Dental School Curriculum Research Articles

Education Regarding and Adherence to Recommended Nutrition Guidelines among Dental Students.

The Dietary Guidelines for Americans (DGA) were developed to reduce or prevent many types of chronic illness, including cancer, heart disease and diabetes. Healthcare provider recommendations may be influenced by understanding of and adherence to the DGA, which may be incorporated into provider training, medical and dental clinical curricula—although few studies have evaluated adherence to the DGA among dental students. This approved retrospective study of voluntary student responses from a first-year dental school nutrition course included a short dietary and exercise survey administered as part of the DGA learning module. A total of N = 299 students completed the voluntary nutrition survey, yielding a response rate of 91.4%. Daily fruit and vegetable intake, dairy and whole grain servings among UNLV-SDM students were significantly lower than the DGA recommendations but higher than U.S. averages for 18–30-year-olds—although neither group met DGA recommendations. This study represents one of the first to evaluate the dietary intake of U.S. dental students for comparison with the DGA for positive health behaviors. These data demonstrate a lack of adherence to the DGA among highly educated dental students and the need for the curricular inclusion of diet and nutrition into the dental school curriculum.

Teaching of the repair of defective composite restorations in Middle Eastern and North African Dental Schools

ObjectivesTo evaluate the status of teaching of repair of defective resin-based composite restorations in dental schools in the Middle Eastern and North African (MENA) countries. MethodsA validated 14-item questionnaire was mailed to the directors of the operative/restorative dentistry department in 40 MENA dental schools. Data were collected on teaching, including whether the repair of resin-based composite restorations was part of the dental school curriculum; the rationale behind the teaching; how techniques were taught, indications for repair, operative techniques, materials used, patient acceptability and expected longevity of the repair procedure. ResultsThirty-two schools responded to the survey (response rate of 80%). Twenty-two (69%) schools reported the teaching of resin-based composite repairs as an alternative to the replacement of restorations. Of the schools not teaching repairs, 80% indicated that they plan to include this topic in the curriculum within the next five years. Most schools taught theoretical and practical aspects of repair at a clinical level only. Two-thirds of schools reported tooth substance preservation being the main reason for teaching repair techniques. The main indications for repair treatment were marginal defects (59%), followed by partial loss of restoration (56%). Most schools that performed repairs reported high patient acceptability. Considerable variation was noted in relation to expected longevity of resin- based composite repairs. ConclusionsThe repair of defective resin-based composite restorations is actively taught within most of the surveyed schools. Advantages of repair, compared to replacement include minimum intervention, preservation of tooth structure, and savings of time and cost. Clinical significanceThe decision between replacing or repairing a defective resin-based composite restoration in the MENA region tends to be based on clinicians’ subjective experience and judgement. However, to further enhance the teaching of resin-based composite repair standardised guidelines need to be developed based on existing evidence.

A Dental School Survey Assessing Dental Student Knowledge, Attitudes and Prescribing Behavior Regarding Opioid Use and Abuse

Purpose/Objectives: While improvements have been made in the amount of opioid prescriptions written by dentists, studies continue to show wide variability in opioid prescribing practices among dentists, suggesting additional education in this area is needed. The purpose of this study was to evaluate opioid knowledge, attitudes and prescribing behaviors among dental school students. Methods: The authors conducted a web-based survey of dental students at the University of Minnesota School of Dentistry from 2016 through 2018. The survey was comprised of demographic information, student knowledge of clinical and regulatory interventions to reduce prescription opioid abuse, student attitudes and knowledge regarding the magnitude and causes of opioid misuse and abuse, and student opioid prescribing patterns. Statistical analysis was conducted to determine whether calendar time or progression in the dental program were associated with differences in survey responses. Results: The response rate was 43.67% for a total of 586 dental student participants over the course of this study. The knowledge, attitudes, and behaviors regarding opioid use and abuse among dental students was influenced by both the dental school program curriculum as well as the passage of time during which the evolution of students views and awareness about opioids impacted their responses. Conclusions: Misperceptions and a lack of knowledge influence dental student attitudes and behaviors related to prescription opioids. Understanding the influence of the dental school curriculum and the passage of time on dental students’ knowledge, attitudes, and prescribing behavior may assist in guiding the development of dental curriculum to improve best practices in pain management and prevent the misuse, abuse, and diversion of prescription opioids. Academic dentistry plays a significant role in targeting gaps in student knowledge and understanding that will lead to the development and consistent implementation of best practices for pain management and safe opioid prescribing in dentistry

