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doi:

10.25259/GJMPBU_32_2025

doi:

10.25259/GJMPBU_32_2025_001

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

doi:

10.25259/GJMPBU_32_2025_002

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

doi:

10.25259/GJMPBU_32_2025_003

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

doi:

10.25259/GJMPBU_32_2025_004

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

doi:

10.25259/GJMPBU_32_2025_005

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

doi:

10.25259/GJMPBU_32_2025_006

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

doi:

10.25259/GJMPBU_32_2025_007

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

doi:

10.25259/GJMPBU_32_2025_008

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

doi:

10.25259/GJMPBU_32_2025_009

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

doi:

10.25259/GJMPBU_32_2025_010

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

doi:

10.25259/GJMPBU_32_2025_011

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

doi:

10.25259/GJMPBU_32_2025_012

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

doi:

10.25259/GJMPBU_32_2025_013

G. Chandra Sekar1, K. Anbarasi1, Sara Sapharina2.

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

doi:

10.25259/GJMPBU_32_2025_014

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

doi:

10.25259/GJMPBU_32_2025_015

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

doi:

10.25259/GJMPBU_32_2025_016

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

doi:

10.25259/GJMPBU_32_2025_017

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.

doi:

10.25259/GJMPBU_32_2025_018

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

doi:

10.25259/GJMPBU_32_2025_019

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

doi:

10.25259/GJMPBU_32_2025_020

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

doi:

10.25259/GJMPBU_32_2025_021

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

doi:

10.25259/GJMPBU_32_2025_022

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 1st-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.