Undergraduate Research Articles

Sensitizing first-year medical undergraduate students to principles of leadership

Introduction: Literature on implementation leadership program in undergraduate (UG) medical education is lacking in the Asian continent. We aim to describe our experience in sensitizing the 1st year undergraduate medical students (UGMS) toward the principles of leadership in a medical institution. Materials and Methods: Each year, one hundred 1st year UGMS were sensitized towards leadership principles and core domains through interactive sessions, focus group discussions, and short lectures. The students were asked to reflect on the sessions' activities as well as their follow-up usefulness in their day-to-day activities through a structured questionnaire shared through Google forms. Results: A high proportion (75%) of students reported an improved perception or knowledge toward leadership principles and practices. Leadership attributes such as team building, decision making, confidence building, motivation, and managing crisis were reported to be very useful by 77.8%, 74.1%, 69.1%, 64.2%, and 61.7% of students, respectively. On follow-up, students described this sensitization exercise to be useful in their academic (16/52, 30.76%), organizational (10/52, 19.2%), sports (6/52, 11.53%), short-term research (4/52, 7.7%) activities, and editorial responsibilities (3/52, 5.7%). Conclusion: The leadership sensitization workshop helps students adjust to the medical school's environment; and this may be incorporated in the UG curriculum to strengthen students' leadership potential. The following core competencies are addressed in this article: Systems-based practice, Interpersonal and communication skills, Professionalism.

PERCEPTIONS ABOUT COMPETENCY-BASED MEDICAL EDUCATION IN POSTGRADUATE CURRICULUM AMONG POSTGRADUATES OF A GOVERNMENT MEDICAL COLLEGE, KAKINADA, ANDHRA PRADESH

Competency-based Medical Education (CBME) has been introduced in Indian medical education by the Medical Council of India (MCI) in 2019, for both Undergraduate (UG) and Postgraduate (PG) curricula. CBME curriculum is more learner-friendly and patient-oriented and enables students to acquire desired skills and competencies required to meet the health needs of society. This study is done with the objective to know the perceptions of postgraduates on the implementation of the CBME PG curriculum. Materials and Methods: A cross-sectional observational study was conducted in November 2022 among 105 postgraduates of a Government Medical College. Permissions required were taken and data was collected using a semi-structured questionnaire with basic information and a Structured Feedback Questionnaire (SFQ) for CBME PG curriculum containing curriculum, assessment, support, and perception components. Data was entered and analysed in MS Excel, 2016 using descriptive statistics. Results: Preliminary analysis suggests that nearly 45% of the postgraduates have heard about CBME in PG curriculum, and nearly 80% of them had an academic schedule but a majority of them were not competency-based. 100% responded that adequate opportunities were available for self-directed learning and 90.5% responded that faculty helped them in research activities. 79% agreed that internal assessment schedule in advance enabled them to prepare well and, having a good team to work with (86.7%) was of major support. Conclusion: Implementation of CBME in PG curriculum requires attention and focused effort

Engaging Undergraduate Students in Collaborative Field Research with the U.S. National Weather Service: The SCORCHER Study

Abstract While numerous collaborations exist between the atmospheric sciences research community and the U.S. National Weather Service (NWS), collaborative research field studies between undergraduate (UG) students at universities and the NWS are less common. The Summertime Canyon Observations and Research to Characterize Heat Extreme Regimes (SCORCHER) study was an UG student-driven research field campaign conducted in Palo Duro Canyon State Park, Texas, United States, during the summer of 2021. The SCORCHER campaign was mainly aimed at improving our basic scientific understanding of extreme heat, public safety, and forecasting applications, and creating an empowering UG educational field research experience. This “In Box” article highlights the collaborative study design, execution, and lessons learned.

Connecting Teaching and Research in Homoeopathy: Why and How?

