Suchergebnisse

AbstractIn this report, we present the case of a 68‐year‐old male patient with a complaint of mastication and speech limitations one year after the prescription of a fixed bridge and the construction of "connected" crowns by a "street dentist." A thorough oral examination revealed a multilobulated swelling in the right buccal mucosa that extended to the buccal sulcus. The lesion, which was first noticed as a small, asymptomatic swelling by the patient one year prior, seemed to have undergone enlargement since the prostheses were prescribed. The lesion was completely removed via surgical excision under general anesthesia. Histopathological examination of the excisional mass revealed mature adipocytes and features consistent with conventional or classic lipoma. This case highlights the importance of receiving dental treatment from a qualified professional, whose responsibilities include performing a thorough examination of the oral cavity during treatment planning and delivery, review appointments, and regular dental visits. Such investigation is important to allow for early disease detection and control, especially for patients with complex treatment needs as well as those who may present with asymptomatic and slow‐growing lesions such as lipomas.

AbstractObjectivesThis study aims to analyze the impact and students' perceptions of online peer‐assisted learning (OPL), developed as an alternative and innovative approach to Special Care Dentistry (SCD) training during the COVID‐19 pandemic. Online peer‐assisted learning (OPL) is an alternative pedagogical approach that combines online education and peer‐assisted teaching.MethodsThe OPL session was conducted by two postgraduate students in SCD (as teachers), to final year undergraduate dental students (as learners) (n = 90), supervised by two specialists in SCD‐related areas (as supervisors). Vetted online pre‐ and post‐intervention quizzes were conducted before and after the session, respectively, followed by an online validated feedback survey of the students' learning experiences. Meanwhile, a reflective session was conducted between the postgraduate students and supervisors to explore their perceptions of OPL. Quantitative data was analyzed via paired t‐test (significance level, P < .05). Qualitative data was analyzed via thematic analysis.ResultsOverall, 68 (response rate = 75.6%) and 81 (response rate = 90.0%) undergraduate students completed the quiz and feedback survey, respectively. There was a significant difference in total mean scores, and mean scores of 7 (out of 10) individual items on the quizzes. Most students offered positive reviews of multiple aspects of OPL. They acknowledged the benefit of OPL for its content and preparation process, technology utilized, and experts' roles. Postgraduate students perceived that OPL encourages knowledge‐recall and utilization of technology‐based educational tools, while improving their teaching skills.ConclusionStudents provided positive responses toward the implementation of OPL as an innovative approach to the teaching and learning of SCD during the COVID‐19 pandemic.