Significance of Patient Safety and Safety Culture in Dental Schools: A Systematic Review

Objectives: This article aims to systematically review and analyze the outcome of published literature on patient safety and safety culture related to dental schools. It also aims to observe implemented changes in dental school training and curriculum that have improved patient safety and safety culture within institutions. Methods: All studies concerning patient safety and safety culture from the period of January 2010 to May 2020 were included which were specific to dental educational institution settings. The assessment was based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) checklist to ascertain that the included studies were specific to the objective of our systematic review. Results: The included studies were assessed for country-wise publication, type of study, and its outcome. Of the 10 studies that met the inclusion criteria, 5 articles were related to patient safety. 2 out of the 5 articles were from the United States of America (USA) 2 were from the United Kingdom (UK), followed by 1 from Mexico. For articles related to safety culture, 3 out of the 5 articles were from Saudi Arabia, and 2 were from the USA. Conclusion: The analysis of the selected review articles suggests that rigorous training should be implemented in inpatient record documentation, incident reporting, and infection control protocols. The authors suggested focused training on patient safety culture and the inclusion of safety culture awareness and training to the dental undergraduate curriculum.

Longitudinal Curricular Assessment of Knowledge and Awareness of Intimate Partner Violence among First-Year Dental Students.

Background: Intimate partner violence (IPV) has previously been recognized as a major public health issue. Oral healthcare providers, such as dentists, are crucial to the screening and identifying of individuals experiencing IPV, since most injuries occur in the head and neck region. A lack of knowledge and awareness regarding teaching and learning about IPV in dental school curricula has been identified. Based upon the overall lack of knowledge, the objective of this study was to conduct a longitudinal assessment of knowledge, awareness, and beliefs regarding IPV among dental students in their first year of education. Methods: All students (n = 245) from three consecutive, first-year dental student cohorts (n = 81, n = 82, n = 82) were provided a brief and voluntary in-class survey in conjunction with an instructional workshop. The survey included questions designed to ascertain knowledge, awareness, and beliefs regarding IPV as a healthcare and dental issue before and after the instructional session. Differences in responses to the questions before and after the IPV educational workshop were measured using paired t-tests. Results: A total of n = 232 completed pre- and post-responses were received from all three first-year dental student cohorts (n = 76, n = 80, n = 76), representing an overall 94.6% response rate. Analysis of these data showed that the student population was predominantly male and white (non-minority), aged in their mid- to late twenties, with most students reporting no previous IPV education. The few students reporting previous IPV education were mainly younger (<25 years), which may represent more recent endeavors to increase awareness of IPV among students currently attending colleges and universities. Conclusions: The results of this study may suggest that information-specific seminars within the curriculum might be adequate to provide dental students with awareness and knowledge of IPV and specific information regarding local resources and referrals for any patients experiencing IPV.

Gerodontology in the dental school curriculum: A scoping review.

To explore the current status of gerodontology in the undergraduate dental curriculum. Internationally, there is recognition for the need to include gerodontology in dental education due to accelerating numbers of older dentate people. There is wide variation in the content and method of delivery of gerodontology in undergraduate curricula of dental schools. A scoping review framework was chosen to identify existing gaps and key concepts in the research on current undergraduate gerodontology education. Arksey and O'Malley's framework was used with the qualitative data analysis software NVivo to identify comparable information on geriatric dental education. Five themes were highlighted in the studies including (1) gerodontology curriculum content, (2) attitudes, skills and knowledge of undergraduate dental students, (3) didactic teaching, (4) elective and compulsory teaching, and (5) extra-mural learning. The review found large variations in methodologies, presentation of data and findings. All studies emphasised a need for greater inclusion of gerodontology content in the undergraduate dental curriculum. The review found limited research reporting on the educational outcomes of gerodontology in dental curricula with a lack of comprehensive information to inform gerodontology content in dental schools. This review has highlighted the need for national and international guidelines to ensure mandatory inclusion of sufficient and specific gerodontology training to prepare graduates for a growing dentate frail and care-dependent population.