AbstractLinking teaching with research in any stream is the need of the hour. Homoeopathy, being an integral part of health care delivery system in India and many other countries, goes no exception to it. Both teaching and research are inter-related, dependent and complementary to each other. Without quality teaching, research is like learning without curiosity, or like cataract surgery without restoring visual equity, or like studying Materia Medica without knowledge of Organon of Medicine. Similarly, sans high standard research, teaching in any medical discipline is like searching without direction, or like operating upon a human subject without knowing anatomy. In spite of the fact that some of the teaching institutions have taken up research projects and the outcomes of such research studies have been published in reputed medical journals, yet the quality of such articles needs further improvement. Many homoeopathy research organisations as well as the researchers, on certain aspects, have failed to update with the recent advancements in the field of education. Absence of mandatory provision for conducting research in teaching curriculum at undergraduate (UG) level and lack of proper training on research methodology and biostatistics at postgraduate (PG) level, has led to the non-involvement of academicians and students in research studies. As a result, a void has been created in scientific publications by the faculty and students of homoeopathic colleges. The latest progresses in the field of research are useful for teaching of the individual subjects of UG and PG courses. The academicians as well as the researchers have to sit and discuss across the table the modalities of meaningful integration of teaching and research for mutual benefit. Hence, different facets of connecting teaching and research need to be deliberated upon to find out mutually acceptable solutions.

Cross sectional study on the competence and confidence of dental students and graduates in the management of medically compromised patients and acute medical emergencies.

A rapidly aging population means many people have multiple health issues leading to an increased risk of acute medical emergencies. The objective of this study was to evaluate how essential experiential learning is in developing dental graduates' ability to manage medically compromised patients. Three hundred and twenty-seven students and graduates were invited to participate in an online survey to rate their confidence in managing medically compromised patients and acute medical emergencies using a 5-point Likert scale. Competence of knowledge was evaluated using 30 multiple choice questions (MCQs) across six domains. The respondents were also asked whether a theory-only training adequately prepared them to manage medically compromised patients, or whether it must be supplemented with clinical training. Two-hundred and sixty-four responses were collected from 75 undergraduates (UG), 96 junior dental officers (JDO) and 93 senior dental officers (SDO). The UG reported that they infrequently managed medically compromised patients, whereas both the JDO and SDO reported having frequent encounters with these patients. The mean confidence scale in the management of medically compromised patients were 2.62, 3.50 and 3.69 (out of 5), respectively. In contrast, their confidence scale in the management of acute medical emergencies was 2.05, 2.33 and 2.50 (out of 5), respectively. The MCQ scores were 25.51, 26.44 and 26.86 out of 30, respectively. The outcomes of the JDO and SDO were significantly better than the UG (t-tests, p<0.05). All three groups responded that a theory-only training in dental school did not adequately prepare them to manage medically compromised patients. Both the JDO and SDO felt that their clinical work experience better prepared them to manage these patients. Experiential learning from "real-life" clinical experience is an essential component in developing graduates' confidence and competence in the management of medically compromised patients. A dental curriculum with theory-only training in this aspect is inadequate.

The Prominent Roles of Undergraduate Mentors in an Online Near-Peer Mentoring Model

This study exemplifies a STEM-based online near-peer mentoring approach, incorporating 56 students (high and middle school mentees) and 16 secondary undergraduates (UG) mentors. The various constructive roles of UG mentors in motivating student mentees have been investigated by examining the mentoring relationship shared among them. The qualitative and quantitative analysis of the student’s daily feedback, mentors’ feedback, and UG mentors-mentees transcripts has illustrated that consistent asynchronous appreciation, encouragement, and support (academic technical) was responsible for the success of the model. The finding also demonstrated a decline in the amount of motivation requirement of the mentees in the successive weeks of the courses, indicating the attainment of self-sufficiency. Furthermore, comparative analysis revealed a greater amount of motivation requirement and enhanced bonding between the middle school mentees and UG mentors, compared with high school mentees and UG mentors. Therefore, unlike many studies depicting the model’s success, our article is an aid in understanding the underlying process, contributing to the success. Thus, this educational approach is an aid in motivating and augmenting students’ engagement during online STEM education, which is crucial for cultivating and retaining STEM interests among the young generation of the nation.

