Eutectic phase transition during tablet manufacture: effect of melting point of eutectic forming drug

The aim was to investigate eutectic transition during tableting and storage. Mixtures of lidocaine and series of NSAIDs with increasing melting point were used as model systems to guide formulators to scaleup eutectic forming materials gaining enhanced dissolution while avoiding deleterious physical changes. Physical mixtures of NSAIDs with lidocaine were prepared at eutectic forming ratio. These were directly compressed, dry co-ground before compression, or compressed after wet granulation. Dissolution of tablets was compared to corresponding dry co-ground mixture. Thermograms of direct compressed tablet were compared to co-ground mixture and pure compound. Stability of direct compressed tablets was assessed. Tableting initiated eutexia which enhanced dissolution of NSAIDs. Eutexia was associated with tablet softening in case of low melting point ketoprofen and aceclofenac. Wet granulation hastened eutexia developing unacceptable tablet in case ketoprofen and aceclofenac. Tablets prepared by direct compression of physical mixtures underwent gradual eutectic transition upon storage with the magnitude of eutectic transition reducing with increased melting point of NSAIDs. Ketoprofen was physically unstable but aceclofenac degraded chemically as well. Tenoxicam and meloxicam tablets were physically and chemically stable. Direct compression after physical mixing is the best tableting technique, but low melting point drugs should consider different strategy before compression.

The use of virtual patient scenarios as a vehicle for teaching professionalism

OBJECTIVES

This study aimed to measure students' perceptions of virtual patient scenarios (VPs) for developing ethical reasoning skills and to explore features in VP design that are necessary to promote professionalism.

METHODS

Sixty-five dental students participated in learning sessions that involved collaborative practice with five VPs (four high fidelity and one low fidelity), followed by reflection sessions. Students' perceptions towards the use of VPs in developing ethical reasoning skills were assessed using a questionnaire that involved 10 closed and three open-ended questions.

RESULTS

High-fidelity VPs were perceived as significantly better for developing ethical reasoning skills than low-fidelity VPs. Analyses of answers to open-ended questions revealed two new features that are specific for VPs intended for teaching professionalism, which are VP dramatic structure and how it should end.

CONCLUSION

VPs intended for teaching professionalism need to have high fidelity, follow a specific dramatic structure and should include multiple plausible endings. The use of VPs as part of a collaborative activity that is followed by a reflection session is perceived as an effective tool for the development of ethical reasoning skills in dental education.

Pattern of online communication in teaching a blended oral surgery course

AIM

To explore the factors that might affect the patterns of interaction amongst dental students that can be found in asynchronous online discussion fora.

SUBJECTS AND METHODS

It is a qualitative study that involved the participation of 71 dental students (42 male and 29 female) who belong to one academic year. Students were participated in asynchronous online discussion fora as a part of a blended oral surgery course that involved both face-to-face lecture and an online learning environment using the Blackboard learning management system. Qualitative analysis of students' pattern of discussion was performed using Transcript Analysis Tool.

RESULTS

The total number of postings was 410. Sixty-seven of 71 students participated in the discussion by writing posts, whereas all of the students had accessed all of the postings. A positive correlation between imposing vertical questions and the number of non-referential and referential statements was observed. Regarding horizontal questions, a positive correlation was observed with the number of referential statements, whilst there was a negative correlation with the number of non-referential statements.

CONCLUSION

Asynchronous online discussion fora that are integrated as a part of a whole pedagogical practice may provide an opportunity for promoting learning, especially when consideration is given to the structure of problems, timely feedback by tutors and supportive strategies within the discussion threads.

Pre-operative assessment of relationship between inferior dental nerve canal and mandibular impacted third molar in Saudi population

OBJECTIVE

To study the correlation between the position of the inferior dental (ID) nerve canal and the angulation of impacted mandibular third molars using dental cone beam computed tomography (CBCT).

MATERIALS AND METHODS

The study considered 100 impactions in 85 patients (60 males, 25 females), for whom an initial panoramic radiographic assessment had revealed that the ID canal and the lower 3rd molar were in close proximity. A CBCT scan of each patient was carried out to assess how the ID nerve canal position influenced the class and position of impaction, angulation of impaction, and bone contact.

RESULTS

Class I position B impactions were found in the majority of cases, where the position of the ID canal was approximate to the lingual plate and inferior to the 3rd molar (85.7%). The results were statistically significant (p = 0.001). 96% of the ID canals showed bone contact. Of these, 77.1% of ID canals exhibited lingual bone contact, inferior to impaction. The results were statistically significant (p = 0.001). Horizontally angulated impactions were most common in the mandible, and significantly associated with lingual and inferior positioning of the ID canal (76.2%).

CONCLUSIONS

Our sample population most commonly exhibited horizontally angulated class I position B impactions of the mandible. The position of the ID canal significantly influenced the type of impaction and bone contact.

Simulation-based local anaesthesia teaching enhances learning outcomes

OBJECTIVE

The aim of this study was to evaluate the efficacy of simulation-based local anaesthesia teaching strategies compared to the traditional classroom lecture format on the acquisition of knowledge by students.

SUBJECTS AND METHODS

Two groups of 10 students each were included in our study. Each of the dental students was enrolled in their third year of the programme. None of the students had ever received instructions in local anaesthesia. Group I received a 45-min instructional module that was delivered in the classroom in the traditional PowerPoint lecture format. Group II received a 45-min instructional module in the simulation laboratory as a short tutorial that was followed by an integrated practical demonstration and a hands-on practice session using local anaesthesia simulation phantoms. An identical 15-question multiple-choice test was used to test student knowledge acquisition at the end of the given session.

RESULTS

There was a statistically significant difference between the two groups, as the participants in group II had higher score results than those of group I.

CONCLUSION

In contrast to the traditional classroom lecture format, simulation-based local anaesthesia teaching is an effective tool to enhance the acquisition of theoretical knowledge by students.