Pakistan Medical Commission has recently released a

Introduction:The universal driving force for learning is assessment, however, it accompanies anxiety, commonly known as exam
 or test anxiety. There is increasing evidence that exam modality and gender play a significant role in generating anxiety in medical students. This study was conducted to determine the prevalence of exam anxiety in different assessment modalities with same examination standards and criteria among dental students at University College of Dentistry (UCD), The University of Lahore (UOL).
 Method:We conducted a cross-sectional questionnaire-based survey of over 250 dental students from years 1 to 4, at UCD to assess the test anxiety in dental students with different exam modalities. Mann Whitney U test was used to compare the variations of perceptions among male and female students of UCD. Chi-square was used to test for analysis of academic years with different modalities of exams.
 Results:The analysis suggested that “extensive course load” with highest anxiety mean score of 4 was most anxiety provoking followed by “studying all night” (mean score=3) in all assessment modalities. The single most test-anxiety provoking modality was “OSCE station with examiner”, with an average combined mean score of 57, followed by “Long-case” (mean score=56). The data revealed that “psychological issues” (p=0.05), “OSCE station with the examiner” (p=0.02) and “exam taking strategy” (p=0.00) were found statistically significant with respect to genders. The combined score of all exam modalities under the domain of “information needs” was highly significant (p=0.02) with highest mean rank observed in final year dental students followed by 2nd-year students.
 Conclusion:We conclude that face-to-face assessments evoke anxiety in students, especially in females. This may be because it also involves confidence and presentation other than theoretical knowledge as in short answer questions (SAQ). The mock assessments shall be made part of the syllabus as this will increase students’ preparedness and will also be helpful for examiners.
 
 KEYWORDS
 Exam, Anxiety, Assessment, Modalities, Dental students

It is a long journey to become a competent educational researcher. The researcher requires both technical and non-technical competencies to become a skilled researcher (Baral, 2021). This editorial does not address the assessment and entrustment of these competencies. Rather it focuses on the competencies required to become an educational researcher. This includes conduct of research, research skills at the workplace, discipline-specific knowledge, professionalism, communication skills, critical thinking, leadership, management, and job market skills.
 The conduct of research is the practice of scientific investigation with integrity(Iqbal, 2021). It includes but is not limited to collaboration, managing conflicts of interests and commitments, data acquisition and its management, human research protection, mentoring, peer review, publication practices, and research misconduct whereas research skills at the workplace include searching for information, taking notes, time management, problem-solving and communicating results(Marks-Maran, 2015). Can we analyze and systematically develop these research skills? The answer is yes. The Research Skills Development framework developed by John and Kerry is a tool that can analyze and plan a curriculum for the systematic development of research skills (Hendriarto, Mursidi, Kalbuana, Aini, & Aslan, 2021). The framework is based on different facets of student research: curious, determined, discerning, harmonizing, creative, and constructive. These facets vary at different stages of students’ autonomy of researching skills: prescribed, scaffolding, open-ended, and unbounded researching (Willison & O’Regan, 2007).

Introduction: Clinical teaching is a complex entity that poses many challenges to medical educators. During the COVID-19 pandemic, medical education saw a major shift towards online pedagogical methods which led to a significant query regarding their effectiveness. In order to ensure effective clinical teaching, case-based learning was adopted as the major educational tool in most Institutes. However, not much data is available regarding the effectiveness and student perceptions about such online case-based learning.Objective: The objective of the study is to explore and analyze perceptions of medical students regarding the effectiveness of case-based learning and how does this perception compare with similar studies done for face-to-face case-based learning.Method: The qualitative explorative research design was used to explore the perceptions of 21 medical graduates who had attended online case-based learning sessions during 8 weeks of their clerkship in Gynecology and Obstetrics. The study was conducted at The University of Lahore from June 2020 to August 2020. Sampling was done through purposive, non-probability sampling. Participants underwent Semi-structured interviews, that were audio-taped and manually transcribed. Thematic analysis was done using the constant comparative method through open and axial coding.Results: Findings from the participants’ responses converged on three main themes, through which case-based learning helps students. Students reported that online case-based learning provided them with “Cognitive Avails”, helped them with providing“Efficient Patient Care” and created an enhanced “Sense of Commiseration”.Conclusion: This study provides evidence that the online case-based learning sessions were perceived to be equally effective as face-to-face case-based learning by students. In light of the study findings, it is concluded that well-constructed and interesting clinical cases can be efficiently delivered online and can result in achieving desired learning objectives by students.
 KEYWORDS: Online learning, case-based learning, Perception, Medical Students

Educational Institutions across the world have shifted from campus-based teaching and learning to an online system of delivery of education. During this transition phase, much emphasis has been laid on the administrative and technological aspects of online teaching and learning. This includes resource building, faculty development, online student engagement, and training. Importance has also been given to the challenges of online assessment which includes but is not limited to online cheating, implementation of online proctoring, and assessment of clinical skills. However, in this process, one of the aspects that have not been given due diligence is the digital well-being of the end-users i.e, teachers and students.

Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students.
 Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates. 
 Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore.
 Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively.
 Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R).
 Keywords: Learning styles, VARK, Postgraduate residents

Abstract Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods: Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL. Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.