Using Instagram as a Tool to Enhance Anatomy Learning at two U.S. Dental Schools

Introduction Despite social media's profound role in building connections over the past two decades, its value as an educational tool in health professional education remains unclear. While few studies have investigated the use of social media to engage students outside the classroom (i.e. COVID-19 remote learning) in dental education, there are no reports to date of students’ and faculty perspectives of the use of Instagram in supplementing anatomical education in the dental curriculum. The aim of this study is the evaluate student perspective of social media in education and their respective anatomy professor's Instagram page as a supplemental resource. Materials and Methods This study was deemed exempt from the IRB at University of Nebraska Medical Center College of Dentistry (620-20-EX) and the CPHS at University of Texas Health Science Center (HSC-DB-20-0877). Anatomy faculty from UNMC and UTSD conducted this research during the fall of 2020 evaluating @yoachimanatomy and @theanatomydoctor. Subjects voluntarily participated on a Qualtrics survey; responses remained anonymous with no associated risks Results Of the 170 respondents, 60 (35.5%) identified as male and 108 (63.9%) identified as female (2 students did not identify).. Students were classified as Generation Y if born between 1980-1994; Generation Z if born 1995 or later. The majority of respondents (85.1%) had seven or more years of experience using social media; Facebook (96.3%), Instagram (94.4%), and GroupMe (91.9%) emerged as the three most-frequently used platforms. UTSD students self-reported more hours per day spent on social media than UNMC students, with 64% of students spending more than 2 hours per day compared to 33% of UNMC students (p=0.0003). 96.9% of students reported using social media as a source of information with 92.5% using it for educational purposes. All students agreed that their respective professor's page had been helpful for anatomy study and review, added to their understanding of anatomy, is convenient, engaging, and professional. UNMC students had a higher level of agreement regarding their page's added relevance to learning in the class and clinic (p=0.0016), while UTSD students reported feeling more comfortable asking their professor questions through Instagram (p=0.015). Among all variables, female students and Generation Z students responded more favorably than their male or Generation Y counterparts. Conclusion The unique platform features of Instagram create an ideal platform to supplement the visually-focused anatomy content. Our study provides evidence of students’ desires to have social media incorporated into their dental school curriculum, and the data reveal consistent themes in students’ perspectives on the benefits and drawbacks of Instagram as a tool to supplement anatomical education. Significance Our study reveals crucial data supporting the inclusion of social media, and particularly Instagram, as a supplemental tool to anatomy education. Our collaboration between two unique programs, faculty, and Instagram pages sheds light on consistent benefits, drawbacks, and perspectives of students and faculty alike.

Obstructive Sleep Apnea (OSA) Knowledge and Attitudes among recent Dental Graduates: A cross sectional study

Aim – To assess and compare obstructive sleep apnea (OSA) knowledge and attitudes among recent dental graduates. Setting and design – cross sectional questionnaire-based study Methods and materials - OSAKA questionnaire was used to assess and compare 2017, 2018, 2019 batch pass-out dental graduate’s knowledge and attitudes concerning the identification and management of patients with OSA. Statistical analysis used - Statistical analysis was performed using Statistical Package F or Social Science (SPSS) version 21 for Windows (Armonk, NY: IBM corp). Data normality was checked by using Shapiro – Wilk test. Comparison of knowledge between 2017, 2018, 2019 batch pass out graduates was done using Chi square test. For attitude questions, level of significance (p value) was calculated by using one-way analysis of variance (ANOVA F test). Result - We found that 2017 batch participants shows less knowledge less confidence in managing patients with OSA compare to 2018 and 2019 batch pass-outs. Conclusion - With increasing the year of practice of dental professionals there is gradual decrease in knowledge and attitude towards treating and diagnosis patient with OSA. The addition of sleep medicine education to the current dental school curriculum, as well as a greater number of hours to sleep education could improve outcomes in patients with OSA. Keywords – oral sleep apnea, dental graduates, knowledge, attitude.

Workshop Training for Tooth Color Selection to Meet the Need Based and Competency Based Education in Dentistry

Background and Objectives: Professional qualification-based dentist training plays an important role in providing the health services needed by the community. One of the most important steps in dentistry is choosing the color and matching the color of the tooth with the restoration. Color selection training in the curriculum of Iranian dental schools is provided to students as implicit training in some related courses such as restorations and prosthetics, and there is no separate practical unit for students to learn and practice more. The purpose of this study is to investigate the role of workshop training in the quality of tooth color selection by final year students of Tabriz Dental School in the academic year2019-2020. Material and Methods: In a quasi-experimeایntal study; Final year students of Tabriz Dental School entered the study. Students were randomly divided into experimental and control groups. In the experimental group, after selecting the primary color, through the workshop training strategy, color selection by Vitapan system in the right maxilla incisor 3 patients were taught simple, medium and complex method of workshop training and one week after training the correct color selection It was reviewed by these students. In the control group, color selection was done by students in exactly the same conditions as the case group who had received routine training. The data obtained from the study were analyzed using descriptive statistical methods (frequency-percentage) and Fisher's Exact test and statistical software SPSS.16. Results: In all three groups of simple, medium and complex patients, the quality of color selection in the intervention group was improved, which was significantly different from a dental point of view; however, there was no statistically significant difference between the intervention and control groups in all three groups of patients. Also, the effect of training in choosing complex colors was more significant. Conclusion: The results of the present study showed that workshop training had a positive effect on the color choice of dental students. Because dentistry is a procedure-based discipline and not all procedures are seen in the training curriculum. The dental professor can choose some procedures based on the pervasive need and teach in one workshop day. On the other hand, workshop training can be an proper educational strategy based on adult learning that learners show a lot of desire to learn according to their job needs.

