Comparison of linear distance of glenoid fossa to frontomaxillary nasal suture in skeletal Class-II and skeletal Class-I malocclusion.

Objective: To compare linear distance of glenoid fossa to frontomaxillary nasal suture in skeletal Class-I and II malocclusions. Methods: This cross-sectional study was conducted at the Department of Orthodontics, Altamash Institute of Dental Medicine, Karachi Pakistan. The duration of study was one year from January, 2019 to January, 2020. After taking informed consent from patient and hospital ethical committee a total of 60 patients were included in the study using WHO sample size calculator. Two groups comprising 30 patients each i.e., Skeletal Class-I malocclusion and Skeletal Class-II malocclusion with mandibular retrusion both having normal vertical relationship were included in the study. The cephalometric measurements SNA, SNB, SNMP, FHMP, GF-FMN, CO-GO, CO GN on lateral cephalograms were measured and compared between the two groups. Independent t test was applied and p value ≤ 0.05 was considered as significant. Results: In skeletal Class-I malocclusion the mean linear distance of GF-FMN was 70.2 ± 4.02 mm and in skeletal Class-II malocclusion it was 73.4 ± 4.04 mm (p value .004). Glenoid fossa was 3.2 mm distally placed in patients with Class-II malocclusion. Conclusion: Glenoid fossa position is a diagnostic feature of Class-II malocclusion associated with mandibular retrusion. One of the effective cephalometric measurements to check glenoid fossa position is the distance from the glenoid fossa(GF) to the frontomaxillary nasal suture FMN (GF-FMN).

The Analysis of Intermolar Width and Skeletal Base Class as a Predictor of Potential Maxillary Canine Impaction in Permanent Dentition: A Cross-Sectional Study.

Objectives. This study aimed to analyze the inter-molar width and skeletal base class to predict maxillary canine impaction in permanent dentition. Methods. This cross-sectional study was carried out between September 2021 to March 2022. Patients aged between 13 and 20 years were recruited. These patients' cone-beam computer tomography(CBCT), lateral cephalogram, and dental casts were collected and analyzed. For statistical analysis, T-test and Chi-square tests were applied. Results. A total of 92 patients were enrolled in this study. Inter-molar width was significantly decreased in patients with impacted canine(P < .001). The skeletal base classification was statistically significant when compare with intermolar width(P < .05). The location of impaction (P = .060), type of impaction(P = .435), and side of impaction(P = .239) were determined to be statistically insignificant. Conclusion. The Inter-molar width was decreased in patients with impacted canine; therefore, it may be a potential risk factor. The skeletal classification was found to affect inter-molar width in impacted canine patients.

Peer-assisted Learning (PAL) as an Instructional Tool in Undergraduate Dental Education.

OBJECTIVE: To evaluate the difference in peer-assisted learning (PAL) and expert-assisted learning (EAL) sessions for selected topics of orthodontics, conducted by either a peer or faculty member, respectively as measured by their test scores. STUDY DESIGN: Experimental study. Place and Duration of Study: Department of Orthodontics, Altamash Institute of Dental Medicine (AIDM) Karachi, Pakistan, from October 2019 to March 2020.     Methodology: The study was carried out with the final year undergraduate dental students in the subject of orthodontics, selected by using non-probability sampling method. Selected students were given an introductory lecture on PAL approach at the start of the study. Two PAL sessions were conducted in smaller groups with all students utilised as an adjunct to traditional large group lectures; and at the end assessment was conducted comprising of multiple choice questions (MCQ). For the consecutive four weeks, same students went through traditional EAL, followed by similar type of assessment. Their test scores were compared for significance, set at p <0.05. RESULTS: A total of six sessions were conducted, two faculty members (professors of orthodontics) conducted two sessions each, and subsequent two sessions were conducted by employing PAL approach by students (earlier trained by the faculty). The mean differences in the scores of students was compared between faculty teaching and PAL-related teaching. It was observed that the EAL group significantly performed better than PAL group (p<0.05). CONCLUSION: In terms of test scores, academic performance and overall learning in PAL sessions was not higher than EAL group. Nonetheless, PAL can be utilised as an important supplement to synchronous teaching tele-presence by faculty as being practised during current pandemic situation in many medical and dental institutes. Key Words: Peer-assisted learning, Educational strategies, Professional development, Expert-assisted learning, Ethical review committee, Team-based learning.