This review of literature describes the cellular and molecular biology of orthodontic tooth movement, including various theories and effect of chemical mediators on tooth movement. The better understanding of the tooth movement mechanism will inspire the clinicians to design and implement effective appliances that will result in maximum benefits and minimum tissue damage to the patients. This paper also emphasizes the applied aspect of different medication and hormones, during orthodontic treatment, on the signaling molecules which produce bone remodeling.

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

AimsThis study was conducted to determine the learning styles of dental students at King Saud University.Methods and materialThe Arabic version of the VARK questionnaire was administered to undergraduate dental male students in first, second, third, fourth and fifth years to determine their learning style preferences. Descriptive statistics were used to identify the learning styles of students.ResultsThere were more students who preferred a multimodal learning style (58.4%) than those who preferred a unimodal learning style (41.6%). The quadmodal learning style was the preferred style among multimodal learners in total sample and in each year separately. Of the unimodal learners, 35.1%, 35.1%, 18.1%, and 11.7% of the students were Kinesthetic (K), Aural (A), Visual (V), and Reading/Writing (R) learners, respectively.Conclusions58.4% and 41.6% of the students were found to have multimodal learning preferences and unimodal learning styles, respectively. The distribution of students’ learning styles reflects strong kinesthetic and aural preferences. The learning preference does not differ between undergraduate male students from first to final years at College of Dentistry, King Saud University

OBJECTIVE: To examine the patient9s perception of pain and discomfort following the placement of elastomeric separators in Saudi adolescents. METHODS: The study was conducted on 38 adolescent patients who received fixed orthodontic treatment. The data was collected through the use of a self-administrated questionnaire that was distributed to the patients by one investigator in a non-clinical setting. The evaluation of pain started from the fourth hour after placement of elastomeric separators, and continued until the fifth day. RESULTS: The data showed that after 4 hours from separator placement, 94.7% of patients reported pain. There was a daily decrease in these percentages starting from the third day. The type of pain during the first 2 days was continuous, then continued to be intermittent pain. Most of the patients reported pain during eating and chewing, changed their food habit, and used analgesics. No statistical differences were observed between male and female patients in pain perception, type of pain, analgesic consumption, and influences on chewing and food consistency. CONCLUSION: The pain associated with orthodontic separation starts and peaks within 4-48 hours from separator placement, then starts to decline to reach the lowest level on fifth day.