Dental caries (decay) is caused by pathogenic bacterial species, which afflicts nearly a third of the world’s population from early childhood to old age. Treatment of tooth decay often involves the use of filling materials to restore the cavity; however, if untreated, it can cause pain, infection and eventually lead to tooth loss. Since the oral environment is colonised by many different microorganisms, bacterial biofilms can form on these filling materials, contributing to secondary caries that can eventually lead to the failure of the dental restoration. Thus, preventing the formation of bacterial biofilms is an important strategy in the management of caries, which has led to research enabling antimicrobial capabilities in dental materials. Materials and pharmaceutical sciences are in a continuous race against microbial resistance but are trying to balance between beneficial biota associated with the oral cavity, and, of course, avoiding a harmful effect on tissues is challenging. This has, therefore, stemmed a substantial interest in both preventive and restorative measures that would enable limiting the formation of secondary caries, oral microbial biofilms, and the retention of tooth mineral. Thus, innovative strategies are being explored and here we present a review with a focus on strategies that can inhibit or limit the formation of bacterial biofilms.

Background: Tooth preparation is a fundamental technical skill in dentistry, demanding accuracy, careful attention to detail, and a comprehensive knowledge of dental anatomy. Pre-clinical training allows dental students to cultivate and enhance these abilities prior to conducting procedures on real patients. This research seeks to assess the quality of tooth preparation carried out by dental students in their pre-clinical training. Methods: A total of 221 artificial typodont teeth were used for simulated tooth preparations for a full contour ceramic crown by fourth-year pre-clinical dental students in a simulated dental environment (n=111 males and 110 females). Jaw models were mounted on phantom heads during the tooth preparation procedure. The tooth preparations were evaluated using standardized criteria, including 1.5– 2 mm lingual, facial, axial and occlusal reductions, 6– 10 degrees of axial wall taper, marginal integrity and surface smoothness. Descriptive statistics were used to summarize the results as either acceptable or unacceptable. Results: The majority of the students showed unacceptable occlusal reduction (89.6%). For axial reduction, the majority of students showed unacceptable results, recorded in 99.5% and 98.6% on the mesial and distal sides, respectively. Unacceptable facial and lingual reductions were noted in 93.7% and 77.4%, respectively. The taper angle on the mesial and distal sides was acceptable in 53.8% and 57.5%, respectively. About 56.6% of the dental students demonstrated acceptable marginal placement during preparation. Moreover, satisfactory finishing and rounded angles of the preparation were done by 68.3% and 58.4% of the students, respectively. Conclusion: The results revealed that most students achieved unsatisfactory results. This study underscores the importance of continuous assessment and tailored teaching strategies to enhance the quality of tooth preparation during pre-clinical training.

Background/Objectives: Sialolithiasis is a common disorder of the major salivary glands characterized by the formation of salivary stones, known as sialoliths. It is predominantly observed in patients in their fourth to sixth decades of life. Several potential factors have been associated with the development of sialolithiasis, including obesity, smoking, medication use, and several systemic diseases such as dyslipidemia, hypertension, and diabetes mellitus. Despite extensive research into the pathogenesis of sialolithiasis, it remains elusive. Therefore, this study aims to explore the characteristics of sialolithiasis among patients residing in Saudi Arabia and to detect the possible role of systemic disorders in the development of sialolithiasis. Methods: This study included 375 patients with a confirmed diagnosis of sialolithiasis between 1 January 2016 and 31 December 2024, at the National Guard Health Affairs centers in Saudi Arabia. Demographic information, body mass index (BMI), presence of systemic disorders (hypertension, diabetes mellitus, dyslipidemia, asthma, cancer), and the age at diagnosis of each disease were collected for data analysis. Results: A total of 55.5% of the patients were male, with a mean age of 39.8 and a mean BMI of 28. Dyslipidemia represented the most prevalent systemic condition (32.9%), followed by diabetes mellitus (23.5%) and hypertension (20.3%). Moreover, 74.4% and 74.2% of the patients developed hypertension and diabetes mellitus before sialolithiasis, respectively. Furthermore, dyslipidemia was associated with a higher risk profile compared with diabetes mellitus and other systemic disorders. Conclusions: This exploratory study indicates that the incidence pattern of sialolithiasis among both genders likely depends on lifestyle factors and other underlying systemic conditions. Elevated BMI may be a contributing characteristic, and the development of systemic diseases such as diabetes mellitus could be linked to the formation of salivary stones. Furthermore, these findings support a multifactorial pathophysiology of sialolithiasis. The aforementioned factors may play a role in the formation of salivary stones through hyposalivation, whether disease-related or medication-induced hyposalivation, potentially serving as a common mechanism.

