ent to acquire self-care skills. Furthermore, the present research emphasized the need to pay attention to education using the Internet applications. Copyright © 2020 Journal of Education and Health Promotion.CONTEXT Radiological anatomy (RA) knowledge is essential for the current-day clinical practice due to the rapid development in imaging technologies. As there is a long interval between learning RA in the 1st year and applying it in their clinical disciplines impedes their functional understanding, this study has been planned to provide the students with a right mix of anatomy and radiology in order to promulgate deeper medical comprehension. AIM This study aimed to evaluate the effectiveness of integrated RA in honing the radiological reasoning abilities in 1st year medical students and to develop critical thinking skills through small-group, case-based learning experience. METHODOLOGY All the students of 2017-2018 batch were randomized equally into study group and control group. The study group was exposed to the interactive RA module followed by posttest. The control group was exposed to traditional teaching and then given posttest. The groups were flipped for successive regions of anatomy. Feedbacks were obtained by both quantitative and qualitative methods. STATISTICAL ANALYSIS Posttest scores were compared using Student’s t-test. Feedbacks were analyzed using descriptive statistics. RESULTS The posttest scores were significantly higher in the study group when compared to the control group. Nearly 92% of the students felt that the integrated module made them learn better and 44% of the students felt that it helped them to apply the knowledge in clinical context. CONCLUSION For the present millennial-generation students, integrated RA lectures help develop their critical thinking and help in the subsequent clinical years. Copyright © 2020 Journal of Education and Health Promotion.BACKGROUND AND OBJECTIVES School resilience is defined as risk-reducing strategies used to create a safe environment for students when faced natural disasters. Resilient schools, in addition to their educational role, provide a suitable capacity for responding to disasters and rehabilitation after the incidence. This study determined the level of disaster resilience of schools in Yazd, central Iran. MATERIALS AND METHODS This is a descriptive-analytic study conducted among 400 schools and 367 participants in Yazd, 2018. To collect data, we used the school resilience in disasters questionnaire (α =0.95 and intraclass correlation coefficient = 0.97 [95% confidence interval 0.96-0.98]) containing 48 questions. ABBV-CLS-484 cost We also analyzed the gleaned data through the Pearson correlation coefficient, one-way ANOVA, and independent t-test. RESULTS The total score of school disaster resilience was 153.30 ± 29.57. In these schools, the function had the highest (47.76 ± 13.96), and safety had the lowest (6.74 ± 3.18) score among all areas of school disaster resilience. There was a positive significant correlation between total resilience and areas of function, education, structural, nonstructural, architecture, commute routes, safety, location, and equipment (P less then 0.001). Location had the smallest (r = 0.424) and function had the greatest (r = 0.854) correlation with total resilience. CONCLUSION It can help the school management board in assessing the level of resilience of their school and determining the priorities for disaster risk reduction. Awareness of the status of resilience can help policy-makers and experts create an effective program for increasing resilience. Copyright © 2020 Journal of Education and Health Promotion.BACKGROUND Postpartum period and recurrent abortion are stressful conditions that affect women’s mental health. Stress and depression lead to the release of stress biomarkers that may be dangerous for the mother and fetus. The aim of this study was to determine stress in the after recurrent pregnancy loss (RPL) and normal vaginal delivery (NVD) in the north of Iran. MATERIALS AND METHODS This case-control study was done on forty women with NVD and forty women with RPL. Stress was measured through measuring serum cortisol, Perceived Stress Scale-14 (PSS-14), and the revised version of the Symptom Checklist-90 (SCL-90-R). Data were analyzed using the Statistical Package for the Social Sciences (SPSS) 22.0 software. Chi-square test, independent-samples t-test, Mann-Whitney U-test, and Pearson correlation were used to analyze the data. RESULTS Findings showed that nonpregnant healthy women had significantly higher cortisol level than RPL women (mean ± standard deviation [SD] 155.80 ± 84.97 ng/ml and 126.02 ± 50.44 ng/ml, P less then 0.011), respectively. Furthermore, they had higher PSS-14 and SCL-90 scores than PRL women (mean ± SD 25.87 ± 7.48 and 25.5 ± 9.19, P = 0.745, and mean ± SD 1.27±0.63 and 1.20 ± 0.53, P = 0.624), respectively. CONCLUSIONS High levels of cortisol reflect the acute stress caused by the care of the baby in women. Therefore, social support for the pregnant woman by the health-care team is an essential factor for reducing postpartum depression. Copyright © 2020 Journal of Education and Health Promotion.INTRODUCTION India being a disaster-prone country necessitates us to be able to act proactively for any sort of preparedness and prevention. This necessitates a curriculum which can bring all the aspects related to disaster under one umbrella and thus impart training. AIM The aim of the study was to assess the responses of students about the importance of disaster management (DM) in their MBBS course, take up suggestions about the important inclusions to be made in their curriculum, and get an insight of the higher education and research of DM domain in the Indian context. METHODOLOGY A cross-sectional study with a batch of 100 MBBS students purposively sampled were part of the questionnaire. Besides, a thorough Internet search for institutes providing training on DM was done, and relevant details were noted down. Later on, the students were given guest lectures and demonstrations by certified trainers and experts along with a know-how of where to go for getting a hands-on training and whom to respond to. RESULTS Seventy-two percent of the students felt the portion of DM being taught to them to be insufficient, and 95% never got any training or demonstration for DM although 22% felt that it is not so important for them as a doctor.