Input From Practice: Reshaping Dental Education for Integrated Patient Care.

Among the primary challenges in advancing the practice of integrated primary dental and medical health care is the appropriate educational and clinical preparation of a dental workforce that can function and flourish within integrated care environments. Most dental schools teach to traditional concepts and standards of dental care delivery which may be inconsistent with those of integrated care and could deter the entry and retention of graduates in contemporary, non-traditional practice models. To better understand how the dental school curriculum should be modified to accommodate integrative care models, a number of patient care organizations actively engaged in dental-medical integration were site visited to gain insight into the readiness of newer graduates, with emphasis on the US DMD/DDS graduate, to function in integrated practice. Leaders, practicing clinicians and staff were interviewed and common observations and themes were documented. This manuscript will focus on those educational components that integrated care organizations identify as absent or inadequate in current dentist education which must be addressed to meet the unique expectations and requirements of integrated patient care. These changes appear pivotal in the preparation of a dental clinician workforce that is respectful and receptive to new practice concepts, adaptative to new practice models, and competent in new care delivery systems.

Self-perceived competence of contemporary restorative practices of dental students in North India: A pilot study

Background: There has been a paradigm shift in the restorative dentistry practiced in the clinics with an increased share of resin-composites in contrast to dental amalgam due to various factors, however, this has not found its way into the Indian dental school curriculum. Aim: To evaluate the self-perceived competence of contemporary restorative practices of dental students in North India. Materials and Methods: 232 dental students from 4 colleges in North India completed a survey comprising 11 polar questions about their perception of contemporary restorative dental practice and their curriculum update regarding the same. Further, the collected data was tabulated and finally extracted data was subjected to descriptive analysis using Chi-square test. Results: All 11 questions showed statistically significant responses. Only 15.5% of students thought that the current curriculum of restorative dentistry was adequate. Moreover, only 20.7% of the respondents were confident about using rubber dam for isolation. About 93.1% felt that the quality of their composite restorations was not at par with those seen on social media. A clear majority of 91.4% felt that the maximum uploads of restorative dentistry involved composite restorations. A huge number of 91.45% did not use rubber dam for isolation in composite restorations. 79.3% students felt that the current curriculum is not teaching them about the various instruments, and developing their skills about instrumentation and operative procedures of composite restorations matching the trending composite practices. Conclusion: Considering the results of this study as the student’s mandate will help shape the guidelines for possibly a new curriculum of conservative dentistry in India.

Periodontal Disease as a Risk Factor for Cardiovascular Disease - A Questionnaire Survey among Physicians

Introduction: Periodontal infections have been documented to influence coronary heart diseases such as angina, myocardial infarction, atherosclerosis and other systemic conditions like stroke, diabetes mellitus and preterm low birth weight babies. Over the last two decades, several studies have reported associations between periodontitis and cardiovascular disease (CVD). The association is now a part of the dental school curriculum and periodontology. However, in contrast, this important aspect is missing in the medical school curriculum and not many physicians are aware of the role periodontal disease plays in CVD.&#x0D; Aim: To assess the knowledge and practices of physicians of Mangalore City, South India, on periodontal disease as a risk factor in Cardiovascular Diseases (CVD).&#x0D; Methodology: A questionnaire survey was carried out to assess physicians’ knowledge and practices in the city of Mangalore, South India. The physicians were divided into four groups as follows: Group I - Physicians associated with medical colleges; Group II – Sole private practitioners; Group III - Physicians associated with medical colleges and having their private practice; Group IV - Post-graduate students. A Chi-square test was applied to test the difference between knowledge and practices among the groups.&#x0D; Results: Out of a total of 106 physicians, 56 (52.3%) participated in the survey. Periodontal disease was considered to be a risk factor in CVD by 87.5% (n=47) respondents and 96.4% (n=54) respondents stated that bleeding/enlargement of the gingivae was a sign of periodontal infection. Only 40% (n=23) of the respondents asked about oral problems during general check-up.&#x0D; Conclusions: The knowledge regarding the periodontal disease as a risk factor in CVD was high, however, the application of the knowledge in routine medical check-ups was observed to be less.&#x0D; J MEDICINE JAN 2021; 22 (1) : 7-11