Objective: The objective of this study was to evaluate the resin-ceramic adhesion of a long-carbon-chain silane (LCSI)-containing resin cement. Methods: Polished lithium disilicate ceramic discs were etched with hydrofluoric acid and randomly assigned into four groups; (PSAP), cemented using a silane-free resin cement with no prior priming; (PSAP-S), primed using a silane-containing primer before cementation using a silane-free resin cement; (PSAU), cemented using a LCSI-containing resin cement with no prior priming; (PSAU-S), primed as for the group (PSAP-S) and cemented using a LCSI-containing resin cement. The cemented blocks were sectioned into microbeams. The resin-ceramic microtensile bond strength (μTBS) was measured at 1 week and after thermocycling. The failure modes of the tested microbeams were evaluated. Results: The μTBS of the LCSI-containing and silane-free resin cements, either with or without a prior priming step, did not significantly differ. The adhesion of the LCSI-containing resin cement to lithium disilicate ceramic, either with or without a prior priming step, did not significantly deteriorate after artificial aging. Conclusions: The long-carbon-chain silane (LCSI) monomer incorporated in the resin cement eliminated the need for a silane priming step of a hydrofluoric acid-etched lithium disilicate ceramic.

Background: Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is a debate about its effectiveness if not well-written to provide helpful information to the receiver. Objective: This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia. Methods: A total of 47 first-year dental students from a public dental school in Riyadh, Saudi Arabia, completed 3 surveys throughout the academic year. The surveys assessed their feedback on a Dental Anatomy and Operative Dentistry course, including their feedback on the lectures, practical sessions, examinations, and overall experience. The surveys focused on assessing student feedback on the knowledge, understanding, and practical skills achieved during the course, as aligned with the defined course learning outcomes. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2, and survey #3, respectively. The same group of students received all 3 surveys consecutively (repeated measures design). The responses were then rated as neutral, positive, negative, or constructive by 2 raters. The feedback was analyzed using McNemar test to compare the effectiveness of the different coaching approaches. Results: While no significant changes were found between the first 2 surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching compared with both other surveys (P<.001). The results also showed a higher proportion of desired changes in feedback, defined as any change from positive, negative, or neutral to constructive, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2% and 41.5% at survey #3 compared with survey #1. Conclusions: This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience.

Background: Mastering complex psychomotor skills is essential in undergraduate dental education; however, traditional live demonstrations (LDs) face limitations such as high instructor-to-student ratios and restricted viewing angles. Prerecorded video demonstrations (VDs) offer scalable, repeatable instructions and the ability to integrate multimedia cues but may lack real-time interaction and immediate feedback. There is limited evidence comparing these teaching modalities, particularly regarding gender differences, in the acquisition of restorative dentistry skills. Objective: This study aimed to (1) compare first-year dental students’ knowledge acquisition and procedural performance following a LD versus a prerecorded VD of a class II amalgam restoration and (2) evaluate whether gender influences outcomes within each demonstration method. Methods: A total of 51 students enrolled in an Introduction to Operative Dentistry course (2024‐2025) participated in this cohort study. The students were randomized into 2 groups: LD (26/51, 51%) or VD (25/51, 49%). Both groups received identical lectures and demonstrations of a standardized class II cavity preparation and amalgam restoration. Knowledge was assessed via preprocedural and postprocedural multiple-choice questionnaires, and the procedural performance was graded by 2 blinded raters using a 10-point rubric. Student perceptions were measured with an 8-item Likert survey. Mixed ANOVA and independent and paired 2-tailed t tests evaluated between-group and within-group differences, while gender analyses used factorial ANOVA. Interrater reliability (interclass correlation coefficient=0.991) was confirmed. Results: The baseline knowledge scores did not differ between the 2 groups. After the demonstration, knowledge was significantly higher with LD (mean 71.22, SD 17.3) than VD (mean 58.4, SD 21.7; P=.02; Cohen d=0.65). The LD method demonstrated significant within-group improvement (P<.001; Cohen d=0.83). Procedural grading favored LD (mean 8.3, SD 0.9 vs mean 7.9, SD 1.0); however, results were not statistically significant (P=.08; Cohen d=0.50). No significant differences were found in the student perception survey. Gender analysis revealed that male students in the LD group achieved higher postknowledge scores (mean 74.0, SD 12.3 vs mean 55.0, SD 24.3; P=.03), greater score improvements (P=.03), and higher grading scores (mean 8.5, SD 0.6 vs mean 7.6, SD 1.3; P=.03) compared to those in the VD group. No significant differences were observed among female students. Conclusions: LDs yielded superior knowledge acquisition and better performance compared to VDs, particularly for male students. VDs remain a viable alternative when supplemented with interactive elements and instructor feedback. Blended teaching models integrating live and video methods may optimize the demonstration experience for the students, thus enhancing the learning outcomes.