Evaluating Study Approach of Dental Students in Palestine using a Study Process Questionnaire: A Cross-Sectional Study.

Background: Learning approach strategies are an important factor to obtain knowledge in any professional course. Surface approach learning and deep approach learning are two main types of learning strategies. Aim: The aim of present study was to evaluate the study approach strategies of dental students in Palestine. Materials and Methods: The present study follows a cross-sectional study design, which includes 250 students from first year to fifth year at Al Quds University. The present study evaluated the study approach using a questionnaire called R-SPQ-2F that was filled by all the students using Google forms. The assessment scores from the curriculum assessment examination were also compared with the scores of the R-SPQ-2F questionnaire. SPSS software was used to analyze data. Results: The results of the ANOVA show that the students in the fifth years had significantly higher mean scores of deep learning approaches than other years (P < 0.001). The students having curriculum assessment scores above 80% showed significantly more deep learning strategies than surface learning strategies (P < 0.05). Conclusion: Deep learning approach can provide better academic outcome. Newer teaching strategies that enhance the deep learning approach should be encouraged in the dental curriculum.

Mandibular Second Premolar Agenesis: A Retrospective Cross-sectional Study from Palestine.

Objectives: This retrospective study aimed to determine the prevalence of congenitally missing mandibular second premolars. Materials and Methods: A total of 1,843 radiographs were collected from five different cities in Palestine. Two experienced dentists independently examined the panoramic radiographs and demographic data (age and gender). Results: Among the 1,843 radiographs, 1,039 were for females (57.37%) and 804 were for males (43.63%); 13 cases had at least one congenitally mandibular second premolar. The prevalence of congenitally missing mandibular second premolars in the study population was 0.7%. There was no significant association between gender and mandibular second premolar agenesis. Unilateral agenesis was more common than bilateral, and the left side had more cases of congenitally missing mandibular second premolars than the right side. Conclusions: The prevalence of congenitally missing mandibular second premolars in this study population was 0.7%, within the range reported in other populations.