Jumpstart Mirror Trainer: A New Device for Teaching Mirror Skills to First-Year Dental Students.

Learning indirect vision with a dental mirror is challenging and can be overwhelming for beginning dental students. The Jumpstart Mirror Trainer is a new device that allows students to become proficient with mirror use before the start of preclinic without requiring in-class practice sessions. The aim of this study, conducted in 2017, was to compare the effectiveness of the Jumpstart Mirror Trainer with the Mirroprep for teaching indirect motor skills. Forty-seven first-year dental students were randomized into three groups to use the Jumpstart Mirror Trainer, Mirroprep, or a control device for 15 minutes a day for ten days. To assess indirect motor skills improvement, students performed a maxillary cavity preparation before and after using their devices. A survey was used to assess students' comfort level with mirror skills and perceived helpfulness of the exercises. Forty students completed the study. The Jumpstart Mirror Trainer activities improved the students' scores significantly more than the Mirroprep activities (p=0.04) and the control device (p=0.006). Students in the Jumpstart Mirror Trainer group rated their device as being significantly more helpful than the control group rated its device in preparing them for the evaluation (p=0.001). There was no statistically significant difference in perceived helpfulness between the Mirroprep group and the control group (p=0.75). These results suggest that the Jumpstart Mirror Trainer may be able to improve students' indirect motor skills without requiring in-class practice sessions and to do so more effectively than other existing methods.

Building oral health research infrastructure: the first national oral health survey of Rwanda.

BACKGROUND: Oral health affects quality of life and is linked to overall health. Enhanced oral health research is needed in low- and middle-income countries to develop strategies that reduce the burden of oral disease, improve oral health and inform oral health workforce and infrastructure development decisions. OBJECTIVE: To implement the first National Oral Health Survey of Rwanda to assess the oral disease burden and inform oral health promotion strategies. METHODS: In this cross-sectional study, sample size and site selection were based on the World Health Organization (WHO) Oral Health Surveys Pathfinder stratified cluster methodologies. Randomly selected 15 sites included 2 in the capital city, 2 other urban centers and 11 rural locations representing all provinces and rural/urban population distribution. A minimum of 125 individuals from each of 5 age groups were included at each site. A Computer Assisted Personal Instrument (CAPI) was developed to administer the study instrument. RESULTS: Nearly two-thirds (64.9%) of the 2097 participants had caries experience and 54.3% had untreated caries. Among adults 20 years of age and older, 32.4% had substantial oral debris and 60.0% had calculus. A majority (70.6%) had never visited an oral health provider. Quality-of-life challenges due to oral diseases/conditions including pain, difficulty chewing, self-consciousness, and difficulty participating in usual activities was reported at 63.9%, 42.2% 36.2%, 35.4% respectively. CONCLUSION: The first National Oral Health Survey of Rwanda was a collaboration of the Ministry of Health of Rwanda, the University of Rwanda Schools of Dentistry and Public Health, the Rwanda Dental Surgeons and Dental (Therapists) Associations, and Tufts University and Harvard University Schools of Dental Medicine. The international effort contributed to building oral health research capacity and resulted in a national oral health database of oral disease burden. This information is essential for developing oral disease prevention and management strategies as well as oral health workforce and infrastructure.

The root coverage esthetic score: Intra-examiner reliability among dental students and dental faculty.

BACKGROUND: The root coverage esthetic score (RES) was published in 2009 as an esthetic scoring system to measure visible final outcomes of root coverage procedures performed on Miller I and II recession defects. The aim of this study was to evaluate the intra-examiner, intra-group, and inter-examiner reliability of the RES when used among periodontal faculty, post-graduate students in periodontology, and pre-doctoral DMD students when using the RES at Tufts University School of Dental Medicine (TUSDM). METHODS: Thirty-three participants (12 second-year DMD students, 11 periodontal residents, and 10 faculty members) were assembled to evaluate 25 baseline and 6-month post-treatment outcomes of mucogingival surgeries using the RES. Each projection was shown for 30 seconds during which the participants were asked to use the RES scoring system to evaluate the surgical outcomes. The results were then recorded on a standardized worksheet grid. To test intra-examiner reliability, seven of the 25 projections were shown twice. Intra-examiner reliability and inter-examiner reliability were assessed using intraclass correlation coefficient using a two-way mixed effect model, and stratified by education level. RESULTS: Post-graduate (PG) residents had the highest tendency to agree with each other with an interclass correlation (ICC) of 0.53 (95% confidence interval [CI] 0.36 to 0.74). DMD students had an ICC: 0.51 (95% CI: 0.33 to 0.75), and PG faculty members produced an ICC: 0.41 (95% CI: 0.24 to 0.64). There was no statistically significant difference in ICC among the three groups of participants (Kruskal-Wallis test, P = 0.2440). When the data for each RES element were then combined, the mean ICC for the total inter-rater agreement for RES was 0.48 (95% CI: 0.32 to 0.71). This corresponds to an overall moderate agreement among all participants using the RES to evaluate the 25 surgical outcomes. The intra-examiner reliability within each of the three groups was quite high. The highest mean ICC was produced by PG faculty (0.908). The mean ICCs for PG residents was 0.867, and the mean ICC for DMD students was 0.855. The Kruskal-Wallis test (P = 0.46) failed to find any statistical difference in intra-examiner reliability among the three groups of participants. CONCLUSIONS: The RES is a "moderately" reliable scoring system for mucogingival treatments in a dental school setting and can be used even by operators with different levels of periodontal experience. This scoring system can be repeated by the same examiner to obtain reliable results.