Navigating the Academic Labyrinth: Understanding and Addressing Stress among Undergraduate and Postgraduate Students in Telangana

This essay explores the multifaceted issue of academic stress among undergraduate (UG) and postgraduate (PG) students in Telangana, India. The study delves into the causes and manifestations of stress, emphasizing the intense competition, heavy workloads, high expectations, and transition challenges faced by students. The essay also highlights the physical and mental health consequences of academic stress, including its impact on social interactions and academic performance. In addressing these challenges, the essay proposes solutions such as promoting mental health awareness, balancing workloads, encouraging a healthy work-life balance, and building a supportive academic environment.

Awareness and Knowledge Regarding Safety Measures and Disinfection Protocols during Coronavirus Disease 2019 Pandemic among Dental Students – A Questionnaire Survey

Context: The existing situation of the coronavirus disease 2019 (COVID-19) pandemic has created enormous pressure and anxiety among dental students practicing in dental institutions. Aim: The aim of this sentence was to evaluate the awareness and knowledge of safety measures and disinfection protocol during the COVID-19 pandemic among dental students. Materials and Methods: Institutional ethical committee cleared the questionnaire format for the survey then this Google Forms was forwarded to dental students all over Maharashtra. The questionnaire was divided into four sections: Section A recorded sociodemographic details. Section B recorded knowledge about COVID-19. Section C recorded awareness of measures. Section D recorded awareness of disinfection protocols in the dental setup. Results: A total of 707 dental students from different colleges in Maharashtra participated in the study. A total of 200 postgraduate (PG) students (95.2%) and 458 (92.2%) undergraduate (UG) students correctly marked the incubation period for COVID-19 as 7–14 days. Ninety-nine percent of students are aware of personal protective equipment (PPE) kit to be used while treating patients as well as they are well known for the components of the PPE kit. Most of the PG (93.8%) and UG (82.9%) students understand the need for an oral rinse with mouthwash by the patient before treatment. Awareness and knowledge regarding safety measures and disinfection protocols were adequate among PG students. Conclusion: COVID-19 pandemic brought new challenges and responsibilities to institutions providing dental education. Upliftment of knowledge can lead to a positive attitude in resuming back to the dental practice in the respective institute.

Students' preparedness and perception toward online learning in dental education - A cross-sectional study.

Amid the health risk posed by coronavirus disease 2019 pandemic, all the educational institutions in India have adopted online teaching as a method of imparting education. Thus, the current study was executed to evaluate the perception and preparedness of dental students toward online learning in dental education. The present cross-sectional study was conducted on 286 dental undergraduate (UG) and postgraduate (PG) students employing a pretested questionnaire. The questionnaire focused on technological access, computer and online skills, and motivational skills to use e-learning for educational purpose. The response scale for each domain was classified into low readiness level (mean value = 1-<3), acceptable/moderate readiness level (mean value = 3-<4), and high readiness level (mean value = 4-5). The results showed a high level of computer (4.02 ± 0.73) and online skills (4.05 ± 0.70) and acceptable levels of technology access (3.62 ± 0.73) and motivational level (3.61 ± 0.82). There was a significant difference in computer (P = 0.017) and online skills (P = 0.044) among UG and PG students, with PG students reporting better soft skills. Majority of the students reported participating in online workshops (68.2%) and examinations (76.6%). Around 55.2% of the students reported a positive impact and 8% reported a very positive impact of online methods on their learning. Students showed a high level of readiness toward e-learning methods along with some difficulties faced during e-learning.

A novel way to designing the undergraduate mechanical engineering curriculum using active stakeholder participation

Curriculums that are adaptable to the demands of the communities they serve are the most effective. Whether you intend to modify an existing curriculum or develop one from scratch, you must first undertake an evaluation. This article outlines the creative method utilised to develop the new curriculum in accordance with AICTE requirements. The first stage in formulating a plan is to determine the industries where graduates will find work and the skill sets they will require to be successful in those professions. The strategy emphasizes the need of including important stakeholders in curriculum development at an early stage. According to the findings of a survey given to a diverse group of stakeholders, there are issues with the current curriculum as it is assessed. This paper presents a case study of the development of the mechanical engineering curriculum at Tier-I institution from western Maharashtra for undergraduate (UG) students. Keywords— Curriculum Design; stakeholders’ involvement; active participation; Mechanical Engineering.

