree@gmail.com

Background/Introduction: The prevalence of TMD varies according to geographical locations, with the highest prevalence in South America, followed by Asia and Europe. Fonseca’s questionnaire was employed in earlier studies to find the frequency of TMD in a defined population. Its applicability is to be assessed in our population by an undergraduate student in an institution set up so that it can be applied in the epidemiological field study in the future and is an example of an inclusive strategy for all learners.

Objective: To know the prevalence and severity of temporomandibular disorders using Fonseca’s questionnaire.

Methods: A sample of 96 patients of both sexes visiting the department in the age range between 15 and 79 years were selected, and printed Fonseca’s questionnaire was given to them and filled. The responses were analyzed, and the frequency distribution tables were prepared to know the prevalence and severity of TMD.

Results: The prevalence of TMD from this study population is 30.2%, with mild, moderate, and severe TMD are 22.9%, 5.2%, and 2.1% respectively. The gender-wise distribution reveals that more females (37.5%) are affected than males (22.8%). The age-wise distribution shows that 29.8% of the adult population is with TMD. The occupation-wise distribution evinces the homemakers (45.2%), professionals (40%), unskilled laborers (33.3%), and students (22.7%) to have higher frequencies of TMD, with skilled laborers (9.1%) having a lower frequency of TMD.

Conclusion: Based on the results obtained in our study and comparison with other studies conducted globally, we recommend the use of Fonseca’s questionnaire as an epidemiological tool in assessing the prevalence of TMD in the general population. Furthermore, the prevalence around the globe concurs with our study.

Keywords: Descriptive, Fonseca’s questionnaire, Prevalence, Research education, Severity, Temporomandibular disorders

A. Soumya¹, Harikrishnan Thamizh Chelvan¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: soumya@sriramachandra.edu.in

Background: In educational and professional development settings, feedback has traditionally been utilized to inform learners about their past performance, highlighting strengths and areas for improvement. However, contemporary pedagogical theories suggest that feedforward, which focuses on future-oriented guidance, may offer more proactive and motivational support. Understanding the comparative effectiveness of feedback and feedforward is crucial for optimizing learning outcomes and enhancing performance.

Objective: This study aims to explore and compare the effectiveness of feedback and feedforward strategies in enhancing performance, motivation, and learner engagement across academic and organizational contexts.

Methods: A mixed-methods approach was employed. Quantitative data were gathered through an experimental design involving two groups: one receiving feedback and the other receiving feedforward interventions. Pre- and post-performance assessments were conducted. Qualitative data were collected through focus group discussions and reflective journals to capture participant perceptions and experiences. Data were analyzed using Results: The findings indicate that while both feedback and feedforward contribute to performance improvement, feedforward showed a statistically significantly higher impact on motivation, goal clarity, and task engagement. Participants who received feedforward reported feeling more empowered and future-focused, whereas those who received traditional feedback often emphasized corrective elements and past shortcomings. The study suggests that feedforward may foster a more positive learning climate by focusing on future possibilities rather than past errors. This future-oriented approach can enhance learner agency, reduce anxiety, and promote continuous improvement. However, feedback remains valuable for providing concrete reflections on specific past actions. An integrative approach combining both strategies may yield the most comprehensive benefits.

Conclusion: Feedforward, as a forward-looking instructional strategy, demonstrates considerable advantages over traditional feedback in promoting motivation and engagement. Educational and organizational practices may benefit from integrating feedforward mechanisms alongside feedback to optimize developmental outcomes.

Keywords: Feedback, Feedforward, Future-oriented, Pre- and post-performance

S. K. Priyadarshini¹, Sivagami Muthukrishnan²

Departments of ¹Oral Medicine and Radiology and ²Oral and Maxillofacial Pathology, Dhanalakshmi Srinivasan Dental College, Perambalur, Tamil Nadu, India.

E-mail: priya_kedar@yahoo.co.in

Background: Radiographs play an essential role in dental diagnostics, but cumulative radiation exposure poses health risks. With increasing awareness and emphasis on radiation safety, tools like the patient radiation information card may help track and minimize unnecessary exposures.

Objective: To evaluate the attitude of dental professionals toward implementing a patient radiation information card.

Methods: A cross-sectional pilot study was conducted among 42 doctors in a dental college in Tamil Nadu using a structured 20-item questionnaire. Responses were collected and analyzed using descriptive statistics and Chi-square tests to identify associations.

Results: Most participants (95.2%) were aware of radiation protection, and 88.1% knew the ALARA principle. Digital radiography was the most used (81%). Film was most commonly held by the dentist (47.6%). Though 81% agreed that exposure records are necessary, only 16.7% maintained cumulative exposure data. While 40.5% favored a radiation card, 52.4% were open to trying it. Significant associations were observed between image receptor type and holding method (P < 0.001) and between QC awareness and archiving system (P = 0.0005).

Conclusion: There is a positive attitude toward radiation safety among dental professionals. The idea of a patient radiation information card is largely welcomed, though concerns about feasibility remain. Promoting awareness, improving documentation, and digital integration may help advance radiation protection practices.

Keywords: ALARA, Dental radiography, Patient radiation information card, Radiation protection, Radiation tracking

Kalpa Pandya¹, Divya N. Kumar¹, C. Ravindran¹

¹Department of Oral and Maxillofacial Surgery, Sri Ramachandra Dental College and Hospital (DU), Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: m.pandyakalpa@sriramachandra.edu.in

Background: Clinical education in oral and maxillofacial surgery requires a blend of theoretical knowledge and practical decision-making. Role-play as an educational strategy can enhance experiential learning, communication skills, and clinical judgment. This study evaluates the effectiveness of role-play-based teaching among dental interns using a structured questionnaire.

Aim: To assess the educational impact and student perception of role-play in enhancing clinical understanding and decision-making in oral and maxillofacial surgery.

Materials and Methods: A structured role-play activity was conducted for a cohort of 25 dental interns based on common clinical scenarios in oral and maxillofacial surgery. Following the activity, a self-administered questionnaire was distributed to evaluate the interns’ perceptions, engagement, learning outcomes, and overall satisfaction. The questionnaire consisted of Likert-scale and open-ended questions assessing areas such as clinical reasoning, communication skills, confidence levels, and enjoyment. Data were analyzed using descriptive statistics.

Results: Preliminary responses indicated a high level of satisfaction among participants. The majority agreed that role-play helped them understand clinical concepts better, improved their communication with patients, and enhanced their confidence in handling real-life scenarios. A substantial proportion recommended integrating role-play regularly into the internship curriculum.

Conclusion: Role-play is an effective and engaging teaching tool that can significantly enhance the learning experience in oral and maxillofacial surgery. Incorporating such interactive methods into clinical training can improve knowledge retention, clinical skills, and student motivation.

Keywords: Clinical scenario, Role-play, Teaching–learning methods

Rajeswari Singaravelu¹, Nalini Sirala Jagadeesh¹, UrmilaUmasekar¹

¹Department of Obstetrics and Gynaecological Nursing, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: rajeswari.s@sriramachandra.edu.in

Introduction: Psychomotor proficiency is a cornerstone of competent and safe midwifery practice (Fullerton et al., 2011). Where clinical decisions can significantly influence maternal and fetal outcomes (Rahimikian et al., 2007). However, contemporary concerns regarding patient safety and ethical standards have limited direct student interaction with real-life clinical scenarios. As a result, there is a growing need for alternative methods to cultivate essential clinical competencies among midwifery students (Delaram, 2006). The objectives of the study were to evaluate the effectiveness of simulation-based learning on knowledge, skill competency, and satisfaction of labor and delivery conduction among undergraduate midwifery students and to correlate knowledge, skill competency, and satisfaction.

Methodology: An experimental research design was conducted among 76 4^th-year undergraduate midwifery students at a university teaching hospital in South India. After 3 weeks of theoretical instruction (4 h/week) on labor and delivery, students were randomized into control (n = 38) and simulation (n = 38) groups via the lottery method. The control group received traditional demonstrations, while the simulation group participated in 30-minute small-group simulation sessions. Knowledge was assessed using a 20-item multiple-choice questionnaire pre-and post-intervention. Skill competency was measured post-intervention using the 19-item Simulation Effectiveness Tool - Modified, and satisfaction was evaluated using a 6-item Likert scale. Data were analyzed using descriptive and inferential statistics, including independent t-tests and Pearson correlation.

Result: Baseline knowledge scores did not differ significantly between groups (P = 0.156). Post-intervention, the simulation group demonstrated significantly higher knowledge (mean difference [MD] = 1.85 ± 1.83, P < 0.01), skill competency (MD = 14.37 ± 4.21, P < 0.001), and satisfaction scores (MD = 6.37 ± 3.43, P < 0.001) compared to the control group. A significant positive correlation was found between skill competency and satisfaction (P < 0.01).

Conclusion: Simulation-based learning is an effective pedagogical approach to enhance knowledge, skills, and student satisfaction in midwifery education. Its application in labor and delivery training provides a safe, immersive learning experience that can accelerate competency development and better prepare students for clinical practice.

Keywords: Knowledge satisfaction, Midwifery students, Simulation, Skill competency

K. Santhosh Kumar¹, K. S. Anamika¹, S. Jawahar Babu¹

¹Department of Oral and Maxillofacial Surgery, Sri Ramachandra Dental College and Hospital (DU), Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: drjawahar.omfs@gmail.com

Background: Dental implantology has emerged as one of the most progressive and transformative fields within restorative dentistry, fundamentally reshaping clinical approaches to edentulism management. Dental implants play a pivotal role in advancing patient care, owing to their consistently high success rates, functional benefits, and superior esthetic outcomes. The current landscape is characterized by a shift toward minimally invasive techniques, immediate loading protocols, and the integration of digital technologies and virtual reality (VR) simulations – innovations that have the potential to enhance patient-centered care, procedural precision, and clinical predictability while elevating educational quality standards.

Objective: To evaluate and compare the efficacy, feasibility, and ease of use of conventional, digital, and VR-based implant planning techniques among postgraduate residents in oral and maxillofacial surgery and assess their implications for postgraduate training quality and competency-based education.

Methods: A cross-sectional, observational study was conducted among 18 postgraduate residents in Oral and Maxillofacial Surgery at Sri Ramachandra Dental College and Hospital. Participants experienced three implant planning modalities: conventional methods, digital implant planning software, and VR simulation. A structured and validated online questionnaire was administered post-exposure to capture participants’ perspectives on efficiency, clinical applicability, and ease of use. Descriptive statistical analysis was performed to identify preferences, perceived advantages, and challenges for each technique.

Results: Among the 18 participants, 66.7% preferred digital implant planning for its enhanced practicality, precision, and user interface. VR planning was recognized as an immersive, innovative tool by 22.2% of participants but was noted to require higher technical skills. Conventional planning received the lowest preference (11.1%), attributed to lower exposure and perceived clinical limitations in modern training environments.

Conclusion: This study highlights the growing preference for digital implant planning in postgraduate training, attributed to its clinical efficiency and procedural predictability. The findings advocate for the integration of digital and VR-based technologies into postgraduate curricula, promoting competency-based education, standardizing clinical training outcomes, and enhancing overall educational quality. Such advancements have the potential to strengthen accreditation frameworks, improve educational ranking metrics, and shape the future of health professions education.

Keywords: Accreditation, Competency-based training, Dental implants, Digital implant planning, Health professions education, Virtual reality

K. Subadra¹, S. Aravind Warrier¹, V. Snegapriya¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: ksubadra@sriramachandra.edu.in

Background: Simulation-based education is gaining prominence in dental curricula due to its potential to replicate clinical procedures in a risk-free environment. In oral radiology, traditional training on patients may expose them to unnecessary radiation, especially when students are in the early stages of learning. Simulation offers an alternative, but there is limited data on how students perceive the learning effectiveness of simulation compared to traditional methods.

Aim: To evaluate the 3^rd-year BDS student’s confidence and learning experience in intraoral periapical (IOPA) radiography following traditional and simulation-based teaching and to compare the learners’ efficacy of simulation-based teaching to traditional method.

Materials and Methods: A pilot randomized trial is conducted among 50 3^rd-year BDS students. All participants will be trained in IOPA techniques using both methods, Method I: Traditional method (on patients), and Method II: Simulation-based method (on mannequins). After training, students were invited to an anonymous, 10-question survey using survey software. The surveys assessed the students’ beliefs, confidence, comfort, and perceptions of simulation-based and traditional-based methods using Likert scales and analyzed quantitatively.

Results: Student evaluation of simulation-based teaching showed that 80% of the participants indicated that simulation-based teaching positively enhanced their confidence in technical accuracy and reduced procedural anxiety.

Conclusion: Both traditional and simulation-based methods play significant roles in oral radiology education. While simulation supports safer, repetitive practice, traditional methods offer clinical realism. Student feedback suggests that simulation helps to sharpen students’ skills without practicing it on real patients and minimizes health hazards.

Keywords: Dental education methods, Intraoral periapical radiograph, Simulation-based teaching

Neethi Jesudass¹, Sanjeev Radhakrishnan¹

¹Department of Audiology, Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: neethi.j@sriramachandra.edu.in

Background: Wednesdays @ SRFASLP is a flagship weekly program of the Faculty of Audiology and Speech Language Pathology, SRIHER (DU), launched in 2017, that provides a platform for transformative learning and vertical integration among students. The program includes clinical conferences, expert talks, mentorship sessions, and student-led activities to promote clinical excellence and personal and professional development. This platform promotes deep, reflective learning to achieve the United Nations Sustainable Development Goals (UNSDGs).

Aim: To provide a comprehensive overview of the Wednesdays @ SRFASLP activities, evaluate student participation and perceived benefit, and explore the program’s alignment with UNSDGs.

Methodology: Monthly event reports were analyzed to categorize 52 events (21 clinical conferences/workshops, 18 expert talks, 10 mentoring sessions, and 3 student-led activities) conducted between January and December 2024. Written feedback from students pursuing B. ASLP, MSc. Audiology and Speech Language Pathology assessed perceived benefits.

Results: The analysis revealed 35 activities under 4 (quality education), 21 activities under SDG 3 (Good Health and Well-being), 2 activities under 10 (reduced inequalities), and 1 activity under 16 (Peace, Justice, and Strong Institutions). Clinical conferences/workshops enhanced diagnostic reasoning, evidence-based practice, and clinical ethics, reinforcing students’ preparedness for real-world professional demands. Expert talks provided interdisciplinary exposure to frontier topics such as artificial intelligence in communication sciences, entrepreneurship, and professional development that broadened perspectives and encouraged innovation. Mentorship sessions facilitated structured guidance from faculties that supported both academic growth and psychosocial well-being. Student-led activities promoted leadership, ownership, and teamwork, empowering students to shape the program’s academic culture. Student feedback showed high participation (80%), improved clinical readiness, ethical clarity, and contemporary trends awareness (90%), enhanced personal growth and interpersonal development (85%), and mentorship sessions addressed academic and psychosocial needs (90%). These outcomes validate the effectiveness of the program’s integrated structure and its alignment with global perspectives.

Discussion: The program exemplifies vertical integration, encouraging peer learning, ethical compliance, and inclusive professional values. Its format also supports transformative learning by integrating academic, social, and professional development.

Conclusion: Wednesdays @ SRFASLP is a replicable, SDG-aligned model that effectively fosters excellence, ethical practice, and professional resilience among students pursuing communication sciences.

Keywords: Sustainable development goals, Transformative learning, Vertical integration

Priya Jayakumar¹

¹Department of Pediatric and Preventive Dentistry, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: jpriya@sriramachandra.edu.in

Background/Introduction: Medical education meticulously requires the component to transform knowledge into clinical skills. This requires constant renovation and upgradation. The TEXTRA approach is one such teaching methodology that combines knowledge with interactive games to aid medical students’ recall and enhance their clinical applicability. Incorporating performance-based activities creates an engaging and supportive environment, using peer interactions to motivate learners and make the process enjoyable and effective.

Objective: To analyze the perceptions of undergraduate dental students of the TEXTRA method of teaching and learning in a classroom. Furthermore, assesses the impact on knowledge, recall, and classroom engagement through quantitative and qualitative feedback.

Methods: Two didactic lectures were replaced with the TEXTRA approach with prior information, covering two topics of different specialties for undergraduate students. With a total of 153 students in attendance, both topics were completed in a “one-hour” class duration. Following this, feedback forms were collected from all students.

Results: A total of 133 students responded. Specifically, 82 students found the study material to be easy and understanding, 67 students highlighted that it was an effective way of promoting teamwork, and 73 students used “interesting,” “new method,” and “different” to describe the innovative classroom experience. Largely the students also reported a better liking compared to traditional lecture-based classes. They also noted that teamwork enhanced a deeper grasp of concepts with ease.

Conclusion: These results indicate that the TEXTRA approach significantly improves both individual understanding and collaborative learning, providing students with a more engaging and effective learning experience from a student perspective. The TEXTRA approach combines structured text-supportive extra-textual aids like visuals, activities, and reflection to help students engage with and apply concepts. These components work together to foster deeper understanding and active learning.

Keywords: Dental education, Learning methodology, Medical education, Teaching methodology, TEXTRA approach

Rekha Shanmugam¹, P. K. Latha¹, Vidhya Venugopal¹

¹Department of Environmental Health Engineering, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: vvidhya@ehe.org.in

Background: Grassroots healthcare professionals (GHCPs) are trusted community members uniquely positioned to deliver culturally appropriate heat stress prevention education to pregnant women who face increased health risks from rising temperatures. Conventional classroom-based teaching by medical residents and healthcare providers often fails to effectively engage these vulnerable populations, highlighting the need for decentralized, scalable approaches that enable GHCPs to provide context-specific preventive education.

Objective: To develop a structured protocol that enables the offloading of CCBT on heat stress prevention to train the GHCPs.

Methods: A participatory, multiphase approach was employed to develop the capacity-building protocol, involving stakeholder consultation, curriculum mapping, and pilot testing. The primary components included (1) identifying core educational content, (2) creating culturally sensitive training materials, (3) training village health nurses, accredited social health activists, and auxiliary nurse midwives using interactive, community-based pedagogy, and (4) integrating monitoring and feedback mechanisms to ensure fidelity and impact.

Results/Expected Outcomes: The pilot implementation in southern Indian districts demonstrated increased awareness among pregnant women regarding hydration, balanced nutrition, rest breaks, symptom recognition, and shelter-seeking during peak heat, along with improved emergency help-seeking from GHCPs. Health facilities reported earlier presentation of heat-related symptoms, while GHCPs showed increased confidence in content delivery.

Conclusion: This strategy provides a sustainable and scalable approach to decentralizing maternal heat stress education. Empowering GHCPs enhances their capacity to address climate-related health risks in pregnant women. Future research should integrate this approach into maternal health programs and evaluate long-term effectiveness across diverse sociocultural and climatic contexts.

Keywords: Classroom teaching, Grassroots healthcare professionals, Heat stress, Maternal health, Participatory approach

Aravindhan T. Ranganathan¹

¹Department of Periodontics, Vivekanandha Dental College for Women, Elaiyampalayam, Tamil Nadu, India.

E-mail: vathathmaja@yahoo.co.in

Background: Adult teaching and learning principles center around self-direction, prior learning, the need to implement the learning into practice, and the use of proper communication skills. It is imperative to incorporate the mentioned elements in the teaching and learning methods while teaching post-graduate students, the members of the adult community.

Team-based learning (TBL), an adult learning strategy usually applied in undergraduate teaching, is an effective tool that provides students an opportunity to apply conceptual knowledge through a sequence of activities that includes individual and teamwork followed by immediate feedback. In its nascent form, it serves the student to learn in a self-directed way, helping in assessing their knowledge. When this is modified and adapted to teach post-graduate students, this also helps collaborative learning and improves their communication skills, in addition to its inherent advantages.

Objectives: To assess the effectiveness of modified TBL as a teaching-learning tool by assessing the student’s perception in understanding the theoretical and clinical aspects of the subject among the post-graduate students enrolled in the course of MDS periodontology.

Methodology: All the students presently pursuing the course MDS Periodontology in the Department of Periodontics, Vivekanandha Dental College for Women, a total of nine in number, were included in the study. After sensitizing them about TBL, four individual sessions, two on clinical topics and two covering the theoretical aspects of periodontology, were conducted by a single facilitator. A questionnaire to assess the student’s knowledge acquirement, interpersonal skills enhancement, learning environment, and attitude toward learning was given, and they were asked to fill it out immediately.

Results: Modified TBL was well received by the students, and robust participation was observed. There exists no statistical difference between the clinical and theoretical aspects of the subject among the four domains studied.

