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A Review on Routing Information Protocol (RIP) and Open Shortest Path First (OSPF) Routing Protocol
Abhishek Verma,Neha Bhardwaj 보안공학연구지원센터 2016 International Journal of Future Generation Communi Vol.9 No.4
The routing protocol transport the best connection, creating during message in the network. The router can work with the help of routing protocols. The various routing protocols can be present, but the most famous routing protocols are Routing Information protocol (RIP) and the Open Shortest Path First (OSPF). Smart Open Shortest Path First (S-OSPF), which offers the extended representations for conventional OSPF gives less congestion ratio by allocating traffic. Multicast Open Shortest Path First (MOSPF), it offers the facility to forward multicast datagram from one network to another. In this paper, we are defining the two protocols and the related worked on them. In this each link provides the autonomous system to create the shortest path to makes and creates the destination tables. Both logical and hardware address play the important roles, responsible for getting packet and forward through a correct destination host.
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Charu Sharma,Pratibha Singh,Shashank Shekhar,Abhishek Bhardwaj,Manisha Jhirwal,Navdeep Kaur Ghuman,Meenakshi Gothwal,Garima Yadav,Priyanka Kathuria,Vibha Mishra 대한산부인과학회 2023 Obstetrics & Gynecology Science Vol.66 No.4
Objective Due to its comprehensive, reliable, and valid format, the objective structured clinical examination (OSCE) is the gold standard for assessing the clinical competency of medical students. In the present study, we evaluated the importance of the OSCE as a learning tool for postgraduate (PG) residents assessing their junior undergraduate students. We further aimed to analyze quality improvement during the pre-coronavirus disease (COVID) and COVID periods. Methods This quality-improvement interventional study was conducted at the Department of Obstetrics and Gynecology. The PG residents were trained to conduct the OSCE. A formal feedback form was distributed to 22 participants, and their responses were analyzed using a five-point Likert scale. Fishbone analysis was performed, and the ‘plan-do-study-act’ (PDSA) cycle was implemented to improve the OSCE. Results Most of the residents (95%) believed that this examination system was extremely fair and covered a wide range of clinical skills and knowledge. Further, 4.5% believed it was more labor- and resource intensive and time-consuming. Eighteen (81.8%) residents stated that they had learned all three domains: communication skills, time management skills, and a stepwise approach to clinical scenarios. The PDSA cycle was run eight times, resulting in a dramatic improvement (from 30% to 70%) in the knowledge and clinical skills of PGs and the standard of OSCE. Conclusion The OSCE can be used as a learning tool for young assessors who are receptive to novel tools. The involvement of PGs in the OSCE improved their communication skills and helped overcome human resource limitations while manning various OSCE stations.
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