Tooth substance loss after incisal endodontic access and novel single-tooth template-guided endodontic access in three-dimensional printed resin incisors with simulated pulp canal calcification: A comparative in vitro study.

Guided endodontics has various applications, one of which is for calcified canal negotiation. Recently, a new single-tooth template has been fabricated to overcome the drawbacks of bulky guides, which are difficult to use with rubber dam isolation. This study aimed to assess the efficacy of the novel single-tooth template for negotiation of pulp canal calcification (PCC) in three-dimensional (3D)-printed resin incisors by comparing substance loss and time taken between incisal endodontic access (IEA) and single-tooth template-guided endodontic access (SGEA). Forty-two resin incisor teeth having patent canal in the apical third were used (N = 21/group). They were subcategorized based on operator's experience into senior endodontist (SE), postgraduate (PG), and undergraduate (UG) (n = 7/operator). Canals were negotiated conventionally for IEA and using the single-tooth template for SGEA. Substance loss was calculated from the volume difference between pre- and postoperative cone-beam computed tomography scans. The time taken was also recorded. Statistical analysis was performed using unpaired t-test and one-way analysis of variance test. Canals were successfully negotiated in 100% and 95% of teeth in the SGEA and IEA groups, respectively. Overall substance loss and time taken were significantly lesser for SGEA for all operators (P < 0.001). In the IEA group, post hoc test showed statistical significance between SE and UG for substance loss (P < 0.05) and SE-UG and PG-UG for time taken (P < 0.05). No significant difference among operators was noted for both parameters in SGEA. SGEA resulted in significantly lesser substance loss and time taken for canal negotiation in 3D-printed resin incisors with simulated PCC. This was independent of the experience levels of the operator.

Hypovitaminosis D Implicated in the Development of Stress, Metabolic Syndrome and Hepatic Steatosis among Health Science Undergraduates attending a Tertiary Care Institute in Tamil Nadu, India

Introduction: Vitamin D deficiency is prevalent worldwide and its association with stress has become an emerging problem. A collection of linked physiological, biochemical, clinical, and metabolic risk factors is known as the Metabolic Syndrome (MS). High stress level is found associated with vitamin D deficiency and features of metabolic syndrome symptoms. Aim: To estimate the prevalence of vitamin D deficiency, perceived stress, metabolic syndrome and hepatic steatosis among health science Undergraduate (UG) students and also to evaluate the association of vitamin D with percieved stress score, calcium, phosphorus, components of metabolic syndrome and indicators of liver steatosis. Materials and Methods: This cross-sectional study was conducted in SRM Medical College, Hospital and Research Centre, Chennai, India, from February 2022 to August 2022. A total of 80 health science UG students in the age group of 19-25 years were included. The parameters included Fasting plasma glucose, Triglycerides (TGL), High Density Lipoprotein Cholesterol (HDLC), Gamma-glutamyl Transferase (GGT), phosphorus, calcium, and a Perceived Stress Scale (PSS) score scale. Data were statistically analysed using Pearson’s correlation test and Receiver Operating Characteristic (ROC) curve was used to assess the relationship of vitamin D with stress, metabolic syndrome and liver steatosis. Results: In the present study, majority 56 (70%) had vitamin D deficiency, 23 (28.75%) had insufficiency and 1 (1.25%) had sufficiency. An estimated 6 (7.5%) of students experienced low stress, 63 (78.75%) experienced moderate stress and 11 (13.75%) experienced high perceived stress. Indicators of metabolic syndrome occurred in 13 (16.25%) of the population. Nearly 6 (7.5%) of the participants displayed manifestation of fatty liver. A negative association was found between vitamin D with stress score, Body Mass Index (BMI), waist circumference, Blood Pressure (BP), phosphorus, fasting plasma glucose, TGL, HDLC, GGT, Fatty Liver Index (FLI) score. Conclusion: In the present study, vitamin D deficiency was most prevalent (70%), followed by metabolic syndrome, high stress and hepatic steatosis. Vitamin D showed a negative correlation with stress score, BMI, waist circumference, BP, phosphorous, fasting plasma glucose, TGL, HDLC, GGT and FLI score.