Conclusion: Modified TBL facilitates easy understanding of complex topics, which can be otherwise overwhelming to the students. As the topic unfolds during the discussion, there starts a development of rapport among the participants, enabling them to teach and explain themselves. Modified TBL can be used as an effective adult education tool for teaching post-graduate students, irrespective of the topic considered for discussion.

Keywords: Dental education, Post-graduate medical education, Team-based learning

J. Fiona¹, R. K. Akshayaa¹

¹Department of Prosthodontics.

E-mail: jfionajohn@gmail.com

Background: Co-creation, where learners actively collaborate with educators to design curricular experiences, is emerging as a transformative approach in higher education. However, its application in Indian postgraduate dental education remains underexplored. As postgraduate students of prosthodontics, we conducted a pilot study along with our faculty to evaluate a co-created micromodule on full mouth rehabilitation (FMR), aiming to enhance engagement, confidence, and clinical relevance.

Objectives: To explore the feasibility and immediate impact of student-faculty co-creation in designing and delivering a learning module on FMR.

Methods: We conducted a 1-month mixed-methods study in our postgraduate program. Eight students completed a pre-intervention survey assessing engagement, confidence, and perceived relevance of existing FMR teaching. In collaboration with faculty, we codesigned a 2-week micromodule incorporating flipped classrooms, peer-led case discussions, and clinical scenario-based learning. A post-intervention survey and focus group discussion were used to capture outcome changes and student perceptions.

Results: Following the intervention, 80% of participants reported improved engagement, and 90% felt the module better reflected real-time clinical scenarios. Confidence in treatment planning for FMR improved substantially, with mean self-ratings increasing from 2.9 to 4.2 on a 5-point scale. The perceived relevance of the content improved from 3.1 to 4.5. Focus group feedback highlighted themes of shared ownership, increased motivation, and a better connection between theory and clinical application. No negative feedback on the co-creation process was reported.

Conclusion: This pilot study demonstrates that co-creation is both feasible and beneficial within the postgraduate dental curriculum. Involving learners in the design and delivery of complex content such as FMR led to improved engagement, confidence, and clinical relevance. Our experience supports further integration of co-creation in health professions education and encourages exploration of its long-term impact on academic and clinical outcomes.

Keywords: Co-creation, Dental education, Educational innovation, India, Postgraduate curriculum, Prosthodontics, Student engagement

Jaikrith Patil¹, Rabindran Chandran¹

¹Department of Neonatology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: jaikruth@gmail.com

Background: The National Education Policy (NEP) 2020 emphasizes the integration of health and education through holistic and community-centered approaches. Health professions institutions are expected to contribute to this vision by engaging in socially relevant, accountable educational initiatives. Menstrual hygiene management is a critical component aligned with international targets such as MDG-2 (universal education) and SDG-5 (gender equality).

Objective: To evaluate the impact of a structured, school-based health education intervention on menstrual hygiene knowledge, attitudes, and practices (KAP) among adolescent girls in Chennai and to examine how such initiatives can enhance the quality of health professions education in alignment with NEP goals.

Methods: A prospective, school-based interventional study was conducted among 336 adolescent girls (aged 10–19 years) in a government school in Chennai, selected via multistage sampling. The sample size was calculated based on baseline knowledge prevalence and anticipated post-intervention improvements. Data were collected using a structured, Tamil-translated questionnaire covering sociodemographics, KAP. The study was implemented in three phases: Baseline assessment, audiovisual interventions (quizzes, skits, and WhatsApp discussions), and follow-up after 3–4 months. Tool reliability was ensured through pre-testing and research assistant training, with ethical clearance obtained.

Results: Significant post-intervention improvements were observed: knowledge scores increased from 47.91% to 100%, understanding of menstrual physiology from 16.36% to 100%, hygienic practices (≥4 pad changes/day) from 24.01% to 86.46%, and school attendance during menstruation rose from 70.84% to 100%.

Conclusion: This NEP-aligned, community-linked educational model demonstrates measurable improvements in adolescent menstrual health and promotes quality enhancement in health professions education. It underscores the potential for academic institutions to bridge public health and pedagogy while contributing to national and global education quality standards.

Keywords: Adolescent health, Community-linked education, Menstrual hygiene, National Education Policy 2020, School-based intervention

Jenisha¹, Vidya¹, Mythili¹

¹Department of Oral Pathology And Microbiology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: vidhyarathinavelu@sriramachandra.edu.in

Background: Dental education requires continuous curriculum evaluation to ensure alignment with academic standards and clinical competencies. Student feedback serves as a crucial tool in assessing the effectiveness of dental training programs, yet few studies have systematically analyzed dental student’s perspectives on curriculum structure, teaching methods, and learning outcomes.

Aim: This original study aims to evaluate dental students’ perceptions of their curriculum using a structured questionnaire, identifying strengths, gaps, and areas for improvement to enhance educational quality and professional preparedness.

Methodology: A cross-sectional study was conducted among dental students from multiple academic years. A validated, self-administered questionnaire was distributed, covering domains such as course content, teaching methodologies, clinical training, assessment methods, and overall satisfaction. Data were analyzed using descriptive statistics and thematic analysis for open-ended responses.

Result: Preliminary findings indicate varying levels of satisfaction across curriculum components, with high appreciation for hands-on clinical training but concerns regarding theoretical overload and assessment fairness. Key suggestions included more interactive teaching, updated course materials, and better integration of preclinical and clinical training.

Discussion: The study highlights the importance of student feedback in refining dental education. While clinical exposure was highly valued, the need for a balanced curriculum with modern pedagogical approaches was evident. Limitations include potential response bias and the single-institution scope.

Conclusion: Dental students’ feedback provides actionable insights for curriculum enhancement. Regular feedback mechanisms should be institutionalized to ensure continuous improvement in dental education, ultimately fostering better-prepared graduates.

Keywords: Curriculum improvement, Dental education, Student feedback

Kalpana Harikrishna¹

¹Pediatric and Preventive Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: kalpu.krishna@gmail.com

Background: Modern teaching tools such as digital platforms, virtual simulations, and interactive learning methods are increasingly used in dental education to enhance student engagement and learning outcomes. The successful implementation of these tools largely depends on faculty members’ knowledge, attitudes, and teaching practices. Evaluating these factors is crucial for identifying challenges and promoting effective integration into the curriculum.

Aim and Objective: This study aimed to assess the knowledge, attitudes, and practices regarding contemporary teaching tools among dental faculty and examine their association with demographic and professional factors.

Materials and Methods: A cross-sectional survey was conducted among 62 dental faculty members using a validated questionnaire distributed via Google Forms through WhatsApp. The questionnaire included demographic data and 10 items assessing knowledge, attitudes, and practices (KAP) related to modern teaching tools.

Statistical Analysis: Associations between demographic variables and KAP levels were evaluated using the Chi-square test, while Spearman’s rank-order correlation assessed relationships between continuous and ordinal variables. P < 0.005 was considered statistically significant.

Results: The majority of respondents were female (66.1%) and preferred hybrid teaching methods, with a significant association between gender and teaching mode preference (P = 0.002). Female faculty reported significantly higher knowledge (P = 0.000) and more positive attitudes (P = 0.007) toward contemporary tools compared to males. Attitude levels also varied significantly with designation (P = 0.002) and years of teaching experience (P = 0.037). Practice levels were consistently good across all groups, with no significant differences observed.

Conclusion: Dental faculty exhibit generally positive attitudes and good practice regarding contemporary teaching tools, although disparities in knowledge and attitude exist based on gender, designation, and experience. Focused faculty development programs are essential to enhance knowledge and encourage uniform use of modern teaching methodologies.

Keywords: Contemporary teaching tools, Faculty development, Hybrid teaching

N. Kavipriya¹, S. Nithya Priya¹, S. Srinivasan¹

¹Department of Management Sciences, Sri Ramachandra Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: drnkavipriya@sriramachandra.edu.in

Introduction: Telemedicine has become a vital tool in healthcare delivery, especially in the aftermath of the COVID-19 pandemic, by bridging gaps in access and ensuring continuity of care across geographically diverse regions. In India, this digital shift aligns with the goals of the National Education Policy (NEP) 2020, which emphasizes the integration of technology and interdisciplinary approaches in higher education. Despite this, formal training in telemedicine remains minimal in most undergraduate and postgraduate medical curricula. As virtual care becomes a sustained and necessary part of clinical practice, preparing future medical professionals with relevant digital, communication and ethical competencies is increasingly important. This study explores the perspectives of experienced practitioners on telemedicine’s practical role and offers insights into how medical education can evolve to meet contemporary healthcare demands.

Objective: To explore the insights of experienced medical practitioners regarding the role of telemedicine in clinical practice and their recommendations for its structured incorporation into medical education.

Methods: This qualitative study utilized semi-structured interviews with ten medical practitioners, each with over a decade of telemedicine experience. The transcripts were analyzed using Braun and Clarke’s thematic analysis framework. The analysis aimed to capture perceptions of challenges, limitations, and educational gaps in telemedicine and translate these into actionable insights for curriculum development.

Results: Six major themes were identified: (1) Digital Accessibility as a Social Equalizer -telemedicine improves access to care in underserved areas; (2) Technological and Logistical Challenges - including infrastructure gaps and time constraints; (3) Virtual Communication Skills -currently underrepresented in training; (4) Educational and Pedagogical Suggestions -simulation, platform use, and legal/ethical education recommended; (5) Policy Alignment with NEP 2020 - supports curriculum integration; and (6) Future-proofing the Workforce -telemedicine is a sustained healthcare need.

Conclusion: The study underscores the growing importance of telemedicine as a core component of healthcare delivery in India. Aligning curricula with NEP 2020 is essential to prepare a digitally competent, future-ready medical workforce. The findings offer actionable insights for educators and policymakers aiming to modernize medical training in response to evolving healthcare needs.

Keywords: Medical education, National Education Policy 2020, Practitioner perspectives, Telemedicine

K. Kritheka¹, Lokhasudhan Govindaraju¹, Mathan Rajan Rajendran¹

¹Department of Conservative Dentistry and Endodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: mathanrajanr@sriramachandra.edu.in

Introduction: Analysis of volumetric loss of tooth structure due to dental caries plays a vital role in assessing the severity of the condition. Clinicians so far primarily rely on visual-tactile and radiographic examinations for diagnosis of caries. However, this may not always accurately determine the extent of carious lesions. This artificial intelligence (AI)-enabled software can be used for educating dentists for a more accurate assessment of caries extent, even for a large-scale population, with ease and speed.

Objective: To educate dentists to use AI-enabled software for a more accurate determination of volumetric tooth loss due to caries.

Methods: 27 posterior teeth with Class II cavitated lesions were included in this study and were assigned the corresponding score according to the ICDAS II system, using the gold standard visual-tactile method. Clinical intraoral pictures of the teeth were also documented. An AI-enabled software was developed using PYTHON for automatic caries detection and determination of quantitative analysis of tooth loss. The software also compared the %volume of tooth loss with the ICDAS II scoring system. The clinical intraoral pictures were fed into this software by a blinded operator to derive the ICDAS II score for the target tooth. The scores obtained using Result: Statistical analysis revealed a Kappa value of 0.83, Cramer’s V value of 0.85, and Spearman’s value of 0.91. The clinical and software ICDAS II scores showed “Almost perfect agreement/Very Strong.” Hence, dentists can be educated to use this software to determine the volume of tooth loss due to caries with high accuracy.

Conclusion: AI-enabled software allows for a more accurate determination of volumetric tooth loss due to caries. Hence, educating dentists through this software will result in more accurate diagnosis of the severity of caries and better treatment planning.

Keywords: Caries, ICDAS II score, Volumetric analysis

P. Kruthika¹

¹Department of Microbiology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: dr.kruthika@sriramachandra.edu.in

Background: Ever since the term artificial intelligence (AI) was coined by John McCarthy in the year 1955, it has been in use in various sectors. AI is a rapidly emerging transformative field and revolutionizing medical education in the process of student enrollment and curriculum design, especially in the development of innovative teaching and learning methods, conducting assessments, and obtaining feedback. There are several AI-assisted tools for medical education. The benefits of these AI tools are rapid adaptation to new guidelines of programs, monitoring of continuous improvement, feedback, and performance assessment. Additional benefits are the development of active learning materials, case-based discussions, and group learning. Distant and e-learning platforms. Competitive examination preparation platforms. The drawbacks of AI tools are not to be forgotten, which are bias, over-reliance, plagiarism, and loss of human connection. Software breakdown and malfunction can disrupt the learning and evaluation process.

Objectives: To propose the utility of AI tools in medical education for improving curriculum design, student assessment, and development of active, innovative learning study materials and feedback.

Methodology: To improve the quality of medical education, first identify the areas where AI tools can be unitized. Second, choose the right AI tool for a defined task. Third, monitor and assess these AI tool’s functions. Finally, feedback and review. AI tools that can be used for effective curriculum development are Eduaide.ai, Claude, perplexity, and Google Gemini to generate information on topics and TeachAid for teaching slide preparation. Ideogram and canvas for image generation:suno for theme song creation. Quilbolt and Grammarly for effective writing skills. Turnitin and iThenticate for plagiarism check. For assessment questions well and formative AI tool and for Quiz, Quizizz respectively. To get the feedback, GotFeedback and chatbot for AI-generated support assistance. Finally, AI offers the advantage of assessing quality in medical education in terms of measurable value with statistical analysis.

Conclusion: AI tools offer automation, which can greatly improve curriculum evaluation, assessment, and continuous improvement monitoring. AI tools free up educators from time-consuming tasks and allow them to focus on creating innovative teaching curricula that will inspire, attract, and foster love for learning among students, thereby improving the quality of education.

Keywords: Artificial intelligence tools, Assessment, Curriculum development, Feedback, Medical education

S. U. Malini¹, T. V. Sateesh Kumar¹

¹Department of Science and Humanities, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute for Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: malini@sriramachandra.edu.in

Introduction: Artificial intelligence (AI) is increasingly becoming a dominant force across various sectors. From education to business and health care, AI is playing a transformative role in how the world functions. Despite its significance, there is a concerning decline in the number of students opting for and integrating mathematics at the higher education level. A major reason behind this trend is the lack of understanding and engagement with mathematical concepts. This can be enhanced by the use of AI so that an individual’s mathematical skill can be improved, and this will, in turn, pave the way for further development in technology. There are various AIs available, but the need to tailor to the individual’s requirements is the need of the hour.

Objective: To ease the process of mathematical learning with a proper understanding of concepts.

Methods: In real-life situations, it is time-consuming to implement one-on-one interaction between student and teacher. Some students may not be able to acquire the concepts and apply them. With the help of AI sources, this can be made feasible by evaluating the student’s individual capacity and customizing the lessons according to the individual needs.

Conclusion: In addition to simplifying complex topics, AI also facilitates knowledge retrieval and personalized learning experiences. This ensures that students receive support tailored to their needs, further improving their interest in mathematics.

Keywords: Artificial intelligence, Education and technology, Mathematics learning

E. Mona¹, P. Raghuram¹

¹Department of Occupational Therapy, Sri Ramachandra Faculty of Occupational Therapy, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: mona@sriramachandra.edu.in

Background: The flipped classroom model is an innovative instructional strategy that combines pre-class self-directed learning with interactive in-class activities. In occupational therapy education, this approach may enhance clinical skills by promoting active participation and practical application. Despite its potential, limited research exists on its effectiveness in this field, particularly in India.

Methods: An experimental study was conducted with 28 3^rd-year undergraduate students from the Sri Ramachandra Faculty of Occupational Therapy, divided into experimental (n = 14) and control (n = 14) groups. The experimental group received flipped classroom instruction, while the control group followed traditional teaching methods. Clinical topics were taught over 10 sessions in each group. Clinical skills were assessed pre-and post-intervention using a customized and validated questionnaire tailored to the clinical skills being evaluated. Student perceptions were measured using the Flipped Classroom Scale. Data were analyzed using descriptive and inferential statistics.

Results: The flipped classroom model significantly improved clinical skills in the experimental group compared to the control group. The post-test mean score for the experimental group (Mean± standard deviation [SD]: 18.21 ± 1.63) was significantly higher than the control group (Mean± SD: 15.36± 2.87), with P = 0.003. Student perceptions, measured using the Flipped Classroom Scale, indicated high satisfaction with flexibility in learning (Mean± SD: 3.50± 0.52) and diverse instructional methods (Mean± SD: 3.71 ± 0.47). However, moderate challenges were reported in self-discipline for pre-class preparation (Mean± SD: 2.50± 0.52).

Conclusion: The flipped classroom model was found to significantly improve clinical skills and positively shape student perceptions in undergraduate occupational therapy education. This approach effectively met the study’s aim of assessing its impact on both clinical competencies and student experiences. However, the study also highlighted the need for strategies to support self-directed learning, ensuring further enhancement of the learning outcomes.

Keywords: Active learning, Clinical skills, Flipped classroom, Occupational therapy education, Undergraduate students

Dawson Gladys Prathiba¹, Lakshmi Venkatesh², Sushmitha Murali²

¹Department of Audiology, ²Department of Speech Language and Pathology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: lakshmiv@sriramachandra.edu.in

Background and Introduction: The “PhD Forum” at the Sri Ramachandra Faculty of Audiology and Speech Language Pathology is a peer-led learning program launched in 2018 to foster academic collaborations, methodological rigor, and community building among doctoral students. Initially open to all PhD scholars, the forum has since evolved into a research platform designed to promote academic collaboration, peer validation, and research integrity among emerging researchers.

Objective: The objective of the current study was to profile the sessions conducted between 2018 and 2025 and examine the perceived benefits and challenges of the forum.

Method: A retrospective review was conducted using session schedules, annual reports, and feedback forms from November 2018 to April 2025. Sessions were categorized by type and presenter profile. Thematic analysis of qualitative feedback gathered routinely and at the 200^th session was used to identify key advantages and limitations perceived by the doctoral students.

Results and Discussion: A total of 235 sessions were conducted, with a temporary pause during the COVID-19 pandemic (March 2020–July 2021). From July 2021, the forum expanded to include intercollege participation. Doctoral scholar-led sessions accounted for 71.5%, with others led by faculty members. Sessions encompassed research tools/methods, writing skills, critical appraisals, and research presentations. Participants reported improved leadership, planning, time management, and networking skills. The forum served as a no-pressure platform for academic exchange. A few challenges included balancing forum duties with research, managing presenter absences, and coordinating across institutions, especially in the intercollege phase.

Conclusion: The peer-led PhD forum initiative is a useful educational model to ensure continuous learning among individuals pursuing higher education in research and academia. Such models emphasize active participation and creating a culture of mentorship that is sustainable by empowering scholars as contributors.

Keywords: Peer-led educational program, PhD forum, Qualitative feedback, Thematic analysis

Geetha Poomalai¹, Maria Amelia Joseph¹

¹Department of Nursing Foundation, Sri Ramachandra Faculty of Nursing, Chennai, Tamil Nadu, India.

E-mail: geetha.p@sriramachandra.edu.in

Introduction: Cervical cancer is a leading cause of morbidity and mortality among women. India accounts for 16.5% of global cervical cancer cases; three-fourths of these cases are diagnosed at advanced stages, resulting in a poor prognosis. The occurrence of cervical cancer is higher in countries with a low sociodemographic index based on factors such as income, education, and fertility. Despite the availability of preventive measures such as human papillomavirus (HPV) vaccination and routine screening via Pap smears, the uptake remains low. This study aims to assess the knowledge, attitude and perceived barriers toward cervical cancer screening and HPV vaccination uptake among female employees of a selected institute in Chennai, India.

Methods: A cross-sectional descriptive survey design was employed, utilizing a mixed-methods approach. A convenience sample of 302 women aged 30–60 years was selected from Sri Ramachandra Institute of Higher Education and Research (DU). Data collection was carried out through an online structured questionnaire assessing sociodemographic characteristics, knowledge levels, attitudes, and perceived barriers. Statistical analyses included descriptive statistics, Chi-square tests, Fisher’s exact tests, and regression models.

Results: The study revealed that 96% of participants were aware of cervical cancer, yet only 37.4% had undergone a Pap smear test, and 10.6% had received the HPV vaccine. Knowledge levels were categorized as good (29.47%), satisfactory (67.54%), and poor (2.98%). Attitudes toward screening were predominantly favorable (74.7%), but many respondents strongly disagreed that they were at risk for cervical cancer. Significant associations were observed between cervical cancer awareness and knowledge levels (P < 0.01), as well as between awareness, history of Pap smear uptake, and attitude (P < 0.05). The odds of having a favorable attitude were 6.42 times higher among participants aware of cervical cancer and 1.71 times higher among those who had undergone a Pap smear. Commonly identified barriers included lack of awareness, fear, lack of motivation, limited accessibility, and inadequate support from family and peers.