Prerequisites in Behavioral Sciences and Business Revisited a Decade Later: Ongoing Opportunities for Dental Education

Introduction: Ten years ago a study reported on the lack of prerequisites in behavioral sciences and business management for entry into dental college. The primary objective of this follow-up study was to assess the current status of similar prerequisite courses in both U.S. and Canadian dental schools. Materials and Methods: Required and recommended courses in behavioral sciences and in business in each North American dental school’s official online publication were analyzed in December 2019. Admissions requirements were readily available in sixty-five of the sixty-eight U.S. dental schools and in all ten schools in Canada; three U.S. schools were contacted by phone to collect the information. Result: Only nine (13.2%) U.S. and four (40%) Canada schools required at least one behavioral sciences course; however, thirty-nine (57.3%) U.S. and six (60%) Canada schools recommended a behavioral sciences course, most often in psychology, sociology, or communication. Zero (0%) of the total seventy-eight dental schools required a course in business; however, eighteen (26.5%) U.S. and two (20%) Canada schools recommended a business course, most often economics. Conclusion: The authors strongly encourage the dental education community to again reconsider establishment of a minimum core of behavioral sciences and business courses as prerequisites in predoctoral dental education. Doing so will provide a much needed stronger foundation upon which to build upon in the curricula of dental schools.

Students’ Perceptions of an Outcome Based Peer Approach to Promote Self-Directed Learning in a Dental School Course in Biomaterials

Background and Objective: The curricula of dental schools have evolved over the last two decades in an attempt to develop graduates that are critical thinkers that can solve problems related to the overall competency basedmanagement of patients. Inherent to this process is the introduction of teaching and learning strategies that assist professional students in becoming self-directed learners early in their training. At the UWI-SOD self-directedlearning influenced by peer interaction is used in part as a teaching/learning strategy in the delivery of a dental biomaterials course in the second year of study. This study aims to examine student perceptions of this strategy compared to faculty driven instruction. Methods: A 25-item survey, which was previously subjected to a face validity exercise was deployed to the Year 2 cohort after all assessments for the course were completed and final course grades published. Items explored perceptions related to the process of peer assisted learning, peer interaction during group learning, preferences between didactic lectures and peer based learning, preferences on other types of active learning strategies, and preparedness for this type of learning strategy. Items were scored on a 5-point Likert scale from 1-strongly disagree to 5-strongly agree. Overall mean scores for each item were calculated using SPSS (Version 24, IBM, Chicago). Responses were grouped as follows: scores of 1-strongly disagree and 2-disagree were grouped together to show disagreement, scores of 4-agree and 5-strongly agree to show agreement. Results: There was a response rate of 92%. When the process was compared to PBL, 78% of surveyed students preferred this methodology as a learning strategy and 60% preferred didactic lectures over this peer based learning strategy. Sixty-five percent of students agreed that they learnt and assimilated knowledge from their peers during PAL. Only 29% of students preferred PAL over purely didactic lectures. Conclusion: While more than half of the surveyed students claimed they learned from their group peers during peer sessions, the vast majority of students preferred a faculty driven instruction method for the delivery of this course.

Successful development and implementation of a digital dentistry curriculum at a US dental school.

Introducing new technology in the dental school curriculum may face some uphill challenges navigating through university-level bureaucracy, financial ramifications, and influencing the mindset of certain faculty. A dental school that relies heavily on teaching traditional restorative procedures may particularly face many challenges to embrace new technology. The restorative department at a US dental school created a division of computer-aided design and computer-aided manufacturing (CAD/CAM) dentistry to introduce the concept of digital dentistry to dental students and faculty. This article describes methods that were adopted to improve acceptance and increase the productivity of chairside CAD/CAM restorations for both students and faculty at the dental school in US.