Knowledge and awareness of celiac disease among the dental students.

Consumption of gluten triggers an autoimmune disease known as celiac disease (CD). This is also referred to as nontropical sprue, celiac sprue, or gluten-sensitive enteropathy. Gluten is a protein present in wheat, barley, rye, and other grains. It is due to gluten that the dough becomes elastic and provides bread its chewy texture. The aim of this study is to assess the awareness and knowledge of CD among dental students. This survey is totally based on CD and its awareness among dental students. A survey was conducted among 100 students who are volunteers underneath. This survey contained questionnaires of CD causes, symptoms, treatment, etc., and the accrued was analyzed using SPSS statistics. The result shows that CD affects mainly the small intestine being chosen by 38.61% of students. The symptoms of CD as chronic diarrhea are chosen by 63.37%. The main cause of the disease is due to gluten chosen by 9.90%. Some of the gluten-free foods are chosen by 22.77% of students. In the Chi-square test, the association between the awareness of CD and students shows that postgraduate (PG) students are more aware than undergraduate (UG) students. However, this is not statistically significant since P > 0.05 (P = 0.088). The correlation graph says that the PGs are more aware than the undergraduates, and UGs have poor knowledge about this disease.

Practice management in undergraduate dental program: The need among dental students.

The objective of this study is to assess the opinion of dental students regarding the necessity for a practice management (PM) course in their curriculum. To determine the necessity of a PM course in dental programs, a series of questions was developed and given to 100 dental students. Dental students were asked a series of questions about the necessity of this course, and responses were gathered. The questionnaire included time management, patient management, teamwork, leadership quality, and other requirements of the course. According to the results, dentistry students desired that the PM curriculum cover subjects such as teamwork, confidence, the value of the PM course, time management, patient management abilities, leadership qualities, and others. Most of the responses obtained from the students agreed that the PM curriculum must be taught with the course for better management. The development of any course should be based on the need and opinion of the students who pursue the course of dentistry. Thus, this study evaluates the need for a PM course in an undergraduate (UG) dental program.

Project Based Learning Approach in Digital Signal Processing Course for Increasing Learners’ Cognitive and Behavioral Engagement to Promote Self-Learning

Abstract—Project-based learning (PjBL) is one of the most predominantly practiced forms of active learning pedagogy in higher education. PjBL framework provides an authenticated platform/forum for 21st-century learners to acquire skills for solving real-life complex engineering problems through collaborative and iterative learning. The work presented in this paper describes a PjBL approach implemented as an instructional pedagogy and for a summative assessment of an undergraduate (UG) course on Digital Signal Processing (DSP). Students from Electronics and Telecommunication Department study this course in Third Year Engineering as a core course. The projects are chosen to make students identify and resolve real-life signal processing problems utilizing their subject knowledge and programming skills. PjBL implementation framework and rubrics-based evaluation devised for their summative assessment are discussed along with a study case. Student feedback analysis on the attainment of course outcomes and skills enhanced after completion of the course project is discussed. Through this analysis, it has been found that the effectiveness of the PjBL pedagogy employed has led to increasing students’ engagement and interest in learning signal processing topics. It has also grown their self-learning ability and created awareness about the practical applications of the Digital Signal Processing course. Keywords—Active learning pedagogy; Digital Signal Processing; Outcome-based Education (OBE); Project-based learning; Self-learning