Discussion and Conclusion: The findings underscore the need for targeted interventions to improve knowledge, address misconceptions, and enhance screening and vaccination uptake. Policies should focus on education campaigns, accessibility improvements, and institutional support for women’s health initiatives.

Keywords: Cervical cancer prevention, HPV vaccination, Human papillomavirus, Pap smear, Vaccine uptake

Narendra Kumar Mariappan¹, Jayashree Seethapathy¹

¹Department of Audiology, Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: narendrakumar.m@sriramachandra.edu.in

Background: Curriculum quality and alignment with students’ needs are critical indicators in the accreditation and ranking of higher education programs. Student feedback serves as a valuable resource for teachers, offering insights into learner experiences, including their challenges, preferences, and suggestions that directly inform curriculum development.

Aim: To explore student perspectives on the curriculum in an Audiology and Speech Language Pathology program through a thematic analysis of qualitative course evaluation feedback.

Methodology: Feedback collected from 188 students on course evaluations (through the student portal) across semesters in the Audiology and Speech Language Pathology program over the past 2 years was analyzed using a qualitative thematic analysis. The data were reviewed to extract recurring themes related to curriculum content, structure, instructional delivery, and assessment strategies.

Results: The analysis revealed a generally positive student response regarding the integration of theoretical knowledge with clinical practice, and most topics were seen as relevant to the curriculum. Interactive teaching methods such as discussions, demonstrations, and case-based learning were preferred. Students also felt that continuous internal assessments were adequate and appropriate for learning. However, challenges related to workload balance and the sequence of courses offered were reported as areas of concern, suggesting the need for structural refinement.

Discussion: The results of this study highlight the value of student feedback in shaping an effective curriculum. Positive responses to content relevance, clinical integration, and interactive teaching methods indicate that students are engaged when their learning needs are addressed. However, concerns about workload and course sequencing reveal specific areas needing refinement. To address these, it is essential to establish a continuous feedback loop through regular surveys and evaluations, ensuring that curriculum changes are responsive and evidence-based. Communicating these changes transparently reinforces the importance of student input and fosters a collaborative academic environment where learners’ needs are heard and valued.

Conclusion: Student feedback is a powerful and effective tool for identifying strengths and gaps in curriculum delivery/development. A feedback-driven, responsive curriculum fosters academic excellence in higher education.

Keywords: Curriculum quality, Student feedback, Thematic analysis

Poongodi Ramalingam¹, Aruna Subramaniam¹

¹Department of Community Health Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: poongodimohan@sriramachandra.edu.in

Introduction: Dental hygiene, also known as oral hygiene, involves practices that maintain a healthy oral cavity and prevent dental diseases. Globally, nearly half of the population is affected by oral health issues. In low- and middle-income countries, about three out of four individuals suffer from conditions such as dental caries, gum diseases, tooth loss, and oral cancers. These are largely preventable through cost-effective interventions, including proper oral hygiene, as advocated by the World Health Organization. This study aimed to assess the effectiveness of the child-to-child teaching approach in improving dental hygiene among government school children.

Methodology: An experimental pre–post-test control group design was used. The study was conducted in government middle schools under the Mugalivakkam healthcare delivery system. Random assignment was used to select Mugalivakkam and Thandalam Government Middle Schools as the experimental and control groups, respectively. A total of 60 Grade VI students (30 in each group) who could understand and speak Tamil were selected using a simple random sampling (lottery method). Data collection tools included a structured questionnaire with 40 knowledge items, a practice assessment comprising 10 verbal questions, and an observational checklist on brushing techniques. Students with higher pre-test scores were selected as “change agents” to educate their peers. Data were analyzed using descriptive and inferential statistics, including paired t-test, Student’s t-test, Chi-square, Pearson’s correlation, analysis of variance, and Cohen’s d.

Results: At baseline, neither the study nor the control group had inadequate knowledge. Post-intervention, the experimental group showed a significant improvement with a mean difference knowledge score of 18.8 ± 3.47 and a practice score of 11.4 ± 1.9. The control group showed minimal improvement, with a knowledge score of 0.26 ± 0.45 and a practice score of

0.13 ± 0.32. A significant positive correlation was found between knowledge and practice scores in the experimental group (P < 0.01).

Conclusion: The child-to-child teaching approach was effective in enhancing both knowledge and practices related to dental hygiene among government school children. This participatory model is a sustainable strategy for oral health promotion in school settings.

Keywords: Child-to-child approach, Dental hygiene, Experimental study, Health education, Oral health, Preventive dentistry, School children

K. N. Priya¹, G. Jabarethina¹

¹Department of Management Sciences, Sri Ramachandra Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: jabarethina@sriramachandra.edu.in

Background: In an era marked by rapid technological advancement and unprecedented access to information, traditional teaching methods face growing scrutiny. Students increasingly question the necessity of attending live classes when digital tools and artificial intelligence (AI) provide on-demand, personalized learning. This shift necessitates a reevaluation of the teacher’s role – not as a mere disseminator of content but as a facilitator of meaningful, engaged learning.

Aim: This scoping review aims to explore the effectiveness of innovative teaching models in enhancing student learning outcomes, engagement, and critical thinking across diverse educational contexts, particularly in higher education.

Methodology: The study utilized data from EBSCO and Scopus databases to identify 21 peer-reviewed empirical studies focused on innovative teaching practices. The selected studies were analyzed for pedagogical approaches, implementation contexts, and their impact on student engagement, collaboration, and academic performance.

Results and Discussion: Findings reveal that pedagogical models such as case-based reasoning and action practice, Reflective Collaborative Learning, and the Flipped Classroom significantly enhance key learning outcomes. These include improved critical thinking, student collaboration, and academic performance. Technological tools such as 3D modeling and gamification were found to make complex content more accessible and engaging. However, challenges such as limited faculty time, inadequate infrastructure, and a need for scalable implementation strategies were also identified. Importantly, the evolving role of educators as facilitators of ethical competence and practical skill development was underscored throughout the studies.

Conclusion: Innovative teaching frameworks are not only essential for aligning education with the demands of the 21^st century but also for fostering intellectual agility and real-world readiness among students. While promising, these models require institutional support, ongoing faculty development, and sustained research to ensure long-term effectiveness and adaptability across disciplines. The review advocates for a multicentric educational paradigm – teacher-supported, student-empowered, and technology-enabled – to cultivate deeper learning and professional integrity.

Keywords: Education models, Innovative teaching, Student learning outcomes

Purushothaman Ramachandran¹, Jayanthi Ganapathy¹

¹Department of Artificial Intelligence and IoT, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: purushothaman@sret.edu.in; jayanthig@sret.edu.in

Introduction: The rising need for computer-based assessment and increasing adoption of connected environments with online data storage, processing, and analytics have highly influenced the need for non-intrusive methods to overcome persisting issues in conventional methods like live video streaming and facial recognition. In this view, there is a need for adaptive learning systems to capture the anomalies during academic assessments in a dynamic operational setting. The lack of quick deployment with computational resources has motivated the authors to formulate the research questions given a dynamic environment under study: how can an artificial intelligence-based posture recognition system be able to capture the sequence of video frames from the sensing device, CCTV camera? When an AI-based solution can provide a secured environment, how are data-driven approaches comparable in terms of performance in securing the environment, performance accuracy, and intrusiveness with respect to traditional methods? The study aims to develop a posture recognition framework considering the key factors of dynamic environments commonly present in the academic assessment process.

Objectives: The specific objectives are as follows: (1) To identify the relationships between the key features and extract the indicators of anomalous behaviors. (2) To develop comparable machine learning models using adaptive learning concepts of artificial Intelligence for the detection of behavioral anomalies based on posture data sensed by the environment.

(3) To evaluate and optimize the performance of the adaptive learning strategies using quantitative metrics and to reduce the false positives while ensuring valid sensitivity and specificity measures.

Methods: In response to accomplishing these objectives, posture recognition for intelligent surveillance and monitoring (PRISM), a conceptualized framework system is proposed. The conceptualized framework is validated using experimental evaluation in the academic assessment process. In contrast to traditional approaches, skeletal features are extracted rather than raw footage of video being streamed continuously. PRISM prioritizes privacy preservation in contrast to conventional proctoring techniques.

Results: The proposed method requires a sample size involving a cohort of 50–100 students, and the dataset acquired from the connected environment will consist of 20,000–50,000 annotated frames of both normal and simulated aberrant behavior captured over temporal resolutions of 30-minute long video sessions. The technology maintained user comfort and ethical norms while achieving anomaly detection accuracy of 92%.

Conclusion: According to the study’s findings, posture-based anomaly detection is a practical, non-intrusive way to guarantee academic integrity while providing real-time monitoring and a favorable impression of privacy among students. Thus, the proposed adaptive learning-based anomaly detection has relevance in various domain applications such as network intrusion detection, Internet of devices, and networking of things employed in various automated settings.

Keywords: Academics, Anomaly detection, Artificial intelligence, Assessment, Machine learning, Surveillance

Sanghamitra Mishra¹

¹Department of Critical Care Medicine, IMS and SUM Hospital, SOA University, Bhubaneswar, Odisha, India.

E-mail: bimamishra@gmail.com

Objectives: (1). To analyze the planning process involved in the elective module of the undergraduate CBME curriculum. (2). To analyze the final design of the elective module. (3). To analyze the outcome of the elective module from the perspective of all stakeholders involved in the elective module.

Methodology: An innovative structured process was used for planning, designing, and rolling out elective modules. The outcome of that process, from the perspective of the dean, curriculum committee members, training faculty (preceptors), and students, was analyzed by debriefing and a Google questionnaire.

Result: Out of the total 15 steps, the dean, CC and MEU members, preceptors, and HODs were involved in 12, 9, 6, and 3 steps, respectively. The current year elective was rated better at 100%, 98%, and 90% by the preceptors, CC/ MEU members, and Dean, respectively. % Awareness of the elective content as per NMC was 70, 25, and 17 in the case of the Dean, MEU/CC members, and preceptors, respectively. The average attendance of students was more than 75% in most of the subjects (except 4) and 100% in a few of the subjects. Most students in all subjects were in favor of recommending their juniors for elective training; only 11 subjects, <50%, were in favor of not recommending. Except for 6 subjects, all other subjects had 100% disciplined training by the students. Most of the students (84%) could choose their favorite subject to undergo electives. Physiotherapy, Nursing, Dietary, Yoga, Ayurveda, Hospital administration, and Curriculum/medical education were not opted for by the students as an elective subject. Except for 11 subjects, in all other subjects, 100% of students considered elective training beneficial to them. 100% of students thought elective training would impact their future. Except for 5 subjects, the end-of-training assessment was satisfactory. 100% of students considered that the elective had improved their understanding as well as interest in the subject. More than 75% of students enjoyed the elective and rated the preceptor’s knowledge, skill, attitude, and communication level to be 88%, 82%, 77%, and 73%, respectively. 12% of students suggested some modifications in the elective module.

Conclusion: A structured process with attention to detail can lead to the desired and successful outcome of any new competency-based education module, and the involvement of the head of the institutions (who is at the helm of implementation) and experts in the field (CC and MEU members, especially those trained in advanced course in ACME) can be very impactful, as Advanced course in medical education probably empowers the faculties including dean to go for a holistic planning and structured process while implementing a relatively new module. Involving all stakeholders makes any educational program more impactful. Detailed feedback and structured debriefing sessions enable one to understand the strengths and weaknesses of any module. Google questionnaires and debriefing sessions are very useful; however, open-ended questions may provide better input.

Keywords: Competency-Based Medical Education, Elective Modules, Curriculum Design, Medical Education

Selvam Jesiah¹, S. Dinesh¹, S. Sankar²

¹Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), ²Department of Environmental Health Engineering, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University) Chennai, Tamil Nadu, India.

E-mail: selvamjesiah@sriramachandra.edu.in

Background/Introduction: The National Education Policy (NEP) 2020 introduces a transformative vision for India’s higher education landscape, placing a strong emphasis on multidisciplinary learning. This shift aims to dissolve rigid academic boundaries and foster integration across domains such as sciences, humanities, and professional fields. The study explores how this multidisciplinary model is being conceptualized and implemented, drawing from both global practices and domestic academic reforms. Special focus is placed on its relevance in professional courses like management and health sciences, where interdisciplinary inputs are increasingly essential.

Objective: To investigate the mechanisms, benefits, and challenges of implementing multidisciplinary education in Indian higher education institutions in alignment with NEP 2020.

Methods: A qualitative, exploratory approach was adopted using secondary data from national policy documents, existing academic literature, and comparative international educational models. The study analyzes multidisciplinary practices and highlights how various stakeholders – students, faculty, and academic institutions – are adapting to these changes.

Results: Multidisciplinary education enriches student learning by integrating diverse perspectives, fostering critical thinking, and enhancing employability. For instance, management students today engage with content from analytics, sociology, technology, and even engineering. Health science education now incorporates foundational exposure to AYUSH systems alongside allopathy, reflecting a broadened curriculum. However, implementing such integration presents challenges: faculty retraining, restructuring academic frameworks, curriculum overload, and institutional resistance. Furthermore, students may initially struggle with cross-disciplinary adaptability. Despite these hurdles, the structural changes envisioned by NEP – such as flexible course structures, interdisciplinary departments, and academic credit systems – are gradually facilitating this transition.

Conclusion: Multidisciplinary education is not merely an academic trend but a necessary evolution in response to the complex demands of modern society. By enabling students to become broad-minded professionals with deep disciplinary expertise, NEP 2020 sets a course for a more inclusive and innovative education system. Effective implementation, however, requires continued collaboration among policymakers, educators, and institutions, backed by empirical research and ongoing curriculum innovation.

Keywords: Challenges, Higher education, Integration, Multidisciplinary education, National Education Policy 2020

P. Sheebha Rani¹, P. Raghuram¹, S. Loganathan¹

¹Departments of Occupational Therapy, Sri Ramachandra Faculty of Occupational Therapy, Chennai, Tamil Nadu, India.

E-mail: sheebharani007@gmail.com

Background: Promoting excellence in education and institutional performance necessitates a strong foundation in core academic skills, with handwriting being particularly vital in primary education. Handwriting is not merely a tool for written communication – it is intrinsically linked to the development of cognitive processes, fine motor coordination, and perceptual integration. As institutions strive to meet rigorous accreditation benchmarks and improve academic rankings, the early identification of challenges such as handwriting difficulties becomes imperative. Addressing these foundational barriers aligns with the broader goals of inclusive, equitable, Objective: To estimate the prevalence of handwriting difficulties among fifth-grade students in North Chennai.

Methodology: A cross-sectional study was conducted among 925 fifth-grade students across nine randomly selected schools in North Chennai, using a multistage sampling technique. The Screener for Handwriting Proficiency was employed to assess legibility, speed, and other core handwriting domains. Parental consent was obtained before data collection, ensuring ethical compliance.

Results: This study aimed to estimate the prevalence of handwriting difficulty among fifth-grade students in North Chennai. A total of 925 students were assessed. Of these, 630 students (68.1%) were found to have handwriting difficulties, while 295 students (31.9%) did not.

Discussion: The elevated prevalence of handwriting difficulties observed in this study surpasses earlier findings, such as the 34% reported by Kiran Sharma (2020), indicating a critical gap in current educational practices. This underscores the necessity of embedding fine motor skill development more intentionally within the primary school curriculum. The presence of gender-based differences further highlights the importance of adopting inclusive, gender-sensitive pedagogical approaches. These insights advocate for the incorporation of systematic handwriting assessments and therapeutic interventions – such as occupational therapy – within school quality assurance models to enhance academic outcomes and institutional effectiveness.

Conclusion: This study reveals that over two-thirds of students face handwriting challenges, underscoring a critical area for intervention within academic quality assurance frameworks. Enhancing foundational skills like handwriting is essential not only to foster individual academic success but also to strengthen institutional reputation, support accreditation processes, and improve rankings – especially within the interconnected fields of health professions and education. Addressing these challenges is fundamental to promoting both educational equity and institutional advancement.

Keywords: Academic performance, Handwriting difficulty, School children

T. Sivasankari¹

¹Department of Oral Medicine and Radiology, Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India.

E-mail: sivasankarit@igids.ac.in

Background/Introduction: The human microbiome and human body constitute an integrated superorganism following coevolution, mutual adaptation, and functional integration over thousands of years. The oral cavity is home to the second most diverse microbial community in the human body after the gut, with well over 700 bacterial taxa considered to be components of the human oral microbiome. This study explores the cariogenic potential of the more commonly available infant milk formulas about their ability to cause a change in the number of colony-forming units of Streptococcus mutans and Lactobacilli cultured from salivary samples. Thus, this study will help in creating awareness of the possible role of infant formulas in the development of early childhood caries in the Puducherry population, as well as to identify the groups at risk and institute timely primary preventive procedures. IEC Approval code: IGIDSIEC2023NRP81FASSTOMR.

Objective: To know the prevalence of S. mutans and the Lactobacillus count in the infants of the Puducherry population.

Methods: In this study, a total sample of 30 infants aged 2–6 months old salivary samples were selected as study participants based on inclusion and exclusion criteria who reported to tertiary health care hospitals. A sterile cotton swab was inserted into 1 mL of phosphate buffer solution. Samples will be vortexed for 1 min, followed by which 0.1 mL of saliva will be plated onto Mitis salivarius agar and Man Rogosa Sharpe Agar for S. mutans and Lactobacilli, respectively. Plates were incubated at 37°C anaerobically using Anaerogen for 72 h. Bacterial counts in CFU were obtained based on morphologic characteristics. Quantitative variables were assessed using mean and standard deviation. An Independent t-test was used to compare the differences between the two groups.

Results: Over S. mutans were able to be identified, and no significant differences were assessed in S. mutans and Lactobacilli count of infants in both groups. An increase in the number of colonizations is evident in the Lactobacilli count of bottle-fed infants. On assessing the S. mutans and Lactobacillus count among bottle-fed infants, about 0.0187% and 0.555% colony forming units, respectively.

Conclusion: Based on the results obtained in our study and comparison with other studies prevalence of S. mutans and lactobacillus count was common among infants visiting the tertiary health care hospital. The increase in the prevalence of lactobacillus count could be found in bottle-fed infants based on the type of infant formula used. It can be used as an educational tool for the mothers to assess the importance of the child’s oral health.

Keywords: Colony-forming unit, Infants, Oral health

V. Subha Ponselvi Grace¹, S. Rajeswari¹

¹Department of OBG Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: u022401118@sriramachandra.edu.in; rajeswari.s@sriramachandra.edu.in; subaponselvigrace@gmail.com

Introduction: Obesity has increasingly become prevalent and significantly impacts various medical conditions, including reproductive health. Excessive body fat, particularly visceral fat, can impact female reproductive health through both direct mechanisms that compromise the luteal phase and indirect mechanisms that lead to metabolic changes affecting the function of the hypothalamic-pituitary-ovarian axis. Infertile women can be identified using the visceral obesity index, and managing visceral obesity may reduce the risk of infertility. The potential correlation between the visceral adiposity index (VAI) and infertility remains to be determined.

Objective: We conducted this Scoping review to map the body of evidence addressing the cardiometabolic index and VAI that may predict the risk of infertility among women with obesity and to summarize the research gaps in this evidence base.

Methods: The databases PubMed, Scopus, and the Cochrane Library were searched using a comprehensive search strategy that imposed no restrictions on publication date, language, characteristics, or outcomes. All titles were screened independently and in duplicate. We mapped the number of literature reviews providing evidence per intervention setting combination in a matrix. For the included review and primary studies, we charted the period, study design, population, intervention, comparator, and outcome to facilitate their evaluation and inclusion in future evidence syntheses.

Results: The analysis includes 19 diverse studies featuring reviews, cross-sectional studies, a Mendelian randomization study, comparative studies, and scientific reports: 11 on VAI, 1 on Cardiometabolic index, 3 on Women undergoing Assisted Reproductive Technology, and 4 on Nutrition in Obesity. Nine reviews were from the United States, and 2 were from Australia. Nine studies showed a strong association between VAI and infertility. One study showed a positive relationship between CMI and infertility, and another study showed both CMI and VAI having an association with infertility. A study found that each unit increase in WHR increases the risk of infertility by 35%. Another study indicates that a unit increase in BRI corresponds to a 19% risk of infertility.

