Self-perception of Body Weight and Physical Activity with its Relationship to Actual Body Weight among Students in a Medical College: An Analytical Cross-sectional Study

Introduction: Obesity and sedentary life style are becoming more prevalent among the student generation. Every human being has a very good insight about the outlook. But many are not able to maintain what they perceive. During this survey, the students get a vivid picture of their real body weight and their perception of their body structure. Aim: To compare the self-perceived body weight with actual body weight among medical students and to analyse the perceptions and practice of medical student’s related to physical activity. Materials and Methods: This analytical cross-sectional study included 400 medical students. Self-perceived body image was assessed using Silhouette matching technique. Students represented the figure how they currently look (Feel) and how they actually wanted to look (Ideal). The Feel minus Ideal Discrepancy (FID) score was noted. Actual body weight and height were measured. Body Mass Index (BMI) was calculated using the Quetelet formula- weight(Kg)/height(metres)2. Perceptions and practice of physical activity were assessed using Exercise Benefits/Barrier Scale (EBBS). Comparison of perceived and actual body weight was done by Student’s Independent t-test and Pearson correlation test using Statistical Package for the Social Sciences (SPSS) version 17.0. Results: The actual BMI and perceived BMI showed strong positive correlation (r= 0.726; p=0.0001). Males had high exercise benefit scores (92) when compared with females (86) (p=0.0002). The students had high total score (benefit score plus barrier score); males had 127 and females had 124 (p=0.003) and high benefit/barrier ratio. Conclusion: Actual BMI and self-perceived BMI were well correlated indicating participant’s awareness of their body image. Male participants were more actively involved in physical activity and more concerned about maintaining their body weight. All students had higher benefit scores which is a favourable sign towards a healthy and active physical life.

Learning style-based teaching harvests a superior comprehension of respiratory physiology

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject.