A formative assessment was conducted among the faculty guiding or co- guiding dissertations of Post Graduate students in Medical Sciences. The rationale was to encourage the learning involved in doing/guiding research. A questionnaire comprising of twelve questions was distributed and the received responses analysed. The response rate was 51%. Among 21 responses received, 16 (76.2 %) could name project and 17(81%) could name co-guide correctly; but not all. Nineteen (90 %) responses indicated start of review literature, and 13 (62%) prepared summaries. Seventeen (81%) responses confirmed periodical review of the progress. Four (19%) students already made presentations. A baseline data on guides’ involvement in dissertation could be generated. Lack of enthusiasm by faculty in supervising research and its possible reasons discussed. The need for remaining aware of current research literature is highlighted and necessity of periodic review stressed. More training programs for teachers need to be put in practice to improve their research output and gain visibility of their research through publications.