Adoption of IRT: An Instrument Retraction Technique in Local Anesthesia Delivery

This article evaluates the adoption of an Instrument Retraction Technique (IRT) taught in preclinical local anesthesia to dental students, and its subsequent use in their clinical practice. Immediately following their basic injection technique instruction, first-year students were asked to observe senior students’ technique over a three-week period. During this time, they completed surveys to determine if senior students continue to apply the techniques taught during the first-year course. The results of the surveys suggest safer techniques taught in preclinical curricula continue to be used during clinical procedures. Successful introduction of IRT during mandibular anesthesia into a dental school curriculum is an option for potential reduction in intraoral needle sticks and should be considered when evaluating local anesthesia curriculum in dental schools. The instruction of dental students should coincide with clinical faculty training and calibration. The authors concluded that further evaluation of the technique should be performed to confirm reduction of risk of Blood borne Exposure (BBE) to clinician without subsequent need for additional anesthesia to patient.

Burden of Musculoskeletal Disorders among Recent Dental Graduates in Saudi Arabia: A National Survey

Introduction: Musculoskeletal Disorders (MSDs) are one of the most prevalent occupational hazards affecting dental professionals. Aim: To assess the prevalence and associated risk factors of MSDs among recent dental graduates in Saudi Arabia and evaluates their practice of ergonomics as well as the impact of MSDs on their daily activities. Materials and Methods: This cross-sectional study was carried out among all dental interns (n=1552) who graduated from dental schools in Saudi Arabia in the academic year 2018-2019. Data was collected between January 2019 to March 2019 through online survey via SurveyMonkey™. Through the questionnaire, data about participants’ demographics, symptoms of MSDs in the previous 12 months, preventive ergonomic working practices, effects of MSDs on their daily activities, and coping strategies were collected. Descriptive statistics, including mean±Standard Deviation (SD) were computed for continuous variables, while frequencies and percentages were computed for categorical variables. Results: In total, 889 dental interns participated in this study (response rate of 57.3%). A total of 54.3% of the participants experienced symptoms of MSDs in atleast one body part in the previous 12 months. The neck (41%), shoulder (37%), and lower back (31.9%) were the most affected regions. Female interns demonstrated a significantly higher risk of presenting with MSDs than male participants (OR: 2.3, CI: 1.7, 3.1). Alternative therapy was the most reported strategy for dealing with pain (44%, n=190). In total, 58.2% of the interns who presented with MSDs had their daily activities affected (n=251). Conclusion: MSDs are significant health problems among recent dental graduates in Saudi Arabia affecting the daily activities of the majority of those affected. Females were at higher risk of developing MSDs than males. To prevent this issue, dental school authorities should develop and implement strategies to ensure effective integration of ergonomics education in dental school curricula.

Psychological Impact and Coping Strategies of Dental Students during the COVID-19 Pandemic: A Cross-Sectional Survey

Background: The COVID-19 pandemic has affected the delivery of the curriculum of dental schools. The psychological impact and coping strategies of dental students in Trinidad and Tobago are a matter of concern. In this study, dental students were asked to evaluate their mental health and coping strategies regarding COVID-19. Methods: A survey was conducted using an online platform. Demographic data was collected and the psychological impact was assessed. Participants were also questioned on their coping strategies. Descriptive statistics, Chi-square test, Mann-Whitney test and a logistic regression were performed. Results: A total of 108 out of 137 students participated. Their mean age was 22.96 years. High levels of stress (59.26%), anxiety(64.81%) and depression (76.85%) were observed among dental students. Nationality and gender played a significant role in the students’ mental health scores. Female students were more likely to experience stress, anxiety and depression than males (exp[β] = -0.38, -0.21, and -2.31). There were various coping mechanisms deployed by dental students. Conclusion: The elevated levels of stress, anxiety and depression in these dental students emphasize the need for psychological intervention.

Maxillary Alveolar Bone Dimensional Changes of Post -Extraction Sockets in Humans

Dentistry has remarkable advancements in dental restorative materials, techniques and strategies that are remarkable in many ways. Scientifically proven approaches have proved that implants were esthetically and functionally excellent options for tooth replacement. Restoration of dental implant is considered to be a highly evolved procedure for oral health care considering reserved specialists and requires training beyond the regular dental school curriculum. Considering these important facts, a thorough knowledge of maxillary sinus anatomy in the edentulous patient is very much required for placement of successful maxillary sinus implants and the changes occurring in it periodically due course with no replacement. Treatment planning is very crucial considering the events occurring in dimensional changes in the maxillary sinus for successful implant placements and prognosis. The current study focuses on physical and physiological events occurring in the maxillary sinus due to a lack of prosthesis.

Pandemics and Natural Disasters Subjects that Should be Included in the Curriculum of Dental Schools

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