Prevalence and Factors Associated with Dentin Hypersensitivity among Adult Patients Attending a University Dental Clinic in Trinidad, West Indies. A Cross-Sectional Study.

Purpose: To assess the prevalence of dentin hypersensitivity (DH) in an adult population and explore its association with sociodemographic variables, dietary habits and oral health behaviours as there is very little data on this from the Caribbean.
Materials and Methods: A cross-sectional survey was conducted of consecutive dental patients (18 years and over) attending the UWI School of Dentistry polyclinic. Following informed consent, dental examinations were performed and the presence of DH was assessed clinically by sensitivity to an air blast on individual teeth. Patients were also given a questionnaire. Their answers were processed using statistical software (SPSS version 24). Associations between variables were analysed using the chi-squared test.
Results: 300 patients participated, with an age range of 18-81 years and a mean age of 44.7 years (SD 15.7). 68.8% were female and the main ethnic groups were African (45.8%), Indian (29.8%) and mixed (24.4%). Over half of the participants (54.9%) reported a history of sensitive teeth and 52% reported sensitivity to the air syringe on one or more teeth. Based on multivariate logistic regression, a history of sensitive teeth was significantly associated with Indo-Trinidadian ethnicity (OR 2.24, 95% CI: 1.23, 4.45), a history of tooth grinding or jaw clenching (OR 0.38, 95% CI: 0.19, 0.76) and consumption of citrus fruits one to two times daily (OR 0.22, 95% CI: 0.06, 0.85). Those who experienced vomiting irregularly were more likely (OR 2.31, 95% CI: 0.96, 5.54) to have DH.
Conclusion: Prevalence of dentin hypersensitivity was high among this sample of dental patients and was associated with ethnicity, tooth grinding and dietary practices.

Academic development: a survey of academic difficulties experienced by medical students and support services provided.

BACKGROUND: The Academic Development Special Interest Group (ADSIG) of CGEA was formed to act as a resource for those assisting at-risk students. It is not uncommon for medical students to have varying degrees of learning and coping skills. Thus, it is important to assist students in determining their source of difficulty and provide them with resources to be successful. DESCRIPTION: ADSIG surveyed 36 Midwestern medical schools to identify the support services offered, problems experienced by students, and the professional needs of those assisting students having difficulties. The response rate was 83%. EVALUATION: Approximately 79% of the schools provide a variety of support services. Students generally sought assistance for problems related to testing, management of time and instructional materials, course remediation, and needing tutors during their first two years. Help for general stress and anxiety remained constant across all four years. CONCLUSION: Medical schools need to take a proactive approach in helping students develop the necessary skills that can prevent academic difficulties.

A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses.

BACKGROUND: Stress can impact student performance. Yet few medical schools provide students with a consistent opportunity to develop and regularly practice stress reduction techniques to aid them academically. DESCRIPTION: A curriculum component designed to assist 64 postbaccalaureate minority students in developing and practicing a stress-management technique was implemented on a regular basis from June 2004 to April 2006. Students participated in Deep Breathing Meditation exercises in two classes and completed pre-, post-, and follow-up surveys each academic year. EVALUATION: Students reported having perceptions of decreased test anxiety, nervousness, self-doubt, and concentration loss, using the technique outside of the two classes, and believing it helped them academically and would help them as a physician. CONCLUSIONS: The Deep Breathing Meditation technique was successfully implemented each academic year, and it provided students with a promising solution for meeting challenging academic and professional situations.