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Background Postgraduate medical education in oncology orthopedics confronts obstacles when instructing on pelvic tumors, primarily due to their intricate anatomy and the limitations of conventional teaching techniques. The employment of Three-dimensional multimodality imaging (3DMMI) can be considered a valuable teaching tool, as it gracefully elucidates the intricacies of pelvic anatomical structures and the interactions between tumors and surrounding tissues through three-dimensional imaging, thereby providing a comprehensive and nuanced perspective. This study aimed to assess the feasibility and effectiveness of incorporating 3DMMI in combination with a Case-Based Learning (CBL) approach for postgraduate education. Methods The study encompassed a 10-week course involving 90 surgical postgraduates, focusing on common pelvic tumor diseases. Students were assigned representative clinical cases, and each group created a PowerPoint presentation based on these cases. The core educational content included fundamental knowledge of pelvic anatomy, as well as clinical presentations, radiological features, and treatment principles of common pelvic tumor diseases. The research compared two groups: a traditional CBL group (n = 45) and a 3DMMI-CBL group (n = 45). The 3DMMI-CBL group had access to advanced imaging technology for better visualization. Various evaluations, including image interpretation, theoretical knowledge, and questionnaires, were used to assess the learning outcomes. Results The 3DMMI-CBL group outperformed the CBL group not only in the imaging diagnosis of common pelvic diseases but also in their mastery of the related theoretical knowledge. Student questionnaires indicated higher scores for the 3DMMI-CBL group in basic pelvic anatomy knowledge (8.08 vs. 6.62, p  < 0.01), image interpretation (8.15 vs. 6.69, p  < 0.01), learning efficiency (8.07 vs. 7.00, p  < 0.01), clinical reasoning (7.57 vs. 6.77, p  < 0.01), and learning interest (8.46 vs. 7.00, p  < 0.01). Teacher questionnaires revealed that 3DMMI technology enhanced teachers’ clinical knowledge, facilitated instruction, and increased overall satisfaction and interest in teaching. Conclusion Our study introduced an enhancement to the conventional Case-Based Learning (CBL) model by incorporating 3DMMI technology for visualizing pelvic anatomy. In contrast to pure CBL, this adaptation improved teacher instruction, substantially heightened student engagement, ignited greater interest in learning, and boosted overall efficiency, ultimately leading to positive learning outcomes. Consequently, our study demonstrated the potential feasibility and acceptability of the 3DMMI-CBL teaching method for postgraduates in pelvic bone tumor education.

\"After completing the medical school application comes the last and often most challenging aspect of the school selection process: the interview. Notoriously hard to prepare for, it's difficult to know what questions might be asked and how to answer them.Extensively revised, How to Succeed In Your Medical School Interview de-mystifies the interview process. It provides a systematic and methodical process which enables the interviewee to mine information from examiners, while demonstrating academic ability. Full of practice questions and free downloadable podcasts of mock interviews, this book offers tips on preparation, presentation, and most importantly, what to say. The most significant addition to the book covers the multiple mini-interview system, which schools are beginning to use instead of the formal, fixed panel interview. This new system is made up of short \"stations\" ranging from 3-10 minutes, with a specific goal and a separate interviewer. The format can be a conventional interview question, a role play, linguistic skill test, writing exercise, or another challenge. The author has also added more graph-and-table data interpretation questions to the Oxbridge interview section and updated discussion material to include the current \"hot topics\" in medicine, such as e-cigarettes, medical ethics, and the US patent ban on genes. \"-- Provided by publisher.

Background: The National Medical Council (NMC) in its new Curriculum Based Medical Education (CBME) has mandated four weeks of elective postings for phase III part II MBBS students of 2019 batch. Each student will undergo two weeks of training in block-1 subjects including pathology, microbiology, virology, biochemistry, genetics, molecular biology, immunology, infection control, research, community outreach experience and others. Block-2 electives include psychiatry, neonatology, dermatology, rehabilitation and palliative care, hematology, oncology and others. Since the 2019 batch of students were the first batch of students who have undergone electives postings, this study was conducted to understand their perspectives and expectations about the planning phase of the elective postings, so that appropriate changes could be made in the future to make the learning experience more fruitful. Methods: This was a questionnaire-based study done among 198 phase III, part II MBBS students in various Government and self-financing medical colleges across South-India (mainly Tamilnadu). The google form questionnaire was shared to the students through social media platforms. Results: Among the study participants 25% were from Government medical colleges and the 75% are from self-financing medical colleges. Majority of the students chose the block-2 elective subject based on their interest whereas only half of the students chose their elective subject in block-1 based on interest. A significantly higher number of students in private medical colleges were given information about the expected learning experience in each elective posting before choosing one in block-1. A significantly higher number of students in block-1 were given a schedule and logbook when compared to block-2. All the students were given a logbook in Government medical colleges in both block-1 and block-2 postings. Conclusion: Providing a proper learning environment and appropriate planning by the stakeholders for elective postings, as recommended by the NMC will motivate the students to perform better academically and will guide them to choose their specialization based on their interests and the needs of the country.