Conclusion: The body of evidence on the cardiometabolic index and VAI predicting the risk of infertility among women with obesity is predominantly from the developed world. There is a need for cross-country studies on digital environments contributing to sedentary lifestyles.

Keywords: Cardiometabolic index, Infertility, Obese women, Scoping review, Visceral adiposity index

S. Sujitha¹, M. Rajmohan¹, Dinesh Dhamodhar¹

¹Department of Public Health Dentistry, SRM Dental College, Chennai, Tamil Nadu, India.

E-mail: rajmoham@srmist.edu.in

Background: Occupational health is a critical yet neglected component of dental education. The petrochemical industry, known for its complex processes and toxic exposures, provides a valuable context for raising awareness of occupational hazards among healthcare professionals.

Objective: To assess the knowledge of occupational health hazards prevailing in the petrochemical supply chain among dental practitioners and evaluate the impact of integrating real-world industrial perspectives into dental training.

Materials and Methods: A mixed-methods approach was conducted between November 2024 and March 2025 among 589 petroleum industry workers to identify occupational health hazards using the Occupational Health Hazards Assessment tool (OHHAT). About 197 dental practitioners completed the 14-item structured questionnaire assessing their knowledge of occupational health risk management. An educational module was provided to the dental practitioners based on the findings of the OHHAT. A multivariate logistic regression analysis was used to explore the presence of occupational health hazards. Pre- and post-intervention assessments were performed to measure the impact of the education using SPSS 27.0 software. The ethical clearance certificate was obtained from the Institutional Review Board of SRM Dental College.

Results: The presence of chemical health hazards in the industry was found to be (odds ratio [OR] = 3.27; 95% confidence interval [CI]: 2.05–5.23). The presence of physical health hazards was (OR = 2.11, 95% CI 1.40–3.16).

The presence of mechanical, biological, and psychological hazards were OR = 1.24, 95% CI 0.87–1.77; OR = 1.19, 95% CI 0.81–1.72; and OR = 1.49, 95% CI 0.89–1.50. Baseline data indicate a limited understanding of occupational health risks among dental professionals. However, post-intervention assessments show significant improvement (P < 0.001) in hazard recognition, risk perception, and relevance of preventive practices.

Conclusion: The interdisciplinary approach of integrating industrial occupational health into dental education can broaden the extent of safety instruction and augment readiness among dental professionals and holds potential for broader applications in health professional education.

Keywords: Dentistry, Educational intervention, Occupational health hazards, Petrochemical industry, Workplace safety

S. Surya¹, M. K. Renuka¹, R. Monika¹

¹Department of Critical Care Medicine, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: suryaselvam1996@gmail.com

Background: Patient safety is a key indicator of healthcare quality. Negative outcomes like mortality and morbidity, which are frequently used as standards for assessing the quality of healthcare, have been the focus of the majority of the fundamental work in patient safety. In order to evaluate outcomes, numerous scoring systems have been developed and utilized. Tools such as APACHE II and modified NUTRIC score are widely used in intensive care units (ICUs) to assess illness severity and nutritional risk, respectively.

Objective: To enhance patient safety using digital scoring tools for assessing the severity of illness with APACHE-II and nutritional risk with modified NUTRIC in adult ICU patients.

Methods: A prospective observational study was conducted in an adult ICU using the Ibhar HCP mobile application. Scores were recorded within 24 h and 48 h of admission. Patients with ICU stay under 48 h were excluded. The chi-square test for association of attributes and Independent samples t-test for comparison was used for analysis.

Results: The study involved 90 patients (mean age: 55 years; 63% male). APACHE II scores were significantly higher among non-survivors compared to survivors at both 24 h (mean: 19.79 vs. 14.62, P = 0.006) and 48 h (mean:

21.58 vs. 12.96, P < 0.00001). The modified NUTRIC score also showed a strong association with outcomes. Most low-risk patients (68.8% at 24 h and 71.3% at 48 h) were discharged, indicating an inverse relationship between nutritional risk and mortality. A high APACHE II and NUTRIC score was consistent with poorer outcomes and is comparable with previous studies. Our results support the utility of digital tools for early risk stratification and ICU performance improvement using these scores.

Conclusion: Digital scoring tools like APACHE II and modified NUTRIC are effective for the early prediction of outcomes and risk assessment in ICU patients. Implementing these tools via mobile platforms enhances clinical decision-making, promotes patient safety, and improves the efficiency and quality of critical care delivery by appropriate time and resource management.

Keywords: APACHE II, Digital-scoring tools, Modified NUTRIC ethics committee approval: Obtained, Patient safety

Sushmitha Murali¹, Prakash Boominathan¹, Aishwarya Nallamuthu¹

¹Sri Ramachandra Faculty of Audiology and Speech Language Pathology Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: sushmithamurali@sriramachandra.edu.in; prakash_boominathan@sriramachandra.edu.in; aishwarya.nallamuthu@sriramachandra.edu.in

Background: Teachers in speech and hearing degree programs transact the Rehabilitation Council of India’s prescribed theory, practical, and clinical curriculum to train speech-language pathologists (SLPs) in India. Voice science and disorders is a compulsory course in both graduate and post-graduate degrees. These courses provide knowledge and skills to practice clinical voice pathology, an emerging clinical subspecialization in the field.

Objective: This study explored the experiences, motivations, and reflective practices of SLP teachers regarding the use of innovative teaching methods and their impact on the quality of education and student preparedness.

Methodology: A qualitative research cross-sectional snapshot study design was used. Seven semi-structured interviews were conducted with experienced and nationally known SLP teachers in voice pathology. The teaching domains and processes, clinical competencies, teaching methods employed, learning climate, and outcomes of the course were analyzed using standard frameworks in clinical education via thematic analysis along with deductive-inductive reasoning.

Results and Discussion: Thematic analysis revealed the adoption of diverse, innovative teaching methods, the perceived benefits, reflective learning practices, barriers, and strategies for integration and improvement of learned clinical knowledge and skills. Themes revealed extensive use of experiential strategies, including anatomy models, live demonstrations of assessment and therapy techniques, student-led case reflections, and scaffolded coaching approaches. Teachers emphasized the value of contextual learning through ENT collaboration, observational learning in stroboscopy, and linking classroom content with real clinical experience. Innovative teaching methods such as integrated simulations, quizzes, and video-based learning enhanced the quality of education and preparedness of the graduates for clinical practice. Learning environments varied across medical and rehabilitation-based education institutes. The teachers also expressed limitations in clinical and infrastructural resources, time constraints, and lack of structured support offered by the institutions. Teachers proposed enhancing student reflection tools, increasing interdisciplinary collaboration, and faculty monitoring in clinical voice to bridge theory–practice gaps.

Conclusion: Teachers acknowledged the potential benefits of innovative teaching. However, they emphasized the need for domain-specific faculty training, institutional commitment, teachers’ openness, and self-reflection of the teaching-learning process.

Keywords: Clinical voice pathology, Teaching methods, Innovative teaching, Quality of education, Voice disorders, Speech-language pathology education

U. Monica Varshini¹, B. Gayathri¹, A. V. Anto Livin¹

¹Department of Anaesthesiology, SRM Medical College Hospital, Chennai, Tamil Nadu, India.

E-mail: gayathrii.r@gmail.com

Background: Academic performance among students varies widely due to a combination of cognitive, emotional, and behavioral factors. Differentiating high and low achievers is essential for educators to tailor instructional methods and provide necessary support. While academic scores provide one measure, deeper insights can be gained by evaluating psychological attributes such as motivation, anxiety, and critical thinking. Through their classroom observations, teachers play a vital role in identifying patterns of learner behavior that correlate with academic success or struggle.

Objective: To differentiate high and low academic achievers by evaluating their motivation, anxiety, and critical thinking using teacher interviews, standardized questionnaires, and academic performance data.

Methods: A mixed-methods study was conducted with ethical approval (SRM MCH RC IEC No. 8966; CTRI/2025/03/083587). (1) Qualitative: Semi-structured interviews with SRM MCH&RC faculty explored traits of high and low achievers. (2) Quantitative: The MSLQ assessed motivation, test anxiety, and critical thinking in 40 B.Sc. Anesthesia Technology 4^thsemester students. Formative assessment scores were used to classify students. (3) Data triangulation: Integrated interviews, MSLQ scores, and academic data validated learner profiles.

Results: Faculty linked high achievers to self-discipline, persistence, and engagement; low achievers showed low motivation and high anxiety. MSLQ scores reflected significantly higher motivation and lower test anxiety among high achievers (P < 0.05). Academic performance supported these profiles.

Conclusion: Profiling based on psychological and behavioral traits aids in designing timely interventions. Tools like MSLQ, along with strategies such as neurolinguistic programming, can enhance motivation, reduce anxiety, and support student success.

Keywords: Academic performance, High and low achievers, Motivated strategies for learning questionnaire, Teacher perceptions, Thematic analysis

Vijaya Krishnan¹

¹Department of Physiotherapy, MGM College of Physiotherapy, Navi Mumbai, Maharashtra, India.

E-mail: vk@mgmcopnm.edu.in

Background: Artificial intelligence (AI) is revolutionizing health professions education across the globe. For physiotherapy, where the main focus is human movement and hands-on skills, AI denotes a major paradigm shift.

As physiotherapy transforms to meet the demands of modern healthcare, education systems must follow suit and prepare their graduates for the digital era. However, the Indian physiotherapy curriculum has not yet embraced AI, and there is limited information on how to integrate it effectively.

Objectives: This scoping review aims to find and analyze worldwide accreditation and quality guidelines for AI integration in physiotherapy. It aims to provide practical insights to facilitate curriculum reforms for Indian physiotherapy programs.

Methods: According to the PRISMA-ScR framework, the search databases (PubMed, Scopus, Web of Science, and Google Scholar) were explored for English language, full-text, peer-reviewed articles published between January 2019 and December 2024. Studies were deemed eligible if they addressed AI in physiotherapy education, curriculum structure, or accreditation and quality frameworks.

Results: The review indicated an increasing momentum toward embedding AI competencies into physiotherapy training. Major themes included curriculum upgradation to incorporate digital literacy and AI-specific skills, aligning educational outcomes with current clinical needs, and incorporation of AI preparedness into accreditation and quality assurance processes. Interdisciplinary collaboration, ethical AI literacy, and institutional support are critical enablers. Major barriers identified include faculty readiness, infrastructure gaps, and unclear regulatory expectations. These findings highlight the need for context-sensitive AI adaptation.

Conclusion: AI integration in education must be both strategic and systematic to equip physiotherapy graduates for future practice. Indian institutions can learn from international best practices and accreditation systems that propagate innovation and ethical practices. This review presents a roadmap for designing a robust curriculum that prepares students with the necessary AI competencies.

Keywords: Accreditation, Artificial intelligence, Curriculum design, Digital health, Physiotherapy education, Quality assurance

Arunachalam Sathya¹, Vidya Shanmugam ², Vettriselvi Venkatesan³

¹Department of Artificial Intelligence and Data Analytics, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, ²Department of Environmental Engineering, Sri Ramachandra Faculty of Public Health, Sri Ramachandra Institute of Higher Education and Research, ³Department of Genetics, Sri Ramachandra Faculty of Biomedical Science and Technology, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India.

E-mail: sathya@sret.edu.in

Background: Best practices in education emphasize creating a supportive, engaging, and effective learning environment that caters to diverse student needs. These practices include integrated experiential and project based learning, Collaborative Learning through academic and industrial connections, field visits, case studies, simulations, role plays, and developing effective teaching strategies for slow learners.

Aim: The aim of the study is to comprehend the different methods of best practices followed across various disciplines and study their impact.

Methodology: The Education Unit 2 of Health Science Colleges at Sri Ramachandra Institute of Higher Education and Research is a multidisciplinary team with faculties from Management, Engineering, Biomedical Sciences, Public Health, clinical research, and Sports Sciences. The ideation, concept, application, outcome, and validation of the best practices followed in each of these departments are collected and documented.

Results and Discussion: Each department adopts a unique best practice for education. Overall, these methods significantly improved student engagement, ownership of learning, and motivation, enhanced critical thinking, communication, and interdisciplinary collaboration, and helped to transform passive learners into active problem-solvers. Due to the multipronged exposure, students are benefitted in numerous ways. They developed practical skills, exposure to the research environment, and hands-on learning, which inherently led to increased interest in the program.

Conclusion: The outcomes of these practices strengthened the technical, analytical, and communication skills of the student and enhanced placement outcomes. In a few departments, it leads to the creation of functional prototypes, innovative healthcare solutions, and student-authored publications. Rise in student-led start-ups, patent applications, and participation in funded research projects.

Keywords: Best practices, Collaborative learning, Experiential learning, Interdisciplinary collaboration, Project based learning

M. Balaji Prasath¹

¹Department of Artificial Intelligence and Data Analytics, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research Chennai, Tamil Nadu, India.

E-mail: balajiprasath@sret.edu.in

Background: The rapid growth of academic publications poses significant challenges for researchers in conducting efficient literature reviews and extracting meaningful insights.

Objectives: The primary objectives of this research include: (1) Developing an automated system for scholarly literature retrieval. (2) Implementing intelligent content extraction and summarization. (3) Creating a user-friendly interface for academic research support. (4) Demonstrating the system’s efficiency in processing multiple research sources.

Material and Methods: The proposed system incorporates six distinct phases, including environment setup, data collection from APIs (arXiv, DOAJ, CORE, OpenAlex), PDF acquisition, NLP-driven analysis using LLMs, and output presentation in both JSON and console formats. Tools used include advanced web scraping, natural language processing, and models like Gemini and Mistral.

Results: Experimental evaluation showed successful retrieval and processing of 11 unique papers with accurate metadata extraction and high-quality summarization. Performance metrics demonstrated high coherence, relevance, and extraction precision.

Conclusion: The developed artificial intelligence-powered academic research assistance system successfully demonstrates the potential of integrating web scraping, natural language processing, and large language models to streamline scholarly research processes. By addressing key Keywords: Academic research assistance, Large language models, Literature review automation, Natural language processing, Scholarly data retrieval

A. Deevan Paul¹, Pullaganti Sai Sree¹

¹Department of Pharmaceutics, Sri Ramachandra Faculty of Pharmacy, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: deevanpaul@sriramachandra.edu.in

Introduction: Conventional anticoagulants often lack efficacy in high-risk patients with atrial fibrillation deep vein thrombosis. These limitations include low bioavailability, systemic bleeding risk, and poor targeting. This study focuses on the comparative optimization of green and chemical synthesis approaches of silver nanoparticles (AgNPs), with an emphasis on their anticoagulant potential, while aligning with the broader goals of academic quality enhancement in health professions education.

Objectives: To optimize and compare the green and chemical reduction methods of synthesizing AgNPs and aim to integrate research quality into the pharmaceutics curriculum and accreditation standards.

Methods: Dabigatran was encapsulated into AgNPs using silver nitrate as a reducing agent, with polymeric stabilization through green synthesis. Design Expert^® software was used for optimization. Characterization included particle size, polydispersity index (PDI), zeta potential, surface morphology scanning electron microscopy (SEM), Fourier transform infrared spectroscopy and X-ray diffraction. Molecular docking and SAR studies were conducted to predict binding affinity and anticoagulant potential. A 90-day stability study was performed under ICH guidelines.

Results and Discussion: The optimized formulation showed a particle size of 315 ± 5.75 nm, a PDI of 0.686 ± 0.001, and a zeta potential of –33.50 ± 0.001 mV, suggesting strong colloidal stability. Encapsulation efficiency was 92.42 ± 2.31%. SEM images revealed spherical nanoparticles with smooth, confirming nanoscale dispersion. Molecular docking confirmed strong binding affinity between dabigatran and thrombin active sites. The study highlights the importance of synthesis route selection in quality-driven pharmaceutical formulation development. These findings serve as an educational tool in pharmaceutics training, aligning with accreditation standards focused on research excellence and innovation.

Conclusion: Dabigatran-loaded AgNPs exhibit promising anticoagulant potential with enhanced stability drug release behavior. This research underscores the value of integrating optimized nanoparticle synthesis into pharmaceutics education, providing a framework for quality assurance, academic ranking, and curricular enrichment in health professions institutions.

Keywords: Anticoagulant therapy, Dabigatran, Green synthesis, Molecular docking, Nanocarrier system, SAR, Silver nanoparticles, Stability studies

P. S. Haritha¹, Vignesh Kailasam¹

¹Department of Orthodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: haritha.ps@sriramachandra.edu.in

Background: Most teachers acknowledge that it is a challenge to keep the students’ motivation, engagement, and concentration over time in a lecture. Educational research has shown that students who are actively involved in the learning activity will learn more than passive students. Kahoot! is a game-based learning platform used to review students’ knowledge for formative assessment or as a break from traditional classroom activities. Kahoot! It is, therefore, a combination of using audience responses, role-plays, using video and audiovisual aids. Kahoot! has been designed from the ground up as a video game.

Objective: The motivation for this case-based study was to investigate the effect of combining the concept of a student response system and a video game. This case-based study investigated how Kahoot! Affects the students’ learning performance.

Methods: The Design of Kahoot! The game-based student response system (Kahoot!) was used as a part of a 3^rd-year BDS and final-year BDS course on Orthodontics. This tool was used for four (4) different lectures by teaching faculty (HS), with a duration of about 10 minutes on average. These include the following: to quiz students on various topics to understand their competence before tailoring lesson plans, to explore students’ knowledge of topics after they were delivered in lectures, and to help students validate their comprehension. Kahoot!s designed by teaching faculty (HS) were typically 10–15 questions long. Moreover, the Kahoot! The game environment was designed with many interactive features (including picture-based), where students used mobile devices - smartphones to join the games and answer questions and responses to their choices were visualized.

Results: We broadly conceptualized classroom dynamics as the interaction between students and faculty. Student engagement relates to the level of attention, curiosity, focus, and interest that students show during the course. Motivation is the persuasion to be engaged and interact in the classroom.

Conclusion: Kahoot! Motivated students to be engaged and encourage interaction in the classroom. Our experience suggested that the use of educational games in the classroom is likely to minimize distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms.

Keywords: Assessment, Dental education, Kahoot

Trinath Kishore Damera¹, Shiva Shankar Gummaluri¹

¹Department of Periodontics, GITAM Dental College and Hospital, Visakhapatnam, Andhra Pradesh, India.

E-mail: dentalcys@gmail.com

Objective: To assess and compare subject understanding, learning satisfaction, and anxiety state of students in blended learning versus conventional teaching groups in clinical periodontology education.

Methods: A total of 70 final-year undergraduate students from GITAM Dental College and Hospital were included. They were divided into group A (1–35) and group B (36–70). One lecture was taken in the conventional teaching method for group A and the Blended learning method for group B; another lecture was taken in the conventional teaching method for group B and the Blended learning method for group A. Parameters such as subject understanding, learning satisfaction, and anxiety state of students were assessed and compared between the groups. Where Paired and unpaired t-tests were used for subject understanding anxiety assessment, and Chi-square test was performed for learning satisfaction.

Results: Subject understanding of the peers was assessed by conducting Pre and Post-tests, which was statistically significant in group A and group B for both the classes (P-value 0.001). Learning satisfaction was assessed by answering the end questionnaire where in class 1, peers considered the teaching-learning method satisfactory (P = 0.021) in both the groups and in class 2, peers considered the lecture interesting, keen towards implementation of teaching methodology and considered that this teaching method would make understanding the subject better (0.025, 0.006 and 0.018 respectively). However, there was no statistically significant difference between the groups in anxiety levels (0.30 and 0.29 for both classes).

Conclusion: In this study, both teaching methods were accepted by the peers. However, more significance was observed for the Blended teaching method in subject understanding, so it can be considered as an alternative teaching in clinical periodontology.

Keywords: Blended learning, Dental students, Periodontal education, Student-centered learning

K. Manigandan¹, S. Kavya¹, M. Harini¹

¹Departments of Conservative Dentistry and Endodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: kmanigandan@sriramachandra.edu.in

Background: Artificial intelligence (AI) in healthcare has shown great promise in enhancing diagnostic accuracy and efficiency. One of the most powerful AI techniques for image analysis is convolutional neural network (CNN). CNNs have been widely applied in medical and dental imaging science for diagnosis.

Objective: To evaluate the impact of integrating AI driven diagnostic methods in the detection of dental caries and to assess its efficacy in enhancing dental education.

