IAP Journal of Medical Education and Research

When Trust Breaks

2026-06-11T12:24:19+00:00

For lots of students in India, the National Eligibility cum Entrance Test or NEET is a lot more than an exam to get into college. It is what one takes with hope after years of hard work, discipline and dedication. Every student who gets an admit card has spent years studying and missed out on time with friends, hobbies, sleep and often a normal teenage life. Families put their emotions and money into this. Teachers help students through one of the toughest times in their school life.

Transforming Anaesthesiology Education: Comparing the Flipped Classroom and Jigsaw Models in Anaesthesiology Interns – A Randomized Controlled Trial

2026-06-11T12:25:27+00:00

Background: Competency-based medical education (CBME) policy emphasizes learner autonomy, active participation, and self-directed learning. Innovative teaching methods such as the Flipped Classroom (FC) and Jigsaw approaches have gained attention for fostering these skills. However, there is very limited evidence comparing their effectiveness among anaesthesiology interns, who require rapid decision-making by applying their knowledge and performing teamwork in clinical practice.
Methods: This randomized crossover study included 30 anaesthesiology interns divided into five groups of six participants each. Each group attended four classes—two using the FC method and two using the Jigsaw approach. All groups covered identical topics, with classes moderated by faculty members. Pre-tests and post-tests administered via Google Forms assessed knowledge gain. Feedback from interns and moderators was collected at the end of the posting.
Results: Both methods showed significant knowledge improvement within groups (p < 0.05). The mean improvement in pre- and post-test scores was 1.7 ± 0.8 for the Jigsaw method and 1.5 ± 0.7 for the FC method, with no statistically significant difference between them (p > 0.05). Student feedback indicated comparable satisfaction with both approaches (Jigsaw: 76.7%; FC: 73.3%), though the Jigsaw method showed slightly higher engagement (73.3% vs. 63.3%). Faculty feedback favored the Jigsaw technique, with 60% reporting higher student interaction, teamwork, and participation during sessions.
Conclusion: Both methods are equally effective in enhancing learning outcomes among anaesthesiology interns; however, faculty preferred the Jigsaw method for its superior engagement and collaborative learning environment.

How to cite this article:
Dhanger S, Bhat R R, Vinayagam S. Transforming Anaesthesiology Education: Comparing the Flipped Classroom and Jigsaw Models in Anaesthesiology Interns – A Randomized Controlled Trial. IAP J. Med. Educ. Res. 2026;3(1):1-7.

Does 'SNAPPS' Enhance Engagement in Ward Teaching? A Controlled Study of Perception and Satisfaction Among Medical Students

2026-06-11T12:26:27+00:00

Introduction: Case presentations are a way of learning clinical reasoning, which is a core competence of medical practice. This study was undertaken to see the perception of MBBS students regarding the use of the SNAPPS format in bedside teaching in the Deptartment of Pediatrics. We measured levels of student satisfaction via a questionnaire following each encounter.
Methods: The study was conducted in the Department of Pediatrics in a government medical college in India. MBBS phase 3 part 2 students posted in pediatrics participated in the study. They were randomly divided into two groups of 11 each. Faculty and students were introduced to the concept of SNAPPS, and then students of one group presented cases in the SNAPPS format while the other one presented traditionally. In the end, perception and feedback were taken from the students. The satisfaction index (SI) for each item was calculated. For the qualitative analysis, the responses to the open-ended questions were reviewed and thematically analyzed.
Results: A total of 22 MBBS students participated in the study. 72.7% of students felt the SNAPPS method of case presentation is better than the traditional method, and 86.3% feel that active participation of students is more. Ninety-point-nine percent (90.9%) of students liked the concept of multiple students presenting cases using the SNAPPS format in one session, and 68.2% feel that such sessions should be held once or twice during the posting. The satisfaction index was higher than 75 for all the items.
Conclusion: This study demonstrated good acceptability of using the SNAPPS tool in undergraduate teaching, active participation by students when such tools are used, and high satisfaction when multiple students presented cases using the SNAPPS format in one session. If such sessions can be conducted at the end of a system, it can improve students’ understanding by covering all possible cases simultaneously.

How to cite this article:
Mukhopadhyay S, Bhatnagar R, Rani A, Rai D. Does ‘Snapps’ Enhance Engagement in Ward Teaching? A Controlled Study of Perception and Satisfaction Among Medical Students. IAP J. Med. Educ. Res. 2026;3(1):9-14.

