METHODS: This was a cross-sectional study conducted among undergraduate pharmacy students in a public university in Malaysia using a validated and pre-tested self-administered questionnaire. The study was conducted in November and December 2019. The data was analysed using descriptive and inferential statistical tests.
RESULTS: Of the 318 female undergraduate students invited, 219 completed the questionnaire (response rate: 68.9%) with 52% aged between 21 and 23 years. The prevalence of dysmenorrhea was 72.1%, and the prevalence of ever-use and current use of CATs was 70.3 and 54.4%, respectively. Bed rest (71.5%), hot compress/heating pad (47.5%) and massage (43.0%) were the most common CATs used by the respondents. The most common reasons for using CAT were to reduce the need for analgesics (61.4%), efficacy (37.3%) and recommendation by others (32.9%). About 23 and 9% of the respondents believed that CATs were equally "effective" and "more effective" than analgesics, respectively. Reducing the need for analgesics (AOR: 4.066, 95% CI: 2.136-7.739) and those who agreed that CATs are effective (AOR: 2.701, 95% CI: 1.337-5.457) were independently associated with the current use CATs for the treatment of menstrual pain.
CONCLUSION: The prevalence of ever-use and current use of CATs is high among female undergraduate pharmacy students. Bed rest and heat applications are the most common CATs used. Reducing the need for analgesics and efficacy are the factors associated with the current use of CATs. Students should be educated about the safe and effective use of CATs to reduce adverse effects and improve their quality of life.
Materials and Methods: Totally, 60 provisional crowns were fabricated. A mandibular first molar artificial typodont was mounted on a base of dental stone. The mandibular first molar which was mounted was prepared for full cast crown, using the tooth preparation standard principles with shoulder finish line of 1 mm and taper 6°. There were 20 samples in each acrylic resin group: Group I: Polyvinyl-ethyl methacrylate resin, Group II: Autopolymerizing bis-acrylic material, and Group III: Polymethyl methacrylate (PMMA) autopolymerizing resin. Crowns were verified for marginal adaptation using stereomicroscope at a ×40. The color stability was measured using spectrophotometer poststaining period.
Results: Autopolymerizing bis-acrylic material group showed minimum mean vertical marginal discrepancy (128.68 ± 18.036 μm) followed by PMMA autopolymerizing resin group (147.49 ± 20.128 μm) and polyvinyl-ethyl methacrylate resin group (172.89 ± 22.118 μm). Analysis of variance demonstrated a statistically significant difference between different autopolymerizing acrylic resins. The color change values did not show any significant difference between the groups on numerous comparisons between different autopolymerizing acrylic resin groups. A statistically significant difference was seen between Groups I and II, Groups I and III, and Groups II and III (P < 0.05).
Conclusion: This study concluded that the autopolymerizing bis-acrylic material demonstrated significantly improved marginal integrity when compared to PMMA autopolymerizing resin and polyvinyl-ethyl methacrylate resin.
Experimental procedure: Fifty-two male Sprague Dawley rats were randomly divided into four groups: 1) control group, 2) goat milk treated group, 3) d-galactose treated group, and 4) goat milk plus d-galactose treated group. Goat milk (1 g/kg orally) and/or d-galactose (120 mg/kg subcutaneously) were administered continuously for six weeks preceded and followed by novel object recognition and T-maze test.
Results and conclusion: Prior to goat milk and d-galactose administration, there was no significant difference (p > 0.05) in memory between all groups. Goat milk administration alone significantly increased short- and long-term memory (p
Materials and Methods: This cross-sectional study was conducted among the GDPs of Karachi. A questionnaire was designed to collect data from 100 GDPs. The questionnaire included general/demographic information (practitioner's education, experience, and place of practice) and an average number of fixed prosthesis constructed by the GDP. The questionnaire was further categorized to evaluate the knowledge/practice of pontic design selection and latest recommendations.
Results: For the maxillary anterior segment, the ridge lap pontic was the most common (32%) followed by the modified ridge lap (28%). In the maxillary posterior segment, the ridge lap pontic was the most common (37%) followed by sanitary design (34%). For the mandibular anterior segment, the modified ridge lap (50%) was the most common followed by ridge lap pontic (17%). In case of the mandibular posterior segment, the sanitary design (34%) was the most common followed by ridge lap pontic (30%).
Conclusions: The pontic design selection for the fixed prosthesis is a neglected domain. The contemporary guidelines are not followed with full spirit by the GDPs leading to wide variations in the pontic design selection.
Methods: In this quantitative research 87 medical students of 4th year from three public and five private medical colleges and universities participated. A laparoscopy operation was selected in consultation with senior medical consultants for this experiment. The experimental material was arranged in virtual reality, video and text based learning. At completion of each of which, participants completed a questionnaire about learning motivation and learning competency through the different mediums.
Results: Statistical t-test was selected for the analysis of this study. By comparing the mean values of virtual reality, video, and text based learning methodologies in medical academics; result of virtual reality is at top of others. All performed model are statistically significant (P=0.000) and results can be applied at all population.
Conclusion: Through this research, we contribute to medical students learning methodologies. In medical studies, both theoretical and practical expertise has a vital role, while repetition of hands-on practice can improve young doctors' professional competency. Virtual reality was found best for medical students in both learning motivation and learning competency. Medical students and educationist may select virtual reality as new learning methodology for curriculum learning.