Methodology: A total of 1000 intra-oral periapical radiographs (IOPA) with a 224 × 224-pixel resolution were collected. Caries lesions were visually analyzed and marked. The data was divided into training (700), validation (150), and test data set (150). With AI-CNN, for binary classification (with caries or without caries), binary cross-entropy was used, and for multi-classification (severity level), categorical cross-entropy was used. The models were evaluated using the accuracy, precision, recall, and F1 score metrics. The performance of the AI CNN model was compared with the visual examination of the same radiographs by the clinician. Statistical analysis was done to evaluate the accuracy and efficiency of the AI-CNN model in detecting dental caries.

Results: The AI model showed strong performance in detecting severe caries, with 84% accuracy and high sensitivity (80.8%). Moderate caries were identified with 79.5% accuracy and had a sensitivity of 32.8%. For mild caries, although accuracy (87.8%) and specificity (98.8%) were high, sensitivity was around 11.1%, indicating poor detection of early lesions. In radiographs with no caries, the model showed high sensitivity (86.9%) and the best negative predictive value (91.8%).

Conclusion: The AI-CNN model proved effective in accurately detecting dental caries from IOPA radiographs, particularly in moderate and severe cases. This highlights the potential of AI integration in dental diagnostics, thereby enhancing clinical precision, supporting practitioner efficiency, and ultimately advancing the quality of patient care and dental education.

Keywords: Artificial intelligence, Dental caries, Diagnosis

Linga Devi Thanasekaran¹, Latha Ravichandran¹

¹Department of Medical Education, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: drlinga2@gmail.com

Introduction: In healthcare, virtual reality (VR) has made a significant impact, revolutionizing therapeutic treatments, patient care, and medical education. Healthcare organizations need to be selective in choosing the technology to invest in, and we at Sri Ramachandra Institute of Higher Education and Research (SRIHER) have collaborated and signed 2 MOUs to establish a VR Lab in May2023-an Innovative Immersive teaching-learning environment one of its kind in INDIA to provide a platform to enhance physician capabilities, evolve minimally invasive techniques for the advancement across all the 15 faculty colleges of SRIHER.

Objectives: (1) To assess the impact of enhanced TLM for students using innovative yet cost-effective technology. (2) To assess the impact on surgical skills required for advanced surgical planning using VR case-based modules.

(3) To assess the impact of VR to aid patient education/Counselling and enhance Allied health science education as per HSSC.

Methodology: Despite the potential value of VR in healthcare, its uptake in clinical practice and medical education is still in its infancy, so the Centre for Professional Development SRIHER implemented strategies to provide a flexible learning environment and improve student performance based on the VR-integrated TLM Assessment Process and Learning Outcomes. Resources allocation in terms of manpower, Infrastructural facilities allotment, and administrative reforms were also implemented. Based on an assessment of VR’s impact on professional practice, optimizing resource utilization and training stakeholders for Publication and research also ensued.

Results: Gained copyright and conducted 2 Faculty development programs in VR, Trained 386 Faculties/500 UGs/346 PGs/700 Nursing students in VR technology and assessment methods, Action taken based on 360degree online feedback from all stakeholders, incorporated VR integrated 120+ educational modules for teaching/training and pre-surgical planning, annual renewal of 2 MOUs and developing 108 VR complex case-based modules to train and provide efficient patient care in challenging specialties, 2 awards, 1 BMJ publication and 78 public benefitted in Public lactation awareness.

Conclusion: For the implementation of VR applications integrated into health care and medical curriculum in alignment with providing cost-effective and resource generation, identifying the challenges and measures to overcome them have to be facilitated at multiple levels to have an impact on stakeholders and provide added value for healthcare practice.

Keywords: Health care, Impact analysis, Innovative technology, Integrated curriculum, Medical education, Virtual reality

V. Parvez Ahmed¹, Mohammed Waseem¹, Farheen Fathima¹

¹Department of Ilaj Bit Tadbeer, Government Unani Medical College, Chennai, Tamil Nadu, India.

E-mail: vparvezahmed@gmail.com

Background/Introduction: Unani medicine, a classical system of medicine with roots in Greco-Arabic traditions, has been institutionalized in India’s healthcare system through the Indian Medicine Central Council Act (1970) and subsequent reforms under the National Commission for Indian System of Medicine (NCISM) in 2020. The Central Council for Indian Medicine (CCIM) set the foundation for Unani medical education in 1996, outlining minimum standards for curricula, faculty qualifications, and infrastructure. This study explores the evolution of Unani education in India, focusing on the regulatory frameworks established by CCIM and NCISM and their impact on the quality of education and healthcare outcomes.

Objective: The objective of this scoping review is to examine the evolution of Unani medicine education standards under CCIM and NCISM regulations (1996–2025), identify gaps in implementation, and evaluate the effectiveness of recent reforms in improving the quality of Unani medical education.

Methods: This scoping review followed the PRISMA-ScR framework and analyzed policy documents (CCIM 1996, NCISM 2020, and World Health Organization [WHO] Traditional Medicine Strategy 2023), peer-reviewed studies from PubMed, Science Direct, and AYUSH Research Portal, and institutional reports from Unani colleges and government audits (1996–2025). Key themes investigated include regulatory evolution, curriculum design, clinical training, faculty shortages, and global accreditation standards.

Results: Key findings include Regulatory evolution: The transition from CCIM to NCISM introduced competency-based education and integrated modern biomedical principles with traditional Unani practices. However, infrastructural gaps, such as hospital bed shortages and faculty deficits, persisted. Curriculum gaps: The BUMS curriculum has traditionally emphasized classical texts but has lagged in integrating modern medical technologies and evidence-based practices. Post-COVID, some colleges have attempted to integrate digital platforms for teaching Unani diagnostics. Global benchmarking: India’s Unani programs were included in the WHO Global Traditional Medicine Report (2023), but gaps remain in achieving parity with international standards such as those set by the World Federation for Medical Education.

Conclusion: While recent reforms under NCISM have brought about significant improvements, there are ongoing challenges related to faculty development, infrastructure, and the integration of modern scientific practices into Unani education. Future policies should focus on enhancing accreditation standards, promoting digital learning, and aligning with global benchmarks to ensure the continued relevance and quality of Unani education in the 21^st century.

Keywords: Central Council for Indian Medicine, Education Standards, National Commission for Indian System of Medicine, Regulatory evolution, Unani Medicine

Punitha Balaji¹

¹Department of Psychiatric Nursing, Awadh Madhav Sai Shraddha College of Nursing, Madhya Pradesh, India.

E-mail: punibalaji@gmail.com

Background: Parents play a crucial role in influencing their children’s choices when pursuing health professions education. However, their expectations and evaluation criteria are rarely integrated into institutional quality assurance systems, limiting community involvement and transparency aligned with Accreditation, Ranking, and Quality (ARQ) principles.

Objective: This study aimed to explore global parental expectations and evaluation practices when selecting health professions institutions and to assess how their perspectives can enhance ARQ systems.

Methods: A cross-sectional, mixed-method international survey was conducted among parents of students aged 16–21 enrolled in or considering health professions programs. Data collection included Likert-scale, multiple-choice, and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic content analysis.

Results: Key parental expectations were global accreditation (82%), graduate employment outcomes (79%), student safety and ethical practices (67%), and international recognition (63%). Evaluation criteria emphasized verified accreditation, alumni success, transparent curriculum, and ethical conduct. Notably, 73% of parents expressed willingness to provide ongoing feedback, and 68% supported formal inclusion of parental input in institutional quality processes.

Conclusion: Parents provide practical, values-driven insights that complement formal accreditation and ranking measures. Establishing formal parent forums and conducting regular parent surveys can strengthen ARQ by fostering collaboration, transparency, and global relevance. This inclusive approach supports evidence-based quality enhancement in health professions education.

Keywords: Accreditation, Health professions education, Parental involvement, Parents’ expectations, Quality assurance, and Ranking

Ezhildevi Paduvaipathi¹, Rabindran Chandran¹

¹Department of Neonatology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: rabindranchandran@gmail.com

Background/Introduction: Smartphone-based medical applications are increasingly utilized in health professions education, fostering self-directed learning (SDL). They align with India’s National Education Policy 2020 and global accreditation, ranking, and quality standards. These tools promote autonomy, real-time clinical access, and continuous learning among medical trainees.

Objective: To evaluate the knowledge, attitude, and perception of MD postgraduate pediatric trainees regarding smartphone medical apps as SDL tools, along with their usage patterns, app preferences, perceived benefits, and barriers.

Methods: A descriptive cross-sectional study was conducted among 37 MD postgraduate pediatric students (Years 1–3) at Sri Ramachandra Institute of Higher Education and Research, Chennai. Data were collected using a structured, self-administered questionnaire assessing demographic details, app usage patterns, frequency, perceptions, and challenges. Data were analyzed using Statistical Package for the Social Sciences software. Associations between postgraduate year, gender, smartphone type, and variables such as confidence in app use, perception of learning value, and frequency of use were tested using Chi-square analysis.

Results: All participants owned smartphones (iOS: 67.6%, Android: 32.4%); 94.6% were aware of medical apps. Daily use was reported by 54.1%. Common apps included UpToDate (89.2%), Marrow/Prepladder (51.4%), and Medscape (43.2%). Benefits included easy access (75.7%), updated content (73%), and time-saving features (62.2%). Barriers included poor connectivity (56.8%) and distractions (62.2%). Chi-square analysis revealed no statistically significant associations between postgraduate year, gender, or smartphone type and frequency of use (χ² = 2.38, P = 0.30), confidence (χ² = 1.22, P = 0.54), or perception (χ² = 0.88, P = 0.64).

Conclusion: Smartphone medical applications are widely accepted and positively perceived as SDL tools among postgraduate pediatric students, regardless of demographic or technological factors. Institutional integration and guided usage can further enhance their impact on learner outcomes and academic quality.

Keywords: Knowledge, attitude, and perception survey, Medical education technology, Postgraduate pediatric education, Self-directed learning, Smartphone medical apps

Jayanthi Ganapathy¹, Purushothaman Ramachandran²

¹Cyber Security and IoT, ²Department of Artificial Intelligence and Data Analytics, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: jayanthig@sret.edu.in

Introduction: Concerning Outcome-Based Education (OBE), conventional methods for measuring Course Outcome (CO) and Program Outcome (PO) attainment usually depend on static threshold-based analysis, a quantitative approach that is rigid, unpredictably inaccurate, and not customizable. This study develops an innovative data science-driven method that uses statistical modeling, machine learning, and data visualization tools to assess and maximize CO-PO achievement and include these measures in academic performance evaluations.

Objectives: The core concept of the system is a multi-layered model that integrates direct assessment data (exam results, assignments, lab performance) with indirect feedback (surveys, peer reviews) to acquire an assessment dataset for each course. To predict the attainment of course outcomes by considering Prior Academic Scores, Engagement Scores, and Assignment Scores.

Methods: Linear regression is fit with the variables such as Prior Academic Score, Engagement Score, Assignment Score being x’s, and CO Attainment being Y, the target. Supervised learning techniques help in forecasting CO attainment, considering student engagement metrics with prior academic performance. Thereby, micro-level insights can be achieved. Further, an unsupervised clustering technique was used to segment the datasets using K-Means to categorize the students based on learning behavior.

Results: Heat maps are used to estimate the correlation between the independent variables X’s, Prior Academic Score, Engagement Score, and Assignment Score, and the target variable Y, CO Attainment. The correlation report is as follows: Prior score and CO attainment are 0.89, assignment and prior score are 0.79, engagement and prior score are 0.60, and assignment and prior score are 0.68. The study’s results show that prior academic strength is the best indicator of CO attainment, indicating a multi-factor influence. Second, a significant factor in CO’s success is student engagement and assignment performance. Consequently, a data-driven framework built on machine learning models encourages the use of supervised models like regression and decision trees to forecast and improve CO-PO mappings in an OBE framework.

Conclusion: This exploration of the students’ behavior enables the extraction of performance-specific parametric patterns that would discover knowledge on how different pedagogies influence the specific COs. This, in turn, helps institutions to delineate courses that are at risk and deploy proactive teaching practices. In addition, it is also required to optimize the educational impact to address the overlapping CO-PO mappings for which correlation matrix and principal components are used. This study concludes that CO-PO quantification is no longer a static evaluation system but rather a continuous feedback-based, data-driven system for accrediting academic processes. The proposed approach ensures a quality-rich assessment process through objective and empirical evaluation processes that are adaptable, scalable, and future-ready.

Keywords: Academic processes, Accreditation, Artificial intelligence, Assessments, Clustering, Course outcome, Data-driven, Machine learning, Pedagogical studies, Program outcome

Nalini Sirala Jagadeesh¹, Rajeswari Singaravelu¹, Urmila Umasekar¹

¹Department of Obstetrics and Gynaecology Nursing, Sri Ramachandra Faculty of Nursing, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: sjnalini@sriramachandra.edu.in

Introduction: Simulation-based training has opened up a new educational application in nursing practice. The simulation method of teaching is considered the educational standard for emergency training for nurses working in labor and delivery units.

Objective: This study assessed the satisfaction and self-confidence gained by nurses through simulation learning in a selected tertiary hospital in Chennai.

Methods: A descriptive survey design was used to assess the satisfaction and self-confidence of 60 nurses working at Sri Ramachandra Hospital Porur, Chennai, selected through a convenience sampling technique. The nurses were engaged in three simulation sessions on the care of patients with Preeclampsia/Eclampsia. A 13-item Likert scale on Student Satisfaction and Self-Confidence in Learning was used to collect the data. Data were analyzed using descriptive statistics, namely frequency, percentage, mean, and standard deviation, and inferential statistics such as Spearman Correlation coefficient and Analysis of Variance.

Results: The majority of the nurses (51.7%) were aged between 21 and 25 years. The mean satisfaction of nurses with simulation learning was 21.72 ± 4.22 (86.8%), and the mean self-confidence of nurses with simulation learning was 35.22 ± 5.92 (88.8%). The overall nurses’ satisfaction and self-confidence in learning score was 57.23 ± 9.36 (88%). The association between background variables with nurses’ self-confidence and satisfaction with simulation learning showed no statistically significant association.

Conclusions: The simulation-based training program enhanced the satisfaction and self-confidence of nurses in the management of uncommon but critical obstetric emergency conditions, namely, preeclampsia and eclampsia.

Keywords: Nurses, Satisfaction, Self-confidence, Simulation learning

Jessica Caleb¹, R. B. Rithanya¹, Nandakumar Venkatesan¹

¹Department of Computer Science and Medical Engineering, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: nandooniran@gmail.com, nandakumar@sret.edu.in

Background: Constructive pedagogy-based learning helps the students to comprehend concepts through experience rather than passive learning. Advanced cellular functions are hard to understand because most cellular molecular mechanisms are interconnected and not isolated, including duplication of DNA, conversion of DNA to RNA, and messenger RNA-guided protein synthesis.

Aim: Our approach is to develop personalized game-based learning by blending biological knowledge with computational skills.

Methodology: At the cellular level, we used 3D Builder^® to generate an interactive 3D eukaryotic animal cell for visualizing cellular organelles, and the models were imported into Blender^®to demonstrate cell division by animation. At the molecular level, we used MolView^® or ChemDraw^®to generate interactive 3D molecular structures of biomolecules, Chimera^®for 3D protein, and molecular structures were blended to elaborate complex chemical reactions.

Results and Discussion: We generated a single 3D eukaryotic cell model by leveraging the default shapes inherent in the application, along with the other functionalities, including merging, splitting, smoothing, and a simulation of cell division. We created an animated model to demonstrate the intricate process of glycolysis that brought forth a unique set of challenges. We used Blender^® for keyframe animation and rendering and solid view for color visualization.

Conclusion: Our work highlights the importance of 3D visualization in enhancing student engagement and conceptual understanding of biological mechanisms. It also challenges the students at a multidisciplinary level across biological science and computer science and provides a platform that simplifies learning and increases student enthusiasm and understanding.

Keywords: Active learning, Cellular mechanism, Constructive pedagogy, Eukaryotic cell, Personalized learning

Poornima Ambale¹, Srinivas Murthy Srikant¹, Selvam Jesiah¹, Jabarethina Gnanadhas¹

¹Department of Management Sciences, Sri Ramachandra Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: s.poornima@sriramachandra.edu.in

Background: Community-based experiential learning has recently become such an important educational tool to teach students certain soft skills such as a sense of social responsibility, empathy, and problem-solving skills to deal with pressing concerns facing urban poor communities, ecological zones, and informal economies. The Community Engagement Project (CEP) was envisioned at the Sri Ramachandra Faculty of Management Sciences as an intervention for real-time immersion learning for students while simultaneously dealing with some relevant societal and environmental issues. Two credits were awarded to the CEP for both B.Com (Hons) and BBA.

Aim: The objective of the project was the students’ exposure to practical aspects addressing issues of homelessness, environmental degradation, gender-based health inequities, and informal economic activities in parts of urban Chennai. It was meant to inculcate a sense of empathy, civic consciousness, and problem-solving ability in students.

Methodology: The project was implemented over a period from August to September 2024, working out in more than ten field sites. Activities comprised structured field visits, interviews, surveys, community cleaning, seed ball dropping, and women’s wellness programs. Partnerships were forged with Equitas CSR, Environmentalist Foundation of India, NSS-Sri Ramachandra Institute of Higher Education and Research, Prasiddhi Forest Foundation, and other local stakeholders for sustainable and community-driven interventions.

Results: The teams of students removed large quantities of waste, dispersed 683 bamboo seed balls, conducted impact surveys, and provided preventive healthcare to more than 100 women. News Tamil 81 TV covered the event, giving it wide publicity, while partner organizations appreciated the professional and heartfelt execution of the project.

Discussion: Through these findings, students became aware of the social and ecological dilemmas that traipse through the streets, giving them insights into issues relating to urban inequality, public health, and environmental responsibility. The CEP then became a transformational learning vehicle that shaped the students as socially responsible leaders.

Conclusion: This project thus demonstrated an alternate model, one large enough and more significant enough than others, that allowed curricular learning to be engaged in activities for the community, thus acting as a catalyst for the sustenance of volunteering and conscious citizenship in the long term.

Keywords: Community engagement project, Environmental degradation, Gender-based health inequities, Homelessness

Prayashi Deb¹, Vijaya Nirmala¹, Sharada T. Rajan¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College, Chennai, Tamil Nadu, India.

E-mail: prayashi1999@gmail.com; vijayanirmala@sriramachandra.edu.in; sharadarajan@sriramachandra.edu.in

Background: Clinical diagnosis is a challenging process that demands a comprehensive understanding of both scientific knowledge and patient-centered care. Professionals must maintain clinical competence while integrating the latest advancements in order to minimize misdiagnosis and enhance accuracy for successful oral health care. Clinicians should conduct thorough clinical examinations and identify underlying causes through detailed case histories.

Aim: To analyze the diagnostic competence of various oral lesions by clinicopathological correlation among Bachelor of Dental Surgery (BDS) Interns.

Methodology: A study sample of 40 BDS interns was split into two groups: One receiving NEET MDS coaching and the other attending evening clinics after college. The questionnaire included ten questions based on clinical, histologic photos and radiographs wherever required, ensuring patient confidentiality by not disclosing personally identifiable information. A thorough diagnosis for several lesion categories, including odontogenic lesions, salivary gland origins, infectious lesions, precancerous lesions, and cancerous lesions, was intended to be obtained via the questions.

Result: The NEET MDS coaching group demonstrated better retentive power and was more effective at correlating clinical and pathological findings to arrive at a diagnosis compared to those attending the evening clinics.

Conclusion: BDS interns should be encouraged to recognize correlated features and consider a broad range of differential diagnoses, which might require collecting more specific data and performing a comprehensive clinical evaluation of the patient.

Keywords: Competence, Diagnosis, Skill

V. Preetha¹

¹Department of Paediatrics, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: preethaveeramani2006@gmail.com

Background: Timely and complete vaccination is essential for child health and a key quality in child health care. Despite the goals of the Universal Immunization Programme, missed vaccination opportunities during hospital admissions persist. Identifying missed. Vaccinations in hospitalized children and strengthening documentation provide a key opportunity for catch-up immunization caregiver education and significantly improve immunization compliance.

Aim: To assess effective documentation on missed vaccination status documented in the case sheet of children under 5 admitted to the pediatric ward for catch-up vaccination in children.

