Background: Regardless of attaining adequate knowledge regarding oral hygiene, physical activity, and healthy eating habits, dental students still face oral health problems. This study was aimed to assess the association of oral hygiene habits, physical activity, and eating habits with the BMI in the dental students. Method: This multi centric cross-sectional study was conducted from January to May 2021 in Pakistan. Three hundred and eighty-six study participants enrolled as undergraduate dental students, both males and females, were included in the study. A questionnaire used to gather data, was modified from a study conducted by Jouhar et al. Chi-square testing was used in order to assess the relationship between two categorical variables. Linear regression was performed to assess the association with putative confounders. Statistical significance was considered for p value < 0.05. Results: Regarding brushing teeth, 57% of the underweight individuals brushed once daily, 69.8% of the healthy, 79.2% of overweight, and 48% of obese participants brushed twice. Horizontal brushing technique was performed by 50% of the underweight participants, followed by scrub technique. A soft bristled brush was frequently used by underweight (42.9%) and healthy (66%) individuals, while a medium textured bristle brush was used by overweight (62.3%) and obese (54.2%) participants. Majority of the underweight (64.3%), overweight (48.1%), and 45.8% of obese individuals had meals thrice a day, while healthy (62.3%) individuals had meals twice a day. Conclusion: This study further intensified the contributing role of having an excessive dietary intake and sugar consumption in causing obesity and dental caries. Findings from the current study, identify a statistically significant relationship that exists between BMI levels with oral hygiene, eating habits and the physical activity.

Empathy is described as one’s ability to perceive and apprehend another person’s feelings, situation, emotions, and problems as their own. Empathetic behavior increases patients’ satisfaction, reduces discomfort, and helps with patient’s satisfaction. To evaluate the psychometric properties of the Jefferson Empathy Scale and compare the measure of invariance within genders and amongst the public and private sector dental students. This cross-sectional study utilized JSE-HPS version for research purpose. An exploratory factor analysis was performed to detect underlying factors. Reliability of the study tool was evaluated using Cronbach alpha test. Mann Whitney U test was used to compare the differences in scores between genders and among public and private university students while Student’s t analysis compared the scores according to different domains. The level of significance was ≤ 0.05. Females demonstrated higher empathy levels (88.52 ± 14.19) along with private institute students (88.46 ± 13.98). Perspective taking and compassionate care domain was also scored highest by the females (31.73 ± 6.49 & 29.31 ± 6.22) and among second year students (33.30 ± 7.11 & 30.50 ± 7.16). PCA analysis extracted 4 factors namely (i) Health-care-provider’s sense of humor contributed to improved outcome (ii) Health-care provider’s understanding of patients’ feelings and of their families influences treatment outcomes (iii) Understanding body language is as important as verbal communication and (iv) Patients feel better when their feelings are understood, which accounted for the 59.51% of the total variance. The findings revealed that students from private institute and females demonstrated higher empathy score. Moreover, the Jefferson Scale of Empathy (JSE) was found to be a reliable and validated tool for assessment of empathy in our sample population.

Background: The aim of this study is to evaluate the knowledge, perceptions, and attitude of the public in Pakistan (using social media) towards COVID-19. Methods: A cross-sectional study was conducted amongst 1120 individuals nationwide. A self-developed, pre-tested questionnaire was used that comprised of sections covering demographic characteristics, medical history, hygiene awareness, COVID-19-related knowledge, and learning attitude. Descriptive statistics were used for frequencies, percentages, averages and standard deviations. Inferential statistics were done using the Student’s t-test and ANOVA. Results: The average age of participants was 31 years (range 18-60 years). In total 56 individuals (5%) had completed primary or secondary school education; 448 (40%) were employed (working from home) and 60% were jobless due to the COVID-19 crisis. Almost all the study subjects (1030 (92%)) were washing their hands multiple times a day. A total of 83% had awareness regarding quarantine time, 82% used face masks whenever they left their homes, 98% were aware of the origin of the disease, and 70% had knowledge regarding the most common symptoms of COVID-19. Conclusion: It can be concluded from the current study that female participants had higher level of education, and more awareness regarding the coronavirus. The majority of the participants followed proper hand washing regimes and washed their faces. Further knowledge and awareness should be promoted.

Background: Team-based learning (TBL) is a relatively recent approach in contrast to problem-based learning (PBL), which has long been established. Both approaches support learner-centered, peer-assisted education in interactive small-group settings. The objective of this study was to evaluate and compare the effectiveness of TBL and PBL in promoting active learning, critical thinking and improving overall academic performance among undergraduate dental students. Methods: This was a mixed-methods quasi-experimental study which included first-year Bachelor of Dental Surgery (BDS) students from January to September 2022. This study was conducted at a private dental institute in Abbottabad, Pakistan. A purposive sampling technique was used, dividing the 42 included students into two independent cohorts (n=21 for PBL and n=21 for TBL). The data collection tool consisted of 3 sections, the first was a structured, pre-tested questionnaire comparing effectiveness of the two methodologies, the second section consisted of peer-review and team evaluation and the third section contained open-ended questions for students’ feedback. The scores of the PBL and TBL were calculated and compared, along with a questionnaire comparing students’ satisfaction with their teams and their perceptions regarding PBL and TBL. The statistical analysis for quantitative data, such as the means of test scores and facilitators’ assessments, was performed using Student’s independent samples t-test. Thematic analysis was used to quote and characterize qualitative data. Results: With a total of 45 students, 42 students fulfilled the criteria. The results of TBL scores, which included the team readiness assurance test (tRAT) and post-test, revealed significantly higher values than PBL (P<0.001). The results revealed that PBL was effective in group discussion, while TBL was more effective in time management (P=0.005), motivation (P=0.02), and level of challenge (P<0.001). The pre-reading materials in TBL were found to be very effective in class efficiency. Conclusions: Both TBL and PBL are methods that promote active learning and critical thinking skills. TBL proved to be more effective in improving academic achievement, and this could be attributed to its organized nature and focus on prior preparation. However, it lagged behind in developing teamwork, leadership, and application skills. In essence, TBL can be considered more effective in terms of learning outcomes.

Objective: To assess the effects of physical exercise on salivary pH, amylase, mucin, and total protein concentration. Material and Methods: Saliva samples were collected from 34 participants (21 males, 13 females) at four time points: rest (control), moderate-intensity exercise, high-intensity exercise, and recovery (post-30 min rest). Salivary pH was measured using a pH meter, while amylase, mucin, and total protein concentrations were analyzed using ELISA. Results: Salivary pH remained stable throughout. Amylase levels significantly increased (p<0.05) post-moderate (males: 85.66 ± 2.79 units/mL; females: 85.46 ± 2.36 units/mL) and high-intensity exercise (males: 104.42 ± 1.91 units/mL; females: 103.69 ± 2.05 units/mL), declining during recovery. Mucin levels also rose significantly (p<0.05) post-moderate (males: 3.99 ± 0.79 mg/mL; females: 3.95 ± 0.73 mg/mL) and high-intensity exercise (males: 4.57 ± 0.68 mg/mL; females: 4.52 ± 1.07 mg/mL), then decreased in recovery. Total protein concentration followed a similar trend, increasing post-moderate (males: 2.80 ± 0.62 mg/mL; females: 3.95 ± 0.73 mg/mL) and high-intensity exercise (males: 3.94 ± 1.04 mg/mL; females: 3.63 ± 0.59 mg/mL), then declining during recovery. Conclusion: Moderate and high-intensity exercise significantly increased salivary amylase, mucin, and total protein levels, while salivary pH remained unaffected.