Morphometric analysis of maxillary arch dimensions using Cone Beam Computer Tomography (CBCT)

Knowledge of morphology of the maxillary arch is important in many spacialities of dentistry. This retrospective cross-sectional study was performed using 109 randomly selected maxillary CBCT images of patients in the age range of 18-60 from the archives in Faculty of Dental Sciences, University of Peradeniya, Sri Lanka. EzDent software was used for measurements. Measurements related to the width were acquired from coronal sections while the measurements related to antero-posterior dimensions were performed on axial sections. A majority had an oval shaped maxillary arch (64.8%) followed by V shaped one.(29.2%). The mean height of the alveolar ridge at the upper canine position was 8.9 mm and the mean height of the alveolar ridge at the first molar level was 20.1 mm. Mann Whitney U test was used to compare measurements of variables between males and females. Difference in the height of alveolar ridge at the junction of soft and hard palate, width of the alveolar ridge at the canine, first molar and second molar and also the antero-posterior distance of the arch at the inter canine distance and junction between the hard and soft palate were statistically significant. Kruskal Wallis test was used to compare the differences between age groups. Chisquare values didnot indicate significant differences of measurements according to the age group of the participants. In conclusion, there is a significant difference in all maxillary arch parameters between the different genders. No significant differences in arch parameters were observed among the different age groups.

Introduction of an interactive tool (the Dental Trauma Guide) in the undergraduate dental teaching to manage traumatic dental injuries

BACKGROUND/AIMS

Traumatic dental injuries (TDI) are complex problems where lack of proper care may result in serious complications. The need to improve the management of TDI is a frequently addressed concern. Methods of improvement in their diagnosis and management are continuously evolving. The interactive Internet tool, the Dental Trauma Guide (DTG), helps to simplify diagnostic and management dilemmas. However, it is not a freely available tool. The aim of the current study was to assess the knowledge and diagnostic skills of undergraduate dental students with access to the DTG compared with students without such access, in order to validate and promote this tool in dental education.

MATERIALS AND METHODS

Two groups of students were randomly selected where one group of final year dental undergraduate students were exposed to lectures, demonstrations, discussions and tutorials on the management of TDI according to the standard undergraduate curriculum in Sri Lanka. Another test group of 21 students were provided with access to DTG during their training in paediatric dentistry. At the end of the study period, students were assessed on their knowledge of TDI using MCQs (Multiple Choice Questions) and OSCEs (Objective Structured Clinical Examination), based on the DTG.

RESULTS

The students with access to the DTG were more knowledgeable in providing the correct answers to three out of the seven OSCE questions. Evaluation based on the MCQs did not reveal a significant difference (p = .913). However, users of the DTG showed a statistically significant difference with better overall knowledge based on their answers (p = .028). Following this period of evaluation, all of the students were provided with access to the DTG to supplement their learning experience.

CONCLUSION

The Dental Trauma Guide is a useful supplementary tool for undergraduate students to arrive at a correct diagnosis and treatment plan for TDI.