Methodology: A prospective study was done in the Department of Paediatrics, Sri Ramachandra Hospital, from June 2024 to June 2025. Medical records of children aged 1 month to 5 years admitted for various illnesses were reviewed using a structured format. Parameters included completeness of vaccination history, identification of missed doses, documentation of parental counseling of parents, and inclusion of follow-up vaccination advice in discharge summaries. Based on initial findings, interventions were introduced, including sensitization sessions for residents and a checklist for discharge summaries. Post-intervention compliance was re-assessed.

Results: An initial review showed that only 37% of records documented missed vaccinations, and 43.25% included follow-up advice. After implementing targeted interventions, documentation of missed vaccines improved to 68%, and discharge summaries, including vaccination follow-up, rose to 74%. There was also a notable increase in real-time catch-up immunization during hospital stays, recorded in 22% of eligible children post-intervention.

Conclusion: The implementation of simple, low-cost interventions -such as sensitizing staff and standardizing discharge checklists to a measurable improvement in vaccination compliance and reducing missed opportunities for immunization. These changes directly enhanced the quality and continuity of pediatric patient care. The documentation plays a vital role in identifying the missed vaccination status and provides effective counseling to the parents, which can lead to better immunization coverage and overall healthcare quality. Integrating such practices into routine care supports the broader goals of patient safety and preventive health.

Keywords: Catch vaccination, Effective documentation, Missed vaccine, Quality pediatric care, Vaccination compliance

R. Karthikeyan¹

¹Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: karthikeyanr@sret.edu

Background: Outcome-based education (OBE) relies heavily on accurately assessing the attainment of course outcomes (COs). Conventional assessment techniques, such as questionnaires, often fail to capture the true learning levels, affecting curriculum quality and implementation.

Objective: To propose an optimized, mathematically grounded approach using academic performance data to accurately evaluate CO attainment, including measurable conversions of affective and psychomotor domains equated with Bloom’s taxonomy levels.

Methods: Instead of traditional surveys, this approach utilizes internal and end-semester assessment scores. Specific attainment targets are defined for each CO, and performance is mathematically analyzed against these targets to determine attainment levels. Furthermore, affective and psychomotor domains are converted into measurable forms by aligning learner behaviors with equivalent Bloom’s taxonomy levels. For instance, affective outcomes like “valuing” or “responding” are mapped to observable actions and assessed through reflective journals, participation, or peer evaluation rubrics. Psychomotor outcomes such as “precision” and “manipulation” are assessed via practical skill demonstrations and standardized checklists.

Results: The proposed method enables a more precise evaluation of students’ cognitive, affective, and psychomotor achievement levels for each CO. This results in clearer identification of the gaps between expected and achieved outcomes, including behavior and skill-related performance.

Conclusion: By using a data-driven attainment analysis that includes cognitive, affective, and psychomotor domain mapping, institutions can refine course content and teaching strategies, thereby enhancing the overall effectiveness of OBE implementation.

Keywords: Affective domain, Bloom’s taxonomy, Course outcome attainment, Curriculum improvement, Outcome-based education, Psychomotor assessment

M. Ram Prabakar¹, Gowri V¹, Kavitha R¹

¹Department of Pharmacology, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, India.

E-mail: ramprabakar863@gmail.com

Introduction: University and college students, especially in health-related fields, frequently face psychological stress. Mindfulness and meditation-based interventions have gained attention as potential strategies for managing this stress.

Aims and Objectives: This review critically analyses literature evaluating the effectiveness of mindfulness and meditation interventions in reducing stress and anxiety among university and college students, assessing their impact on psychological well-being in academic settings.

Methods: Nine peer-reviewed studies meeting methodological and ethical standards were included. The studies comprised randomized controlled trials, quasi-experimental, and pilot designs, examining interventions like Mindfulness-Based Stress Reduction (MBSR), app-delivered mindfulness programs, and yoga-meditation hybrids. Outcomes were measured with validated tools such as the Perceived Stress Scale, Depression Anxiety Stress Scales, Five Facet Mindfulness Questionnaire, and physiological markers including salivary cortisol and EEG.

Results: Studies consistently showed improvements in stress-related outcomes. Both traditional and modified MBSR programs reduced stress and anxiety, supported by biomarker evidence. App-based mindfulness tools provided sustained stress relief and increased mindfulness. Yoga-meditation hybrids also significantly improved anxiety and mindfulness scores. Participants with higher baseline mindfulness experienced greater benefits.

Discussion: Findings support mindfulness and meditation interventions as effective for reducing psychological stress among students, showing both self-reported and physiological improvements. Their adaptability and convenience make them especially suitable for high-stress academic environments. Hybrid models offer holistic benefits, enhancing physical and emotional well-being.

Conclusion: Mindfulness and meditation-based interventions effectively reduce stress and anxiety in students and are cost-effective, adaptable strategies ideal for large-scale educational integration.

Keywords: Anxiety, Mindfulness-based stress reduction, Meditation, Mental health, Mindfulness, Stress, Students

S. Nithya Priya¹, S. Srinivasan¹, N. Kavipriya¹

¹Sri Ramachandra Faculty of Management Sciences, Chennai, Tamil Nadu, India.

E-mail: nithyapriya@sriramachandra.edu.in

Background: The implementation of the National Education Policy (NEP) 2020 has brought about a significant transformation in India’s educational landscape, particularly in the health and medical education sectors. The NEP highlights the importance of multidisciplinary learning, technology integration, and competency-based education (Ministry of Education, 2020). With the Ayushman Bharat Digital Mission leading the charge for India’s digital health framework, there is currently a policy initiative to align health education with the requirements of a healthcare system enhanced by digital technologies (National Health Authority, 2021). In summary, the period following the NEP offers India a chance to take the lead in digital health education by incorporating international standards, utilizing technological advancements, and establishing strong accreditation systems.

Objectives: (1) To examine the integration of digital health components— such as telemedicine, electronic medical records, Artificial intelligence-based diagnostic tools, and mobile health applications—into educational programs. (2) To evaluate how current accreditation frameworks are evolving in response.

Methodology: Using a mixed-methods approach, the study evaluates curriculum content, reviews relevant policy documents, and gathers perspectives from educators, students, and accreditation authorities. Both focus group interviews and questionnaires were collected to understand the integration of digital health components and the accreditation framework.

Results: The results highlight a growing use of digital tools and simulation-based learning in institutions but also identify key deficiencies in regulatory clarity, faculty readiness, and standardized evaluation metrics. Although NEP 2020 promotes technology-driven, multidisciplinary learning, the absence of clear accreditation standards for digital skills creates obstacles to maintaining educational quality and oversight.

Discussion and Conclusion: The study offers recommendations for bodies like the National Medical Commission and the National Accreditation Board for Hospitals, including the creation of digital literacy benchmarks, formal training for educators, and the inclusion of digital competencies in quality assurance protocols. Ultimately, the study aims to support the development of a modern, high-quality health education framework aligned with global digital healthcare advancements.

Keywords: Accreditation, Digital competencies, Quality

U. S. Shalimol¹

¹Department of Medical Surgical Nursing, Amrita College of Nursing, Amrita Vishwa Vidyapeetham, Health Science Campus, Kochi, India.

E-mail: shalmol@yahoo.co.in

Objectives: Diabetic foot ulcer is a major complication of diabetes mellitus (DM). Patients with type 2 DM and associated complications often have poor nutritional status either because of their controlled therapeutic diet or lack of awareness, but their demand for nutrition is high. Malnutrition or nutrient deficiencies can impair collagen synthesis and prolong inflammation.

Material and Methods: This study adopted a quantitative approach with a non-experimental descriptive design to find the relationship between nutritional status and degree of foot ulcer among patients with diabetic foot ulcer and to find out the association between nutritional status and selected demographic variables. The sampling technique used in this study was convenience sampling. A total sample size of 100 participants was included. The data collection process involved obtaining informed consent from eligible participants, recording socio-demographic data, classifying the severity of diabetic foot ulcers using the Wagner scoring system, and assessing nutritional status using the SGA scale. Ethical approval was sought from the Institutional Ethics Committee before data collection.

Results: The study result showed that 37% had a Wagner score >2 and a nutritional score >4, which shows that a worsening foot ulcer has poor nutrition status even though 66.6% of patients with Wagner scores >2 had poor nutritional scores compared to 61.4% of patients with Wagner scores <2 with P = 0.77. The majority (50%) of the patients had moderate nutrition status with a mean of 4.62 ± 2.2.80% and had a Wagner score of <4. There was no significant association with clinical and demographic variables.

Conclusion: The Researcher identified a gap in patients’ awareness of the importance of nutritional status. Nutritional status is significantly important among patients with DFU. Henceforth, frequent assessment and education of patients would result in good wound healing and reduce the risk of worsening foot ulcers. The next phase of the study includes patient education on nutritional status and importance and preparing a pamphlet for patients with diabetic foot ulcers.

Keywords: Diabetic foot ulcer, Nutritional status

S. Sharon¹, R. Suganya¹, A. Soumya¹

¹Department of Oral Pathology and Microbiology, Sri Ramachandra Dental College and Hospital, Chennai, Tamil Nadu, India.

E-mail: d1023001@sriher.edu.in; suganya.r@sriramachandra.edu.in; soumya@sriramachandra.edu.in

Background: Traditional microscopy has been the cornerstone of histopathological teaching, but digital advancements like whole slide imaging (WSI) offer new pedagogical opportunities, and its accurate diagnosis is essential in dental education.

Objective: To compare the effectiveness of the digital method versus the conventional microscopy method in teaching and learning to 3^rd-year dental undergraduates.

Methods: A cohort of 6 3^rd-year dental students participated in a crossover study. Participants were divided into two groups. Group A received instruction on Oral Epithelial Dysplasia features using light microscopy, while Group B used WSI. After a washout period of 1 week, the groups switched modalities. Each session included a 20-minute lecture followed by a 30-minute practical session. Assessments were conducted after each modality using a standardized test comprising multiple-choice questions and slide identification tasks. Student feedback was collected through a Likert-scale questionnaire evaluating clarity, engagement, and overall satisfaction.

Results: It is anticipated that students will demonstrate improved performance and higher satisfaction scores following sessions utilizing WSI compared to light microscopy. Previous studies have indicated that virtual microscopy can enhance learning outcomes.

Conclusion: Incorporating digital microscopy into dental curricula could enhance student understanding and diagnostic proficiency. WSI proves more effective; it could be integrated into the dental curriculum to enhance the teaching of histopathological concepts.

Keywords: Conventional, Digital method, Light microscopy, Whole slide imaging

Teena Koshy¹, Suresh Kumar Ayyalusamy², Geetha Sudha³

¹Department of Human Genetics, Sri Ramachandra Faculty of Biomedical Sciences and Technology, Sri Ramachandra Institute of Higher Education and Research, ²Department of Medical Engineering, Sri Ramachandra Faculty of Engineering and Technology, Sri Ramachandra Institute of Higher Education and Research, ³Sri Ramachandra Faculty of Sports and Exercise Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: teenak@sriramachandra.edu.in

Background: Education attains its true potential when it transcends traditional academic boundaries. Enriching, beyond-the-classroom experiences—such as student clubs, alumni engagement, and extracurricular activities—play a pivotal role in nurturing personal growth, enhancing essential skills, and fostering professional networks. These structured engagements significantly contribute to holistic student development.

Objective: To document and evaluate structured educational activities beyond the classroom implemented across disciplines and assess their outcomes in enhancing student learning and development.

Methods: The study was conducted by Education Unit 2 of Health Science colleges at Sri Ramachandra Institute of Higher Education and Research, comprising a multidisciplinary team of faculty from Biomedical Sciences, Engineering, Management, Public Health, Clinical Research, and Sports Sciences. Data were collected on selected initiatives focusing on objectives, implementation strategies, indicators of success, and challenges faced. A qualitative assessment of these initiatives was undertaken.

Results: Two flagship initiatives demonstrated significant impact. The “HuGe Alumni Series” utilized alumni as a strategic resource for student learning and professional growth through mentorship and knowledge-sharing. The second, “Skill and Personality Enhancement through Student-Driven Clubs,” involved a structured club ecosystem designed to foster leadership, communication, collaboration, and innovation among students, with faculty guidance and student ownership.

Conclusion: The initiatives highlighted in this study underscore the importance of structured, beyond-the-classroom educational engagements. The alumni series enhanced student-alumni connectivity and long-term mentorship opportunities, while the club-based model promoted interdisciplinary, peer-driven learning. Collectively, these approaches contribute to the development of 21^st-century competencies and reinforce the academic ecosystem.

Keywords: 21^st-century skills, Alumni engagement, Beyond-the-classroom learning, Holistic development, Student clubs

Vijaya Nirmala Subramani¹, Sharada T. Rajan¹

¹Department of Oral and Maxillofacial Pathology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: vijayanirmala@sriramachandra.edu.in; sharadarajan@ sriramachandra.edu.in

Background: Microteaching, an emerging teaching method, is gaining popularity due to its ability to provide immediate access to information, particularly in higher education. The pandemic has shifted the digital education landscape, with active learners showing higher learning achievement. This approach is assumed to offer greater learning in terms of knowledge transfer and graduate outcomes.

Aim of the study: To explore the effectiveness and implementation of microteaching in clinical knowledge and skills among undergraduate students.

Materials and Methods: The study was conducted in Sri Ramachandra Dental College, which employed purposive sampling to select 10 undergraduate participants undergoing clinical posting and 2 peer experts. Microteaching sessions were designed with specific objectives for knowledge and skill acquisition and transfer phases. These sessions were conducted in a classroom setting and video recorded. Participants were assigned case scenarios, and their performance was recorded. Following the session, evaluation was done by both peers and the participants. Subsequently, positive reinforcement was facilitated to assess the performance based on the feedback.

Results: The finding explores the impact of microteaching effectiveness on learning outcomes, highlighting that these outcomes are not guaranteed and require further research.

Conclusion: The present study demonstrates that microteaching can effectively be implemented as a learning activity for clinical knowledge & skill. However, more flexibility is needed to accommodate employees’ time constraints. The effectiveness of microteaching instruction is influenced by factors such as learning motivation, job application, and selecting programs that enhance skills.

Keywords: Clinical skill, Feedback, and learning outcome, Microteaching

Vijayalakshmi Rajakumar¹, Santhi Silambanan¹

¹Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

Background: Artificial Intelligence (AI) is increasingly integrated into medical education, promising personalized learning, automated assessments, and advanced simulations. However, concerns persist regarding ethical use, over-dependence, and curricular adaptation.

Objectives: This study aimed to evaluate the benefits and limitations of AI in medical education with regard to the knowledge domain.

Methodology: A targeted literature analysis was conducted using 10 peer-reviewed, open-access articles sourced from PubMed, PubMed Central, Scopus, and Google Scholar. Articles included systematic reviews, pilot trials, and student perception analyses published between 2019 and 2024. Exclusion criteria included non-peer-reviewed articles, editorials, and studies not related to AI in Medical education pertaining to the knowledge domain.

Results: Findings from 10 articles revealed that AI enhances diagnostic reasoning, personalized feedback, and question generation through models like ChatGPT-4, Claude AI, and Gemini AI. Students and educators generally expressed receptiveness to AI integration, citing improved engagement and accessibility. However, notable concerns include the erosion of critical thinking, the risk of factual inaccuracies from generative AI, insufficient resources and faculty training, and lack of ethical/regulatory frameworks.

Conclusion: AI has substantial potential to complement traditional medical education but is not without drawbacks. A balanced, evidence-based integration aligned with ethical safeguards and curricular reform is essential. Future directions should focus on the validation of AI tools, faculty development, and standardized AI literacy training to harness its benefits while mitigating risks.

Keywords: Artificial intelligence, Assessment tools, Medical education, Teaching learning methods

Vinej Somaraj¹, Akila Ganesh¹, K. Manigandan²

Departments of ¹Public health Dentistry, ²Conservative Dentistry and Endodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: akilaganesh@sriramachandra.edu.in

Background: The National Accreditation for Hospitals and Healthcare Providers (NABH) is an essential component of the Quality Council of India. To meet NABH requirements, the dental hospital must implement a process-oriented strategy in every facet of hospital operation – including service displays, registration, admissions, treatments provided, pre-surgery and post-surgery protocols, discharge procedures, and follow-ups after leaving the hospital.

Methods: The inclusion and exclusion criteria for the review were based on the literature documentation of NABH standards implemented and practiced in dental clinics, dental hospitals, and dental colleges. A literature search was carried out among the major electronic databases (Pubmed Central, Cochrane Library, Scopus, and Web of Science) for the past 10 years. Data pertaining to the implementation of NABH standards was classified and analyzed.

Results: A total of 3,724 records were initially identified, out of which 152 were pertaining to strategies for the implantation of NABH standards. Among these, 11 articles were only included in the review. All the articles outline the factors related to quality improvement, patient safety, enhancing credibility, improving efficiency, cost savings, continuous improvement, patient satisfaction, employee satisfaction, and risk management. The barriers related to non-implantation of NABH standards, which were identified, are financial constraints, shortage of qualified staff, inadequate training, low motivation, procurement-related issues of equipment, organizational resistance, and administrative barriers.

Conclusion: The current evidence and literature that have been documented indicate that there exists a considerable gap in the quality assurance system as well as NABH standards that have been implemented and practiced in dentistry. Well-planned and futuristic strategic approaches to sensitize the implementation of NABH standards in dentistry in need of the hour.

Keywords: Accreditation, Dentistry, National accreditation board for hospitals, Oral healthcare quality, Oral healthcare standard

Ahila Singaravel Chidambaranathan¹

¹Department of Prosthodontics, SRM Dental College, SRM Institute of Science and Technology, Chennai, Tamil Nadu, India.

E-mail: ahilasc@yahoo.co.in

Background: Objective structured clinical examination (OSCE) is an effective tool to identifying the strengths and weaknesses of dental students which permit the postgraduate students to practice and execute their clinical skills in a standardized manner in challenging clinical situations.

Purpose: To determine the reliability and validity of OSCE in evaluating the performance of dental post-gradute students.

Materials and Methods: A comprehensive OSCE was given to 40 dental post-gradute students of prosthodontics, endodntics, periodiontics, and oral surgery post-gradutes. The OSCE consists of circle of various clinical procedure using a standard protocol for similar clinical situtions. All postgraduate students are instructed to perform the same set of procedure, perform the same defined tasks in the given point of time and assessed by the same set of experts, and are graded using validated and pre-designed checklists using Likert scale to test the performance across multiple areas. Part 1 consists of clinical knowledge and Part 2 can be a treatment procedure. Van Der Vleuten’s formula of utility has been adopted in the appraisal of assessment methods as means of testing, including the OSCE.

Results: A total of 40 postgraduates were participated and the OSCE reliability values were considered as fair. The students executed better performance in the OSCE (P ≤ 0.05). Anxiety is the risk factor to for poor performance in dentistry. Also the examiners often differ in their OSCE ratings which could pose a significant risk on the reliability of the outcome.

Conclusion: OSCEs is a recommended choice for clinical dental postgraduate examinations and their use in dentistry is a challenge on originality, and validity in dental education.

Keywords: Assessment, Competency-based dental education, Dental education, Objective structured clinical examination, Reliability, Validity

Faaiza Mubeen¹, Sharada T. Rajan², Indumathi Manoharan¹

Departments of ¹Conservative Dentistry and Endodontics and ²Oral Pathology and Microbiology Sri Ramachandra Dental college and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: indumathi@sriramachandra.edu.in

Background: Over the years photography has evolved immensely like colour photography and digital photography. Dental photography allows to collect and preserve patient records. It allows to visualize his or her smile and oral conditions. It serves as a photographic documentation of diagnosed as well as undiagnosed conditions. It helps in patient education, serves as legal evidence of the initial condition, progression of treatment and helps in comparing pretreatment and post-treatment conditions and enables dentists to critically assess the quality of their work thereby helping dentist to improve their work.

Objective: The primary purpose of dental photography is clinical recording of intra oral and extra oral manifestations it also improves the quality of care provided and overall status of the dental practice. The present study was aimed to evaluate the awareness of dental photography among undergraduate (UG) students.

Materials and Methods: After obtaining ethics approval from the university ethics committee, a cross-sectional study was conducted among UG students of Sri Ramachandra Institute of higher education and research. This study was designed as an online questionnaire-based pilot survey. The questionnaire would consist of two parts. First part consists of demographic data. Second part consist of questions that test the knowledge on applications, parameters, camera setting to be used in dental photography. Descriptive statistics was obtained for all independent variables.

Results: This study concludes that only a very small number UG scholars were willing to document their clinical work using dental photography. Furthermore, an overwhelming majority approximately 90% of the students lacked awareness regarding how to properly document a clinical photograph, including the essential protocols and guidelines that should be followed.