Enhancing Attainment of Learning Outcomes Through Active Learning

This paper presents an experimental study conducted on employing Active Learning strategies towards enhancing the attainment of learning outcomes of a course "Linear Control Systems" in the undergraduate (UG) Electrical and Electronics Engineering (EEE) programme. The existing UG programme curriculum is retrofitted into outcome-based curriculum. The Programme Outcomes (POs) for this programme are derived from the Graduate Attributes of Washington Accord (WA). In order to meet the POs, Course Learning Outcomes (CLOs) are written predominantly in the Cognitive (Revised Bloom's taxonomy) and Psychomotor (Dave's taxonomy) domains for lecture-based courses and laboratory courses, respectively and very few are written in Affective (Bloom's taxonomy) domain. In this paper, four CLOs (i) Discuss the various classification of control systems (K2), (ii) Define the time and frequency response of the system (K2), (iii) Derive the overall transfer function of the given Block diagram of a system (K3) and (iv) Derive the overall transfer function of a Signal Flow Graph (SFG) of a system (K3) are considered to measure the effectiveness of active learning methods in attaining the outcome. Active learning methods such as Jigsaw, Think-pair-share and Peer instruction, and traditional lecture-based methods were employed. In addition, ClassComm software with student interactive devices was used to measure the students' learning in the classroom and subsequently the attainment of CLOs. This study compares the effectiveness of active learning methods with the traditional lecture-based instruction method in relation to the attainment of CLOs. The overall analysis results reveal that both instructors and students received the active learning methods very well, and they are very effective in enhancing the attainment of learning outcomes. However, instructors are of the view that the duration of the contact period should be at least two hours. Keywords— active learning, Bloom's taxonomy, concept map, control systems, learning outcomes

Utilization of student support services by undergraduate students in Nursing Education Institutions in South Africa

This article aimed to investigate the availability and utilization of support services by undergraduate (UG) students in a nursing education institution in South Africa. The article employed a quantitative non-experimental descriptive design, using a self-administered questionnaire, to collect data from 118 participants selected through a non-probability random sampling method. The IBM SPSS software was utilized for data analysis, frequencies to illustrate the availability and utilization of student support services and Spearman’s correlation test to determine the relationship between variables. The results showed high awareness of 82.1% to 91.3% for the remedial programs, availability of lecturers for appointments, medical services, and compulsory orientation. Positive correlations were observed between service utilization, school type, place of origin, and parent employment status. The results reflected areas where student support can be improved to address this problem, from pre-enrolment to graduation. There is a need to improve awareness and utilization of the available student support programs through policy formulation and quality enhancement programs for impact and improvement.

Impact of Undergraduate Research as a Compulsory Course in the Dentistry Study Program Universitas Indonesia.

Undergraduate (UG) research is regarded as a fundamental component in dental education. The present study was designed to examine the perception of the clinical students and the graduates of dentistry profession programs in the past 10 years on UG research as a compulsory course at the Faculty of Dentistry Universitas Indonesia. A total of 310 respondents, consisting of clinical students (64.8%) and alumni (35.2%), participated in this study. The majority of respondents (81.3%) agreed to UG research as part of compulsory courses in the curriculum of dentistry study programs. The positive impact of UG research on their professional careers was perceived by 78.3% of participants. Only 11.6% of participants responded that UG research experiments were not important in dental education, and 18.7% preferred UG research as an elective course. UG research as a compulsory course in the dental curriculum was well received by the majority of participants. Recommendations included student autonomy to select research topics of interest, longer duration to complete UG research, and more opportunities to present the research results in scientific conferences and to publish in scientific journals. Dental schools and their faculties play essential roles in improving the research environment for undergraduate dental students.

