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INTRODUCTION: Informed consent is a legal process intended to protect patients' rights and ensure ethical medical practice. The aim of this cross-sectional study was to assess dentists' practice of obtaining informed consent and adherence to the recommended guidelines, and to investigate the types of consent, barriers, the process, and the quality of the information included in preoperative informed consent for endodontic treatment in Saudi Arabia. METHODS: A validated self-administered online questionnaire was developed and distributed to dentists performing endodontic treatment in Saudi Arabia. Data were collected using a snowball sampling technique for three months (May to July). RESULTS: Of the 452 participants included in the study, 79.4% (n = 359) obtained informed consent, and 63.5% of them followed the recommended guidelines. Dentists with over 10 years of experience used informed consent regularly (p < .005). The main barrier to obtaining informed consent was the lack of a standardized format (28.5%). Furthermore, only 36.3% of the participants obtained written informed consent. Most participants (75.4%, n = 341) reported that they discuss and disclose information about the treatment to patients themselves. Less than 5% of participants include all listed criteria in their consent process. CONCLUSION: Although obtaining informed consent prior to endodontic treatment was a broadly adopted process among the participants, their practice appears to be inadequate. Issues such as the type and quality of informed consent need to be improved through educational and awareness programs and strict implementation by responsible authorities.
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PURPOSE: There are unfavorable opinions connected with rubber dam isolation amongst dental students during adhesive restorative treatments. The aim of this study was to investigate the various barriers to practicing rubber dam isolation during dental procedures and provide necessary insight towards implementation of rubber dam among undergraduate dental students in Jazan. MATERIALS AND METHODS: A pre-validated questionnaire in English entitled Rubber Dam Isolation Survey (E-RDIS) based on the Capability Opportunity Motivation-Behaviour (COM-B) model of behavioral change wheel was responded by 226 university dental students. RESULTS: The satisfaction of training was highest among sixth year students (Mean=3.57, p<0.001). Fourth year dental students scored higher in the capability (Mean=3.18) and were more highly motivated to use rubber dams (Mean=4.21). Third year students were more likely to use rubber dams in anterior teeth (Mean=3.52) whereas fourth year students use rubber dam in posterior teeth (Mean=3.74). Lack of motivation was found to be the significant barrier influencing rubber dam usage (odds ratio (OR)=12.1; 3.74, p<0.05). CONCLUSION: The satisfaction with training differed among the students of different years. The rubber dam technique might be used more frequently if it were made clear to students that mastering it would be necessary for them to receive good grades.
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INTRODUCTION: The recently developed single-shade composite resin (using the concept of structural coloring) is a promising option to eliminate the process and subjectivity of shade selection. However, current evidence of its performance is still insufficient. This study aimed to evaluate the color matching, color stability, and refractive index (RI) of single-shade restorations compared with conventional composite resin. METHODS: This in vitro study was conducted on 48 extracted maxillary premolars. The teeth were sorted into three tooth shade groups (B2, A3, and A3.5). Each group included two subgroups based on the materials used: Omnichroma (OM; Tokuyama Dental, Tokyo, Japan) and Filtek Z350 (FT; 3M ESPE, St. Paul, MN, USA). Buccal and lingual Class V round cavities were prepared and restored according to the randomly assigned subgroups, with the test single-shade material (OM) on one surface and the matching conventional control material (FT) of the proper shade on the other surface of each tooth. Color matching was evaluated by visual assessment and a spectrophotometer. All specimens were distributed into four staining groups and immersed in various staining beverages (black coffee, Arabic coffee, Coca-Cola, and distilled water) for four weeks. Color changes were assessed using a spectrophotometer. Four groups of disc-shaped specimens (single-shade, B2, A3, and A3.5) were fabricated to evaluate the RI using a refractometer. Statistical analyses were performed to compare the materials. RESULTS: The mean value of the color difference (ΔE) of single-shade restorations was significantly higher than that of paired conventional restorations in all shade groups. The highest mean ΔE was in subgroup A3.5-OM (8.84 ± 2.39) and showed significantly less color matching than other OM subgroups (p=0.009). The visual assessment showed comparable and acceptable color matching in all subgroups except A3.5-OM (p=0.006). There was a significant color change after the staining test within and across staining groups, but the color change was comparable between the OM and FT subgroups. The RI of single-shade material was significantly higher than conventional material (p<0.05). CONCLUSION: The color matching of single-shade restorations was affected by tooth shade. Its color stability was influenced by various staining substances but was similar to conventional restorations.
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Objectives: To identify the models and levels of integration of the undergraduate dental curriculum in Umm Al-Qura University in KSA. This comprehensive evaluation and analysis of the current dental curriculum will facilitate better planning for curriculum reform, thus improving the quality of dental education. Methods: All courses were evaluated by three reviewers who independently checked the most recent course specifications forms (2021) to extract data relating to course descriptions and contents. A model of integration was identified for each course (using a modified Harden's integration ladder). Courses and their relative weighting (by credit hours) were mapped to the level of integration by years, departments, course classification, and educational methods. The overall pattern of curriculum integration was then determined. Results: All courses exhibited some level of integration to varying degrees throughout years and across departments. The most frequently used model is the nested model of integration. The overall pattern of curriculum integration is low to moderate. Highly integrated courses are only taught during the second and final years and are managed by the Departments of Basic Oral Sciences and Restorative Dentistry. Clinical courses represent 44.3% of the curriculum although only 26.6% of clinical courses have a high level of integration. Problem-based learning/case-based learning (PBL/CBL) and clinical training strategies are mostly applied in moderately to highly integrated courses, although PBL/CBL is the least used educational method throughout the curriculum. Conclusion: All courses exhibited some level of integration with an overall low to moderate pattern. More collaborative planning and working between departments are recommended to increase the level of integration of courses throughout different academic years. In addition, modern educational strategies such as PBL/CBL and blended learning should be implemented more in our dental curriculum.