Conclusion: This survey highlights the urgent need to increase awareness and understanding of the standardized protocols and techniques used in dental photography. Many dental professionals and students may lack formal training in this area, leading to inconsistencies in image quality and documentation standards.To address this gap, the inclusion of dental photography protocols and methods in the UG dental curriculum is recommended. This will not only improve clinical outcomes and communication with laboratories and patients but also enhance record-keeping, academic presentation, and professional development. Integrating it as a formal subject or module will ensure that future practitioners are well-equipped with the skills necessary for modern, evidence-based dental practice.

Harsha Nandhini Doraiswamy¹, Arasappan Rajakumaran¹, Seshan Rakkesh Ramesh¹

¹Department of Conservative Dentistry and Endodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: seshan.rakkesh@sriramachandra.edu.in

Background: Optimal working ergonomics is essential for maintaining clinical performance and long-term musculoskeletal health in dental professionals. Despite this, ergonomic awareness among dental students remains limited, often resulting in the adoption of non-physiological postures to enhance visibility, assist communication, or accommodate patient comfort. Prolonged static or awkward positions without adequate rest significantly increase the risk of musculoskeletal disorders, particularly affecting the neck, shoulders, back, and wrists. With growing reports of cervical spine issues among practitioners, this study is intended to serve as an educational tool to raise awareness about the critical link between posture and health. Emphasizing the importance of early ergonomic training, it aims to foster healthier practices among future dental professionals.

Objective: To assess the level of awareness regarding ergonomics, examine the relationship between working hours and postural practices, and evaluate their combined effect on the quality of life of dental students.

Methods: A structured 10-item questionnaire was designed to evaluate both the ergonomic awareness and the impact of extended clinical hours on musculoskeletal health. It was distributed among postgraduate dental students. The responses were analyzed to identify patterns in work duration, postural habits, and the prevalence of associated symptoms.

Results: Findings revealed a high prevalence of neck and back pain among students who reported longer working hours and inadequate ergonomic practices. A significant proportion of participants demonstrated limited awareness of ergonomic guidelines and their role in preventing musculoskeletal problems.

Conclusion: This study highlights the urgent need for structured ergonomic education in dental curricula to combat posture-related musculoskeletal issues. To support this, we developed a novel technological tool—the Ergomonitor -reinforcing proper ergonomic habits early in training, has the potential to improve posture awareness, reduce injury risk, and promote health among dental students.

Keywords: Ergonomics, Musculoskeletal awareness, Posture

Jannathul Firdouse¹, Kavitha Ramasamy¹

¹Department of Pharmacology, Sri Ramachandra Medical College and Research Institute, Chennai, Tamil Nadu, India.

E-mail: jannathfirdouse05@gmail.com; r.kavitha@sriramachandra.edu.in

Background: Adverse drug reactions (ADRs) are unintended, harmful effects of drugs which contributes to significant healthcare burden globally. Pharmacovigilance ensures the safety by monitoring the potential adverse effects throughout its lifecycle. India has launched the Pharmacovigilance Program of India (PvPI) in 2010 to monitor ADR Monitoring Centres (AMCs) which serves as sentinel unit for ADR data acquisition that mainly includes spontaneous Individual Case Safety Reports (ICSRs). ICSRs contains detailed ADR information that enable regulatory authorities to continuously assess and manage potential risk and benefits of medicinal products. High quality and comprehensive ICSRs are essential for identifying new safety signals in pharmacovigilance.

Objective: To evaluate the quality and completeness of ICSR using the PvPI-ICSR completeness scoring tool.

Methods: ICSRs data of 5 years (2020–2024) from Sri Ramachandra Medical College (SRMC)-AMC were retrospectively evaluated for quality and completeness using the PvPI completeness scoring tool after getting Institutional Ethical Committee approval. Data were expressed as mean and range and statistically analysed with Kruskal-Wallis test using Statistical Package for the Social Sciences version 30.

Results: A total of 1519 ADR reports were analysed. The overall completeness score was 0.91. The yearly completeness scores were 0.92 (2020), 0.77 (2021),

0.94 (2022), 0.95 (2023), and 0.96 (2024). A statistically significant difference was seen between 2021 and other 4 years.

Discussion: The overall completeness score of 91% with the lowest being for the year 2021 (77%) likely due to operational disruptions during COVID-19 pandemic; significant improvement was observed from 2022 with the highest score of 96% in 2024. The mandatory fields (patient initials, age, reaction term, reaction onset date, suspected medication, reporter information) had close to 100% scores, which reflects better awareness and training. The overall low score is a result of the lower scores in the non-mandatory fields like free text and drug information which were uniformly deficient in all years.

Conclusion: High quality of ICSRs reflects good pharmacovigilance practices at SRMC-AMC. This highlights the impact of sustained training, institutional commitment, standardized documentation in strengthening post-marketing surveillance and regulatory decision making. This structured approach can serve as a model for other AMCs in strengthening their pharmacovigilance systems.

Keywords: Adverse drug reactions monitoring centre, Completeness scoring tool, Individual case safety reports

Maya Ramesh¹

¹Department of Oral and Maxillofacial Pathology and Oral Microbiology, Vinayaka Mission’s Sankarachariyar Dental College, Salem, Tamil Nadu, India.

E-mail: drmayarameshk@gmail.com

Background: Problem-based learning (PBL) has emerged as a key pedagogical tool in healthcare education, including dentistry, promoting critical thinking, collaboration, and lifelong learning. Its relevance has been further emphasized with the implementation of the National Education Policy (NEP) in India, which advocates student-centered learning approaches. Despite global adoption, PBL is followed only in a few Indian dental institutions.

Significance: PBL is an effective and superior teaching and learning methodology that can be used in the Medical and Dental curriculum to train and create competent and skilled practitioners. The term “Problem-Based Learning” originated at the University of McMaster in Canada. There are four key learning principles for PBL, which are constructive, collaborative, contextual, and self-directed learning. Primary outcome of PBL is improvement in Academic performance, while secondary outcome include Social and communication skills, Student satisfaction, development of other skills like problem-solving and self-learning, and Tutor satisfaction. It also helps to promote the long-term retention of knowledge and skills that they acquired during the learning sessions. Formative assessment is used mainly in the PBL curriculum which is a continuous process, integrated with self-assessment and learning while some universities use summative assessment also. PBL finds acceptance among students all over the world and Universities are trying to modify the sessions of PBL.

Implementation: Vinayaka Mission’s Sankarachariyar Dental College, Salem started PBL for their undergraduate students and are continuously using it as a teaching learning methodology for the past 8 years. Every year Faculty Development Program is conducted for the Newly recruited faculty, and Faculty Refresher programs are conducted for the existing faculty.

Keywords: Assessment, Dental education, Implementation, National Education Policy 2020, Problem-based learning, Self-directed learning

K. Sandeep¹, D. Anusha¹, R. Kavitha¹

¹Department of Pharmacology, Sri Ramachandra Medical College and Research Institute, Chennai, Tamil Nadu, India.

E-mail: sandeep.kmarch1996@gmail.com

Background: Artificial intelligence (AI) is increasingly integrated into healthcare, influencing teaching and clinical practice. The World Medical Association and other bodies emphasize the necessity of incorporating AI into health professions curricula. Familiarity with AI is essential for future healthcare professionals to understand its impact on healthcare delivery and effectively utilize it.

Objectives: To explore perspectives on the integration of AI into medical and other health professions curricula as a means of improving educational quality.

Methods: This systematic review employed MeSH terms like “artificial intelligence,” “health professions,” “education” in PubMed for database searching. The articles were screened based on the PRISMA guidelines. A total of 269 articles were screened out of which 73 were filtered according to title and abstract. 38 articles out of this were selected based on methodology and study population. Finally, 18 cross-sectional studies were selected and analyzed.

Results: The analysis of the literature revealed several ways AI is perceived to improve the quality of medical education. For example, one study found that 386 out of 642 participants (60.1%) agreed or strongly agreed that AI should be an essential part of undergraduate curricula (Issa et al., 2024). Another study reported that 329 out of 352 students (93.4%) believed medical students should receive AI teaching or training (Buabbas et al., 2023), while a different survey indicated a favorable perception regarding the belief that AI can positively impact medical education (Alkhayat et al., 2025). Participants also recognized various beneficial uses of AI in education, including paraphrasing and grammar checking, summarizing medical literature, research assistance, and generating case scenarios.

Conclusion: The studies indicate a generally positive attitude and a strong desire among healthcare students and professionals for the integration of AI training and concepts into health professions education curricula. The evidence suggests that healthcare professionals and students perceive AI as a powerful tool with the potential to significantly improve the quality of medical education. These findings will provide valuable insights for educational institutions and policymakers to adapt curricula and resources.

Keywords: Artificial intelligence, Education, Health professions, Quality

K. Sasirekha¹, A. Jebakumari Sutha²

Departments of ¹Community Health Nursing and ²Pediatric Nursing, Ganga College of Nursing, Coimbatore, Tamil Nadu, India.

E-mail: krish.sasirekha@gmail.com

Background: Accreditation is vital in nursing education to ensure academic excellence and continuous quality improvement. Stakeholders— students and alumni—play a key role in the accreditation process, as their satisfaction reflects institutional effectiveness and learner-centered outcomes.

Objective: (1) To assess stakeholder satisfaction (students and alumni).

(2) To explore its role in achieving accreditation in nursing education.

Methods: A descriptive cross-sectional study was conducted at Ganga College of Nursing, Coimbatore, involving 100 stakeholders (final-year B.Sc. Nursing students and recent alumni). Stratified random sampling ensured proportional representation. Data were collected using a structured, pretested questionnaire covering four domains: academic satisfaction, clinical experience, infrastructure, and overall institutional satisfaction. A 5-point Likert scale was used. Data were analyzed using Statistical Package for the Social Sciences v23.0. Descriptive statistics summarized scores, and Pearson’s correlation coefficient (r) assessed the relationship between satisfaction and perceived readiness for accreditation.

Results: High satisfaction was observed across all domains. Academic and clinical satisfaction were both 87%, reflecting strong curriculum delivery and hands-on clinical training. Infrastructure satisfaction was 82%, with appreciation for classrooms, labs, and libraries. Overall institutional satisfaction was rated positively by 91%. A strong positive correlation (r = 0.78, P < 0.01) was found between stakeholder satisfaction and institutional readiness for accreditation.

Conclusion: Stakeholder satisfaction significantly supports accreditation achievement and enhances institutional credibility. Integrating student and alumni feedback is essential for ongoing quality improvement in nursing education.

Keywords: Accreditation, Alumni feedback, Nursing education, Quality improvement, Stakeholder satisfaction

Tharani Jayaraja Pandian¹, Arasappan Rajakumaran¹, Seshan Rakkesh Ramesh¹

¹Department of Conservative Dentistry and Endodontics, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: arasappanr@sriramachandra.edu.in

Introduction: While healthcare curricula excel in developing robust clinical competence, the preparedness of graduates for real-world professional transitions remains inconsistent. In today’s world healthcare professionals are expected to demonstrate not only clinical expertise but also a spectrum of auxiliary skills essential for effective practice and career sustainability. However, non-clinical competencies such as career readiness, financial literacy, communication, and mental wellbeing are often under-addressed.

Aim: To identify and assess the key career transition gaps competency gaps among healthcare students nearing transition into professional practice, and to explore their potential role as indicators for enhancing quality assurance in health professions education.

Methodology: A structured, questionnaire-based cross-sectional study was conducted among undergraduate interns, postgraduate students, and recently passed-out postgraduates across health disciplines. The survey instrument was designed to capture data across five domains: (1) Career Preparedness, (2) Financial Management, (3) Communication and Counselling Skills, (4) Portfolio and Branding Skills, and (5) Mental Health and Stress Management. Responses were measured using a 5-point Likert scale along with key open-ended items. Descriptive and inferential statistical analyses were performed to identify domain-specific gaps and associations with demographic variables.

Results: The survey revealed critical gaps in career transition competencies among healthcare students, particularly in financial literacy (39.1% disagreement) and practice branding skills (33.88% disagreement, 30.62% neutral), indicating a lack of preparedness for independent practice. Career readiness also showed concern, with 35.12% expressing disagreement. Stress management reflected similar trends, with over 33% disagreement and 29.3% neutral responses, suggesting unmet mental health support needs. While communication skills had relatively better responses, 36.7% remained either neutral or dissatisfied, highlighting the need for structured, experiential learning.

Conclusion: The study highlights critical gaps in career transition competencies within healthcare education, emphasizing the need for integrated training in career, financial, and emotional readiness to support smoother professional transitions and strengthen educational quality.

Keywords: Career transition, Financial management, Professional development, Stress management

Deepak C¹, Ravindran C¹, Emmanuel Dhiravia Sargunam A¹

¹Department of Oral and Maxillofacial Surgery, Sri Ramachandra Dental College and Hospital, SRIHER (DU), Chennai, Tamil Nadu, India.

E-mail: deepakvinoth@gmail.com

Background: Transalveolar tooth extraction is a fundamental skill in oral and maxillofacial surgery, yet many dental interns report a lack of confidence in performing the procedure independently. Understanding the current level of knowledge and attitude toward this surgical technique is crucial for curriculum enhancement and clinical preparedness.

Aim: To assess the knowledge and attitude of dental interns towards Transalveolar extraction procedures and identify gaps in education and training.

Materials and Methods: An Observational survey was conducted among 400 dental interns from single institutions using a validated, self-administered questionnaire comprising 10 items related to theoretical knowledge, clinical confidence, exposure, and perception of training adequacy. Descriptive statistics and chi-square tests were used for data analysis.

Results: While 92 % of interns demonstrated a basic understanding of Transalveolar extraction principles, only 8 % felt confident in performing the procedure without supervision. About 65% expressed the need for additional hands-on training and simulation-based learning. A statistically significant correlation was observed between clinical exposure and confidence levels (p < 0.05).

Conclusion: The study highlights a moderate level of theoretical knowledge but a lack of clinical confidence among dental interns in Transalveolar extractions. Strengthening undergraduate surgical training through increased clinical exposure, mentorship, and skill-based modules is recommended to bridge this competency gap.

Keywords: Dental interns, Transalveolar extraction, oral surgery education, clinical confidence, surgical training, undergraduate dentistry.

J. Dinakar¹, Angeline deepthi²

Departments of ¹Oral Pathology ²Oral Medicine, and Radiology, Rajas Dental College and Hospital, Tirunelveli, Tamil Nadu, India.

E-mail: dinadentist@yahoo.co.in, deepthimds81@gmail.com

Background/Introduction: The National Education Policy (NEP) 2020 emphasizes a paradigm shift in Indian higher education through outcome-based, skill-oriented, and multidisciplinary learning. Dental education, in this context, is expected to evolve to meet contemporary healthcare demands, integrate advanced technologies, and align with global standards.

Objective: This systematic review aims to explore the current advancements in Indian dental education, focusing on its alignment with NEP 2020 goals, specifically in incorporating new teaching methodologies, technologies, and competency-based frameworks.

Methods: Relevant peer-reviewed articles, policy documents, and educational guidelines from national and international databases were reviewed. Keywords included “dental education India,” “NEP 2020,” “digital dentistry,” “competency-based dental education,” and “early clinical exposure.”

Results: Emerging dental technologies such as digital dentistry, Invisalign, and aesthetic dentistry are gradually being integrated into Indian curricula. New teaching methodologies include simulation-based learning, flipped classrooms, and early clinical exposure. The adoption of Competency-Based Dental Education (CBDE) aligns with NEP’s focus on skill development, flexibility, and global readiness. However, challenges remain in infrastructure, faculty training, and regulatory adaptation.

Conclusion: Dental education in India is undergoing a significant transition, guided by the NEP 2020. Integration of technology and competency-based models shows promise in producing globally competent dental professionals. Systemic efforts are needed to standardize curricula, upgrade teaching infrastructure, and ensure sustainable implementation.

Keywords: Dental education, New Education Policy 2020, digital dentistry, competency-based education, Invisalign

S. Dinesh¹, Selvam Jesiah¹

¹Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University) Chennai, Tamil Nadu, India.

E-mail: drsdinesh@sriramachandra.edu.in

Background and Introduction: Accreditation and institutional rankings are key indicators of the quality and performance of higher education institutions. They assess factors like academic delivery, infrastructure, faculty, research, teaching methods, and placements. For students, they offer confidence in an institution’s credibility and career prospects. Strong accreditation reflects a commitment to excellence, ongoing improvement, and global standards, building trust in the value of education provided.

Objective of the study: The study seeks to address the following specific objectives: (1) To examine the link between students’ awareness of accreditation/rankings and perceived educational quality. (2) To assess perception differences based on demographics like program, year, or institution type. (3) To develop and validate a model showing how accreditation/rankings impact perceived quality, trust, and academic satisfaction.

Methods: This descriptive study explored students’ views on how rankings and accreditations affect educational quality. Data were collected via a structured questionnaire from 276 final-year undergraduates in NAAC-accredited and NIRF-ranked institutions, covering teaching, infrastructure, research, and student outcomes.

Analysis Methods: The data were analyzed using descriptive statistics to summarize responses. Correlation analysis, Analysis of Variance (ANOVA) and Bayesian Structural Equation Model (BSEM) was used to evaluate relationships among awareness, perceived quality, institutional trust, and academic satisfaction.

Key Findings: Descriptive analysis showed that 82% of students agreed that accreditations and rankings improve educational quality. Students perceived improvements in teaching practices, infrastructure, and placement outcomes. Correlation analysis revealed a strong positive relationship between awareness of accreditation and perceived quality (r = 0.68, p < 0.01). ANOVA indicated significant differences in perception based on program of study (F(2,273) = 5.42, p < 0.01). The BSEM model showed good fit (RMSEA = 0.042, CFI = 0.96), with accreditation awareness significantly predicting perceived quality (β = 0.64), which in turn influenced institutional trust (β = 0.53) and academic satisfaction (β = 0.49).

Conclusion: The study confirms that accreditation and ranking systems positively shape students’ perceptions of quality. Promoting student awareness and involving them in quality enhancement efforts can further strengthen academic outcomes in higher education.

Keywords: Institutional ranking framework, student perception, quality education, outcome-based education

Renuka Vidyashankar¹, S. Dinesh¹

¹Sri Ramachandra Faculty of Management Sciences, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University) Chennai, Tamil Nadu, India.

E-mail: drrenukav@sriramachandra.edu.in

Background of the study: Accreditation and institutional rankings play a vital role in determining the overall quality of higher education institutions. These mechanisms evaluate multiple facets, including academic delivery, infrastructure, faculty expertise, research facilities, and placement outcomes. For students, such recognitions serve as crucial indicators when selecting an institution, offering assurance about the credibility, stability, and career prospects associated with their academic choices. Accredited institutions signal a commitment to excellence and continuous quality enhancement, giving students confidence in the value of their education.

Objective of the study: This study investigates students’ perceptions of the impact of rankings and accreditations on the quality of education in higher educational institutions.

Methods: Research methods provides the blueprint for the entire study arrangements.

Study Design: This study is the nature of descriptive research design.

Data Collection: Researcher used structured questionnaire for collecting the response from the respondents. Data for the study was gathered from 152 final-year undergraduate.

Analysis Methods: The study specifically examines the influence of national and international ranking systems such as the National Institutional Ranking Framework (NIRF), and accreditation bodies like the National Board of Accreditation (NBA) and the National Assessment and Accreditation Council (NAAC). Researcher applied analysis of variance, chi square and descriptive statistics to analyse the response form the respondents.

Results: Findings indicate that these quality indicators significantly contribute to promoting innovation in teaching methodologies, enhancing evaluation practices, improving infrastructure, and enabling data-driven decision-making. Rankings and accreditations also influence the quality and diversity of student admissions, encourage a stronger research culture, and strengthen placement and entrepreneurial opportunities. Importantly, 76% of respondents agreed that rankings and accreditations play a pivotal role in driving continuous improvement within academic institutions. The study concludes that greater student involvement in curriculum design and increased awareness of outcome-based education (OBE) can further support quality enhancement in higher education.

Conclusion: The research underscores the importance of institutional transparency, quality benchmarks, and student-centric governance to ensure that academic environments remain dynamic, competitive, and aligned with global educational standards.

Keywords: Institutional ranking framework, accreditation, student perception, quality education, outcome-based education, academic excellence, success index

Deepan K¹

¹Department of Pharmacology, Sri Ramachandra Medical College & Research Institute.