002 Paediatric rheumatology training: a naive subject to medical trainees in Tanzania

Abstract Background Pediatric rheumatic disorders are common and result in significant impairment in the quality of life, morbidity and mortality. Tanzania with a population of over 60 million out which children and youth (0–17 years) comprise of &amp;gt; 50% has only one paediatric rheumatologist. Given the low number of trained experts in this sub specialty, it is expected training of medical students and residents will provide adequate training in paediatric rheumatology. This survey was aimed at determining paediatric rheumatology training among medical students and residents in Tanzania. Methods This was a survey conducted among senior medical undergraduate students who had completed paediatric rotations and final year residents from medical schools in Tanzania. Survey questionnaire was administered through interview to final year medical students and final year paediatric resident’s medical schools, the questions asked included duration of rotation in paediatric for undergraduate students and duration of paediatric residency programs. Results There are 11 universities in Tanzania that offer undergraduate (UG) medical degree, and 5 of them offer residency programs for pediatrics and child health. The duration for undergraduate rotation in pediatrics varied among universities with the longest being 12 weeks and the shortest being 7 weeks. The duration for paediatric residency programs is 3 years in all the universities with an exception of one university which the program for 4 years. There were only two universities that reported to train pediatric rheumatology to undergraduate students in the country, and the topics taught to both of the universities were juvenile idiopathic arthritis. Five universities that provide undergraduate training were excluded due to absence of final year UG students. Final year residents in three out of five universities which offer paediatric residency programs reported to have trained in pediatric rheumatology. One university did not have any class session on pediatric rheumatology, and the other was excluded since there were no final year residents. Common paediatric rheumatology topics covered for residents in the three universities were juvenile idiopathic arthritis and systemic lupus erythematosus. Only one of the three universities had an extra class on dermatomyositis. Conclusion and Recommendations Pediatric rheumatology is not adequately taught to university trainees at both undergraduates and paediatric residency levels. There is a need to put emphasis on exposing all trainees in pediatric to catall common pediatric rheumatology conditions because of the severe shortage of rheumatology trained practitioners in Tanzania.

Measuring the Efficacy of Myofascial Rollers and Post-isometric Relaxation Technique in Relieving Pain Intensity and Postural Deviation Using Plumb Line Assessment for the Treatment of Upper Cross Syndrome in Dental Undergraduate (UG) Students.

In today's world, the upper cross syndrome is growing more common and becoming very prevalent among dental undergraduate practitioners. One of the most important conditions for which dentists seek physiotherapy treatment is neck pain. It is characterized by overactive pectoralis and trapezius muscles. It is frequently linked to poor posture in dental students' daily life, causing them to miss their work. The first objective of our study was to find the efficacy of myofascial rollersand post-isometric relaxation technique along with conventional therapy for pain relief and correction of postural deviation in undergraduate dental students. And, the second objective of the study was to compare the effect of myofascial rollers and post-isometric relaxation techniques in upper cross syndrome. The study was conducted with pre-test and post-test methods. The study consisted of 80 participants who were included based on our inclusion and exclusion criteria. The study sample was randomly assigned into two groups. Each group consisted of a total of 40 participants. Group A was treated using myofascial rollers and hot packs, and Group B was treated using the post-isometric relaxation technique and hot packs.Patients were asked to mark their intensity of painon the Numerical Pain Rating Scale and an assessmentof postural deviations (in mm) was noted through a plumb line in the posture grid. Posture assessment was done in lateral view. The protocol covered four weeks of treatment based on the defined protocol. Finally, the t-square test and Chi-square test were used to compare the difference in the result. Also, the level of significance was kept at <0.05. Statistical analysis was done using descriptive and inferential statistics using student paired, unpaired, and chi-square test. IBM SPSS Statistics for Windows, Version 27.0 (Released 2020; IBM Corp., Armonk, New York, United States) was used. The Numerical Pain Rating Scale showed mean deviations of(4.15±1.29) for Group A and(3.30±1.01) for Group B. Plumb line assessment showed mean deviations of(9.09±4.31) for Group Aand (6.33±2.36) for Group B.Also,Numerical Pain Rating Scaleshowed (t=3.26, p=0.002) and Plumb line deviation showed(t=3.57, p=0.001). Through our study, we conclude that statistically no significant differences were found in pre-intervention and post-intervention, butmyofascial rollers gave better results as compared to the post-isometric relaxation technique in alleviating pain and correcting postural deviation.