ABSTRACT
Objectives: This in-vitro study aimed to evaluate the antibacterial effects of four zinc salts namely zinc chloride, zinc sulfate, zinc citrate and zinc acetate against Streptococcus mutans (S. mutans) and Streptococcus sobrinus (S. sobrinus). Methods: Antibacterial susceptibility assay, minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC) were undertaken to evaluate the inhibitory activities of different zinc salts against the tested bacteria. A scanning electron microscope (SEM) was used to evaluate the morphological changes of bacterial cells following exposure to zinc salts. Kruskal-Wallis and Mann-Whitney tests were used to compare the inhibitory effect of the different zinc salts. Results: All zinc salts tested against S. mutans and S. sobrinus had a statistically and significantly smaller inhibition zone when compared to chlorhexidine, (P < 0.001). However, zinc chloride had the largest inhibition zone (20 mm ± 5.5) against S. sobrinus, which was comparable to chlorhexidine (22 mm ± 4) (P > 0.05). Zinc chloride, zinc sulfate and zinc acetate demonstrated higher MIC and MBC values against S. mutans compared to S. sobrinus. However, zinc citrate revealed the highest MIC and MBC values of 1 mg/mL and > 8 mg/mL for S. sobrinus and > 8 mg/mL for S. mutans, respectively. Conclusion: Different zinc salts have displayed inhibitory growth effects against the common oral bacteria at very low concentrations except for zinc citrate which showed no inhibitory effect against these bacteria in vitro.
ABSTRACT
INTRODUCTION: Interprofessional education (IPE), which is aimed at improving the quality of patient care and overall health outcome, has been advocated to prepare future healthcare professionals for collaborative practice OBJECTIVES: This study aimed to investigate the perceptions of IPE among clinical healthcare students at a Malaysian institution METHODS: A validated questionnaire, developed from previous studies, was distributed online to selected final year students of 10 clinical programs from medical, dental, pharmacy and health sciences faculties (n = 501). Quantitative data was analyzed via chi-square test (significance value p < .05) using social sciences software (SPSS). RESULTS: The overall response rate was 76.4% (n = 383). About 63.2% of respondents reported having experienced IPE. This experience took place in lectures (32.1%) and online courses/webinars (36.2%). The majority of respondents provided positive feedback on various aspects of IPE. There was an insignificant difference among respondents across all programs in terms of their perception of its importance and effectiveness as well as their own preference for multidisciplinary lectures as a mode to conduct IPE. Most students agreed that challenges in conducting IPE include time constraints (83%), communication difficulties (70.8%), and lack of skills (57.4%), with no significant difference across programs. Students opined that IPE was beneficial in providing exposure to other disciplines, encouraging peer interactions, developing new skills, and improving overall learning experience. However, some reported challenges in integrating with other students, while others cited compromised experience due to problems with crowd control CONCLUSION: Students' support for IPE has positive implications for future implementation and highlights areas for improvement and further development.
