European Journal of Molecular & Clinical Medicine

Medical education is one of the most challenging, demanding, and stressful fields of study, among other fields of education. Hence MBBS students are expected to acquire diverse competencies such as academic, clinical, and interpersonal skills.The survey-based study was conducted  to know the opinion of MBBS students regarding the teaching practices in medical college.Objectives: To Study and compare the Effectiveness Of Digital Teaching Versus Blackboard teaching Perception Undergraduate Medical  StudentsMethods:  A comparative study was conducted at Government Medical College, Suryapet, Telangana. Two hundred medical students (n = 200) were divided into two groups.Results: In our study results showshighly significant, P value is less than 0.0001 by conventional criteria, this difference is considered to be extremely statistically significant. Conclusion:From the results it can be concluded that students are much interested in digital learning  (power point presentation).Hence we can conclude that computer based learning is a new and important tool for a medical teacher for better delivery of the lecture.

Background: The Board of Governors in supersession of Medical Council of India has started the foundation course of one month at the commencing of first year MBBS course. The intention had been to sensitize the fresh medical students with the required knowledge and skills that would benefit them in acclimatizing to the new rapidly evolving medical environment. The new admitted medical students need to get oriented and sensitized at various identified areas. In view of this medical council of India has introduced a dedicated foundation course for students. To evaluate the feedback of the students regarding the foundation course this study was conducted.
Aim: The study was a questionnaire based survey on feedback of foundation course from first year MBBS students, batch 2020-2021 at TMC and Dr BRAM Teaching Hospital, Tripura.
Method: The study was conducted by a MCI advised feedback questionnaire containing 4-point Likert scale on various modules. The ethical clearance from the institutional ethical committee was obtained before the study.
Result: Most of the students (45.45% male and 50.00% female) gave good response on first aid and skill module. Regarding community orientation module 54.55% male gave average response. Regarding the sports and extracurricular activities 42.00% male and 35.00% female gave poor feedback.
Conclusion: The student’s feedback on foundation program was very encouraging despite the limitation of the course with shortened duration due to covid 19 pandemic. It can be hoped that this foundation course will lead to better healthcare and positive doctor patient relationship.

Tour is going to be the foremost uttered word in weekends and summer breaks. So as to formulate tourism scenarios, the previous researches have provided an analysis report supported processing the downloaded images which seems to be partially accurate and time latency. The goal of our project is to verify the attractiveness of places supported location provided along-side the dataset taken such foreign tourists and tourists on-site to market the tourist places(feedback) and also to segregate the people into ages and suggesting them tourist spots. We are getting to build an internet application for our project. This concept benefits the tourists in various aspects like suggesting better places that also includes less popular but exorbitant sites.

This study aims to investigate the effect of using two types of feedback (immediate and delayed) in motivating Chinese students to improve English reading proficiency in the university level. The current study employs 3(immediate feedback, delayed feedback and no feedback) X 3(low level, moderate level and high level) quasi-experimental study. Highlighting the purpose of the current study by adopting three group of participants were randomly selected from fuyang normal University for the academic year (2018-2019). 18 English majors in the university were selected to participate in present study for 1 week. By comparing the achievements of pretest and posttest, the result showed that students in the immediate feedback group performed better than students in the delayed feedback group and no feedback group. Additionally, high proficiency learners benefited more from immediate feedback, with making more progress than the other two levels. However, moderate proficiency level learners benefited more from delayed feedback compared to the other two proficiency level groups.

This study aims to investigate the effect of using two types of feedback (immediate and delayed) in motivating Chinese students to improve English reading proficiency in the university level. Data was collected from 18 Chinese EFL learners over a 12-week period. The results of this study show the effects of immediate feedback and delayed feedback on reading comprehension among Chinese EFL learners. It can be found that under the immediate feedback, all students can quickly absorb feedback from teachers and actively participate in the interaction with teachers. In subsequent interviews, they also confirmed that their comprehension of sentences and passage had improved significantly, and also their reading speed. In the delayed feedback classroom, it is reported that delayed feedback lead to forgetting and a lack of attention. In addition, the majority of the respondents believed immediate feedback on reading comprehension is more effective and they also preferred immediate feedback over delayed feedback.