E-mail: drdeeps92@gmail.com

Background/Introduction: Medication errors (MEs) remain a formidable challenge in clinical medicine, contributing substantially to preventable morbidity, extended hospitalizations, and healthcare expenditure. In academic medical institutions, the dual responsibility of patient care and physician training necessitates a robust medication safety framework. Strategic interventions such as structured prescription audits and early incorporation of medication safety into undergraduate and postgraduate curricula represent transformative approaches to mitigating this persistent issue.

Objective: To determine the incidence and typology of medication errors in inpatient prescriptions over a one-year period and to critically evaluate the impact of prescription auditing and academic sensitization on error reduction.

Methods: A retrospective observational study was undertaken at a tertiary care teaching hospital from April 2024 to March 2025. All inpatient prescriptions were systematically reviewed by trained clinical pharmacists utilizing a computer-assisted platform in alignment with NABH standards. Medication errors were stratified as minor (requiring modification) or major (necessitating cancellation). Monthly data were analysed descriptively to elucidate error patterns and correlate with institutional quality initiatives.

Results: Across the study period, 5,19,020 prescriptions were audited. A total of 39,846 prescriptions (7.67%) necessitated intervention, of which 86.5% involved minor modifications and 7,035 prescriptions (1.35%) were cancelled due to major errors. February 2025 marked the peak in detection rates (12.1%). A progressive decline in error rates was noted, which can be credibly attributed to assertive prescription protocols, real-time audit feedback, and the structured inculcation of rational prescribing in medical education. These efforts collectively contributed to a demonstrable reduction in clinical and economic burden.

Conclusion: The integration of vigilant prescription auditing and formal training in medication safety has proven instrumental in reducing medication errors. This dual-pronged model not only advances institutional patient safety goals but also cultivates a generation of physicians who are both clinically adept and quality-conscious—an imperative in modern medical practice.

Keywords: Medication errors, Prescription audit, Medical education, Healthcare cost, Patient safety.

Akshaya P¹, Somnath Panda¹, Vidhya Venugopal¹

¹Department of Environmental Health Engineering, Sri Ramachandra Institute of Higher Education and Research (DU), Chennai, Tamil Nadu, India.

E-mail: vvidhya@ehe.org.in

Background: Research capacity is becoming more widely acknowledged as a fundamental component of institutional quality, impacting accreditation and academic ranking results. Developing technical and transdisciplinary skills among researchers and practitioners is crucial to producing actionable knowledge, ensuring educational relevance, and enhancing institutional competitiveness in low- and middle-income settings where climate-related health risks are increasing.

Objective: The goal of the multi-phase, structured Research Capacity Strengthening (RCS) program is to enhance institutional readiness, pedagogical quality, and individual competencies in the fields of occupational exposure science, environmental health, and climate risk.

Methods: Twenty focused RCS modules were taught between December 2022 and February 2025 in four areas: (1) fundamental knowledge (biostatistics, intellectual property, and research ethics); (2) applied field methods (environmental sampling, questionnaire development, and WBGT-based heat stress measurement); (3) analytical skills (advanced environmental data analysis, AI-integrated health surveillance); and

(4) academic productivity (writing review papers, citation management). Knowledge assessments, practical performance evaluations, and structured qualitative feedback were used to assess more than 150 participants, including postgraduate students, technical staff, and field investigators.

Results: The ability to apply standardized field protocols, interact with communities in an ethical manner, and generate quality-assured data was improved by the participants. Retention of core competencies and translation into field-based research outputs were confirmed by follow-up evaluations. The creation of excellent manuscripts, field tools, and internal SOPs that support institutional self-study was directly aided by a number of modules.

Conclusion: In summary, this transdisciplinary RCS model provides a framework for integrating climate health competencies into higher education systems that is both scalable and outcome-driven. The model improves academic quality, complies with accreditation requirements, and equips institutions to meet national and international standards for excellence in research and education by incorporating skill-building into institutional workflows.

Keywords: Transdisciplinary training, climate-health education, accreditation, institutional development, and research capacity building

Mamta Shetty¹

¹MGM School of Physiotherapy, MGM Institute of Health Sciences, Navi Mumbai, Maharashtra, India.

E-mail: mshetty@mgmsopnm.edu.in

Introduction: Fishbowl technique is an approach that fosters active and collaborative learning. Physiotherapy education necessitates a collaborative approach, particularly within multi disciplinary teams. To appropriately train students for future careers, it is crucial for them to participate in collaborative learning that strengthens skills needed for clinical practice.

Objectives: The present study aimed to evaluate the effect of Fishbowl vs. Didactic Methods of Teaching-learning on Affective and Cognitive Domains of Bachelor of Physiotherapy Students.

Methods: After receiving ethical approval, 100 BPT CBCS Semester IV students from the 2022-23 cohort participated in the study. The participants were split into two groups: control group (n=50), which received training through traditional didactic teaching method, and study group (n=50), which used Fishbowl teaching method. The training was led by the primary investigator, with assistance from trained faculty members. Knowledge and attitudes toward the Medical Ethics, Human Rights and Professional values course were assessed using pre- and post-test questionnaires. Feedback on the Fishbowl method was collected from both students and faculty after the intervention.

Results: The Fishbowl group demonstrated a significant improvement (p < 0.05) in both affective and cognitive domain scores compared to the Didactic group. The analysis of student feedback revealed that the Fishbowl teaching method significantly improved their understanding of the topic and enhanced their communication skills. Faculty feedback highlighted that the Fishbowl method fosters active student involvement and encouraged peer learning.

Conclusion: The implementation of Fishbowl method significantly enhanced affective and cognitive domains among Bachelor of Physiotherapy students. Majority of students perceived Fishbowl method of Teaching-learning as effective in enhancing their understanding of the topic and improving communication skills. Majority of faculty members observed Fishbowl method enhanced student communication, boosted confidence, and strengthened collaborative skills among students exposed to Fishbowl method of Teaching-learning.

Keywords: Fishbowl, Collaborative method, Teaching-learning, critical thinking

Pullaganti Sai Sree¹, A. Deevan Paul¹

¹Department of Pharmaceutics, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University) Chennai, Tamil Nadu, India.

E-mail: Saisreeusha@gmail.com

Background: Quality-driven pharmaceutical research plays a pivotal role in enhancing academic standards and health outcomes. This study presents a scientifically rigorous and pedagogically relevant approach to the development of a phytosomal gel incorporating Carica papaya bioactives. Using Central Composite Design (CCD), the work serves as a model of excellence in quality assurance, curricular innovation, and translational research in health sciences.

Objective: To formulate and optimize a Carica papaya-based phytosome gel and evaluate its potential for effective topical delivery while promoting educational models that foster accreditation-readiness and skill-based learning in pharmaceutics.

Methodology: Excipients were carefully selected based on literature and biocompatibility standards, ensuring regulatory alignment and reproducibility. Key variables such as gelling agent concentration and preparation technique were statistically optimized. In-vitro permeation studies were conducted to assess drug release kinetics, emphasizing analytical validation and methodological rigor as key metrics of academic excellence.

Results: In-vitro drug release studies of phytosomal formulations (F1–F9) showed a release range of 79–87.1% over 24 hours, with formulation F5 achieving the highest release (88.1%) due to its optimal particle size (238.6 nm) and PDI (0.269). Particle sizes varied from 144.5–1544.7 nm, and entrapment efficiency ranged from 76% to 97%, influenced significantly by soy lecithin concentration and RBF speed. Formulations demonstrated good spreadability, appropriate physiological pH (5.5–7), and acceptable physical appearance (transparent, homogeneous, and free from foreign particles). In-vitro permeability studies confirmed enhanced permeation of the active compound through biological membranes, with formulation F5 showing the most effective permeation profile with a high percentage of drug release (88.1%) over 24 hours. FTIR and DSC analyses suggest good compatibility and thermal stability of the formulations.

Conclusion: By aligning pharmaceutical research with educational quality standards, this study highlights how innovative formulation strategies can serve as a catalyst for excellence in health professions education. The findings advocate for embedding research-led practice and quality assurance frameworks into curriculum design, thereby shaping competent, evidence-driven healthcare professionals of the future.

Keywords: Phytosomes, Central composite design, Carica papaya, Phytosomal gel

Nirmhalaa T.N¹, Ramakrishnan Thrissur Venkatakrishnan²

¹Department of Trauma Care Management, Sri Ramachandra Faculty of Allied Health Sciences Porur, Chennai-India, ²Department of Emergency Medicine, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamilnadu, India.

E-mail: ramakrishnan.tv@sriramachandra.edu.in

Background/Introduction: Mortality prediction in Intensive Care Units (ICUs) is crucial for guiding clinical decision-making and improving patient outcomes. Two widely used scoring systems for this purpose are the Acute Physiology and Chronic Health Evaluation IV (APACHE IV) and the Sequential Organ Failure Assessment (SOFA) scores.

Objective: To evaluate and compare the effectiveness of SOFA and APACHE IV scoring systems in predicting mortality among critically ill ICU patients.

Methods: An observational prospective study was conducted in a tertiary care hospital in Chennai from March to May 2024. A total of 164 patients admitted to the ICU were included. APACHE IV and SOFA scores were calculated, and data on 7-day mortality, ICU length of stay, and mechanical ventilation were analyzed. Receiver Operating Characteristic (ROC) curves were used to assess the predictive performance of both scoring systems.

Results: The mean age of the study population was 59 ± 15 years. Mortality within 7 days was observed in 63 patients (38.4%). Patients with shorter ICU stays (≤7 days) and those requiring mechanical ventilation had significantly higher mortality rates (p < 0.05). ROC curve analysis revealed that APACHE IV exhibited superior predictive accuracy for ICU mortality, with higher sensitivity and specificity compared to the SOFA score.

Conclusion: APACHE IV is superior to SOFA in predicting ICU mortality. Its integration into routine ICU practice may enhance risk assessment and improve clinical outcomes.

Keywords: APACHE IV, SOFA score, ICU mortality, trauma scoring, predictive accuracy

Aravind Warrier S¹, Revathi¹, Dhanya M¹

¹Department of Oral Medicine and Radiology, Sri Ramachandra Dental College and Hospital, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University), Chennai, Tamil Nadu, India.

E-mail: dentalwarrier@gmail.com

Background: Forensic odontology is a vital branch that combines the principles of dentistry with law. This specialized branch deals with human identification based on various major domains such as dental age estimation, bite mark analysis, lip print analysis, palatal rugae analysis, Oral autopsy, etc. Forensic odontology also has a core role in collecting samples from oral and maxillofacial regions and presenting them for medicolegal purposes.

Objectives: The primary core objective of the study was to evaluate the existing knowledge of dental postgraduates of oral medicine and radiology regarding forensic odontology. The secondary objective of this study was to assess whether the hands-on workshops on forensic odontology have been effective among postgraduate students.

Methodology: The study was conducted with 46 postgraduate students from the Department of Oral Medicine and Radiology. The module was divided into five parts. Dental age estimation, Bite marks, Lip prints, crime scene analysis, and oral autopsy. Each session consisted of a didactic lecture followed by a hands-on workshop. A pre-test and post-test questionnaires were collected from the participants, along with their feedback on hands-on workshops. The results were statistically analyzed using SPSS software.

Results: ANOVA, Chi-square, and descriptive statistics were performed to analyze the pre and post-test results and the feedback results. Out of 46 responses, post-test analysis showed a significant P value of less than 0.05. The feedback results from postgraduates depicted that about 76% of the students found the hands-on session to be very effective.

Conclusion: This study proves that a hands-on workshop on forensic odontology serves a pivotal role in aiding deep learning and understanding of the subject. Thus, the integration of demo modules in forensics could be conducted or combined into a dental curriculum in the near future.

Keywords: Forensic odontology, bitemarks, age estimation, hands-on workshops

S. Karthikeyan¹, S. Nithya¹

¹Department of Pharmacology, Sri Ramachandra Faculty of Pharmacy, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India.

E-mail: nithya.s@sriramachandra.edu.in

Background/Introduction: As healthcare education moves toward higher standards and evidence-based learning, it’s important to explore safe and effective natural alternatives for complex diseases like Alzheimer’s. This study looks at Aspidosperma quebracho-blanco Schltdl. (AQB), a plant known for its antioxidant and anti-inflammatory properties, to see if it can protect the brain and improve memory in a zebrafish model of Alzheimer’s. With the growing need for holistic, low-risk treatments, this research also highlights how natural compounds can be better integrated into health sciences education.

Objective: The goal was to assess how well AQB could protect against memory loss and brain damage caused by scopolamine in zebrafish. By studying its effects on behavior, brain structure, and key biochemical markers, we aimed to support quality-driven research that can inform both medical education and future therapies.

Methods: Zebrafish were divided into six groups: one normal control, one scopolamine-only group (to simulate Alzheimer’s), one group treated with the standard drug rivastigmine, and three groups treated with different doses of AQB (10, 15, and 20 mg/L). We tested their memory and anxiety levels using T-maze and light/dark preference tests. In the lab, we measured antioxidant activity with a DPPH test and used the MTT assay to see if AQB could protect nerve cells (SH-SY5Y). We also checked how well it could control acetylcholinesterase (AChE), a key enzyme linked to Alzheimer’s, and examined brain tissue under the microscope. Data were expressed as mean ± SEM. Comparison between groups was done using one-way analysis of variance (ANOVA) followed by Tukey’s multiple comparison test to determine significant differences between groups.

Results: The zebrafish treated with AQB showed better memory performance and spent more time in less stressful zones. The plant extract had strong antioxidant activity and protected nerve cells in the lab. It also helped regulate AChE activity, which plays a role in learning and memory. Brain tissue from AQB-treated fish looked much healthier compared to those that received only scopolamine, showing that AQB helped preserve brain structure.

Conclusion: Our findings show that Aspidosperma quebracho-blanco has promising neuroprotective effects and could be a safe, natural option to manage Alzheimer-related symptoms. Including this kind of research in health education programs can enhance the quality of teaching and training, aligning with global efforts to improve accreditation, research excellence, and patient-centered care.

Keywords: Alzheimer’s, Natural Treatment, Zebrafish, Aspidosperma quebracho blanco Schltdl. , Cognitive Health

Shivalaya Durairajan¹, Karthick Elango¹, Sowmya Krishnamurthy¹

¹Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research (Deemed to be University) Chennai, Tamil Nadu, India.

E-mail: m0424002@sriher.edu.in

Background: Medical educators are always looking forward to developing new and innovative teaching methods to enhance active learning among students. Traditional medical teaching focuses more on didactic lectures where the participation of students is minimal, with lower retention of knowledge and ability to recall. Hence, improving game-based learning puzzles along with lectures may facilitate the active participation of students, and it shall enhance their critical thinking. It is imperative to develop such exercises, and it is the need of our medical education.

Objectives: To evaluate the utility of crossword puzzles as a teaching tool for undergraduate students in biochemistry and to compare the effectiveness Methodology: The study was conducted in the Department of Biochemistry, SRMC, and RI among first-year medical students of 2024-25. Students were briefed on the objectives, and a brief outline of crossword puzzles and traditional learning methods were elaborated based assessment was done to assess their knowledge in biochemistry following the traditional lectures and crossword puzzle activity. The scores obtained were evaluated.

Results: The average scores obtained by the students following the traditional lectures and crossword puzzle activity were compared using the Wilcoxon signed-rank test. The average overall scores and also the topic-wise scores of the students were significantly higher(all p<0.05) after the crossword puzzle activity when compared to traditional lectures.

Conclusion: This study highlights that integrating crossword puzzle-based learning into medical education significantly enhances student performance compared to traditional teaching methods. These findings suggest that educational game-based crossword puzzles are valuable supplementary tools in medical curricula, contributing to better learning outcomes.

Keywords: Medical education, teaching materials, assessment tools.

Soumya P¹, Ritvi K Bagadia¹, Naveen Kumar J¹

¹Department of Oral and Maxillofacial Surgery, Sri Ramachandra dental college and hospital, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India.

E-mail: p.soumya654321@gmail.com

Background: Routine antibiotic use for symptomatic dental extractions is often unindicated, potentially delaying treatment and promoting resistance. This study evaluates patient comfort and outcomes based on antibiotic timing.

Primary Outcome Measure: To compare post-extraction pain levels in patients receiving a 3-day course of antibiotics either before or after extraction, measured via a 10 cm Visual Analogue Scale (VAS).

Secondary Outcome Measure: vTo assess microbial susceptibility to commonly used antibiotics (penicillin) from post-extraction socket swabs, highlighting patterns of resistance.

Objectives: (1)Promote rational, evidence-based antibiotic prescribing aligned with patientcentered care. (2) Reinforce clinical decision-making rooted in current research, improving education quality and professional standards.

Methodology: The study was conducted among patients requiring immediate extraction of acutely symptomatic teeth. Participants were divided into two groups: Group A received post-op antibiotics and analgesics. Group B received a 3-day pre-op antibiotic course and only analgesics postextraction. Pain levels were recorded at baseline, days 2 and 5 post-extraction via a recorded phone call. Socket swabs were collected for culture and sensitivity. Outcomes were analysed.

Results: The study found no statistically significant difference in the level of pain experienced by patients in Group A and Group B, indicating comparable pain outcomes between the two groups.

Conclusion: Antibiotic prophylaxis prior to the extraction of an acutely symptomatic tooth is not necessary. Antibiotics may be prescribed postoperatively, following the removal of the source of infection.

Keywords: Antibiotics, Prophylaxis, Dental caries, Antibiotic Resistance.

Sumathi. H. Rao¹

¹Department of Periodontics Sathyabama Dental College & Hospital, Chennai, Tamil Nadu, India.

E-mail: drsumiraodas@gmail.com

Background: Health Education is a highly evolving field and professionals who choose to be a part of it must be quick in adapting themselves to the advances and changes in the medical landscape in not just clinical therapies, but also research and related etio-pathogenic advances in the field. Of late, the entry of accreditation processes and their protocols has created a complicated, challenging ecosystem for the professional. Each professional now has multiple roles to play, multiple masters to serve and occasionally, conflicting protocols to follow.

Aims and Objectives: (1) To elaborate on the history of the accreditation processes over the past 15 years. (2) To focus on the evolution of requirements for a medical/dental teaching institution and its faculty. (3) Assessing the various challenges faced then and now.

Methodology: Using data collected from Google Scholar, NAAC websites and past accreditation processes, the various opinions and complexity of the processes will be detailed with focus on the evolving role of the academician.

Results: This paper confined its focus onto NAAC accreditation process pertaining to the medical education institutions. Google Scholar search results for NAAC Accreditation in Medical Institutions resulted in 2640 results. These included Books, surveys, reviews, thesis on accreditation process, conference abstracts, case-studies, etc. with the latest article being of February 2025 publication. There were few articles specifically concentrating on Medical Institutions and negligible numbers from the Academician’s perspective.

Conclusion: Many of the articles reported that accreditation process resulted in institutions benefitting via Funding. Few articles also assessed role of accreditation on Student enrolment. Challenges and Ethical issues, including transparency play a major role in challenging the smooth process of accreditation. Extensive studies assessing the effect of accreditation process on the medical professional in academia are required to strength the process to avoid it becoming a play-by numbers game.

Keywords: Accreditation, Medical Institutions, Multitasking, Challenges, Academician

Samata¹, Karpagavalli Shanmugasundaram²

¹Department of Oral Medicine and Radiology, IQAC coordinator, SIBAR Institute of Dental Sciences, ²Department of Oral Medicine and Radiology, IQAC Director, Seema Dental College and Hospital, Rishikesh, India.

Background: The Mini Clinical Evaluation Exercise (Mini-CEX) is a structured, real-time clinical assessment tool widely used in medical education. Its role in dental radiology education, however, has not been extensively studied.

Objective: To assess the feasibility, reliability, and educational impact of Mini-CEX as a formative assessment tool in undergraduate dental radiology training.

Methods: A cross-sectional pilot study was conducted with dental students during their clinical radiology rotation. Students were evaluated using Mini-CEX across key domains (e.g., radiographic interpretation, clinical reasoning, communication). Feedback was given immediately.

Results: (1) Feasibility: High completion rates; assessments integrated smoothly into clinical workflow. (2) Reliability: Moderate to high inter-rater agreement. (3) Educational Value: Both students and faculty reported improved feedback quality and enhanced learning engagement. (4) Skill Improvement: Progressive improvement noted across multiple assessments.

Conclusion: Mini-CEX is a practical and effective tool for formative assessment in dental radiology. It enhances clinical learning through structured feedback and promotes reflective practice. Further studies are needed to explore long-term learning outcomes.

Keywords: mini-CEX, assessment tool, dental radiology, dental education.