The Early Bird Catches the Rank: A Study of Chronotype, Learning Styles, and Performance in Medical Entrance Exams

2026-06-11T12:26:59+00:00

Background: Competitive medical entrance exams in India, like NEET, are high-stakes events scheduled uniformly in the morning. The interplay between a student’s internal body clock (chronotype), their preferred way of learning (learning style), and their success in such exams is not well understood.
Objectives: To investigate the correlation between chronotype (morning/evening preference), VARK learning styles, and All India Rank (AIR) in the NEET exam among medical aspirants.
Methods: This cross-sectional study included 81 medical aspirants from coaching institutes in Maharashtra. Participants completed validated questionnaires to assess their chronotype (Morningness-Eveningness Questionnaire) and learning style preferences (VARK). Their self-reported NEET All India Rank (AIR) was used as the measure of academic performance. Statistical analysis was performed using ANOVA, t-tests, and multivariate regression.
Results: Morning chronotypes significantly outperformed evening types, achieving a mean rank of 42,187 versus 62,416. Kinesthetic learning was the predominant modality. A strong positive correlation was found between morningness and a kinesthetic learning preference, while eveningness was correlated with an auditory preference. Female aspirants performed better than their male counterparts and were more morning-oriented. In multivariate analysis, chronotype score emerged as the strongest independent predictor of a better rank.

How to cite this article:
Bhimani N, Baruah M. The Early Bird Catches the Rank: A Study of Chronotype, Learning Styles, and Performance in Medical Entrance Exams. IAP J. Med. Educ. Res. 2026;3(1):15-19.

Assessment of Competency Level of Intern Doctors for Intraosseous Insertion Skill on An Infant Intraosseous Leg Task Trainer After Introduction of a Simulation-Based Short Course Training Module

2026-06-11T12:33:02+00:00

Background: Since Simulation-Based Education (SBE) provides safe learning, as a part of skill development, future doctors also should learn to perform intraosseous insertion skill, which is one of the vital skills in emergency Pediatrics.
Objectives: To train and assess Indian Medical Graduates (IMG) for the acquirement of IO access skill through a short course module using an infant intraosseous leg task trainer in the later part of their internship year.
Materials and Methods: This quasi-experimental educational study was conducted in year 2025 on 53 volunteer interns after approval from the ethics committee and permission from the dean. After the introduction of simulation based short course module, the participants were assessed for achievement of competency. Feedback was also taken from them about their satisfaction and confidence level on a 1-10 Likert scale.
Result: All 53 participants successfully identified the anatomical site. Major components of IO skill: adherence to the correct insertion angle, bone marrow aspiration, and infusion of physiological solutions were achieved by 52, 50, and 48 participants, respectively. Comparisons between pre- and post-tests indicated meaningful improvements in knowledge, satisfaction, and confidence. The median (Q1, Q3) time for overall procedure was 69 (57, 118) seconds. A total of 47(88.6%) participants achieved the passing score of less than or equal to 14 out of 20.
Conclusion: A simulation-based training module enhanced the intern doctors’ competency with confidence in intraosseous insertion skill on task-trainer.

How to cite this article:
Tandon K R, Desai V K, Tandon R, Vyas D. Assessment of Competency Level of Intern Doctors For Intraosseous Insertion Skill on an Infant Intraosseous Leg Task Trainer After Introduction of a Simulation-Based Short Course Training Module. IAP J. Med. Educ. Res. 2026;3(1):20-26.

Enhancing Medical Education Through Adolescent-Friendly Initiatives: A 2026 Perspective

2026-06-11T12:27:58+00:00

Introduction:Adolescents constitute nearly one-fifth of the global population and face unique health challenges that require tailored, accessible, and sensitive healthcare services. Despite global progress, integration of adolescent-friendly health services (AFHS) into medical education remains inadequate, particularly in low- and middle-income countries such as India.
Objective: To explore the role of adolescent-friendly initiatives in enhancing medical education globally and in India, and to highlight the need for integrating AFHS principles into medical curricula.
Methods: A narrative review was conducted using literature from 2000 to 2026, including World Health Organization reports, PubMed-indexed journals, and public health databases. Studies focusing on adolescent health, AFHS, and medical education were included. A thematic synthesis approach was used to analyze evidence related to policy frameworks, educational integration, and service delivery.
Results: Findings indicate that although global frameworks such as WHO’s AA-HA emphasize adolescent-responsive care, structured incorporation of AFHS into medical education is inconsistent. In India, national programs like RKSK exist, but training remains fragmented and limited. Key competency gaps were identified in communication skills, confidentiality, psychosocial assessment, and cultural sensitivity. Integration of AFHS into curricula was associated with improved provider competence, enhanced adolescent health-seeking behavior, and reduced stigma.
Conclusion: Integrating adolescent-friendly initiatives into medical education is essential for developing competent and empathetic healthcare providers. Strengthening curriculum frameworks, faculty training, and standardized evaluation aligned with global guidelines is crucial, particularly in India, to achieve equitable adolescent healthcare outcomes by 2030.

How to cite this article:
Bhattacharya S P. Enhancing Medical Education Through Adolescent-Friendly Initiatives, Globally and India: A 2026 Perspective. IAP J. Med. Educ. Res. 2026;3(1):27-32.