PurposeThe purpose of this study was to assess students’ perception, attitudes, and readiness toward online dental education in Saudi Arabia.Materials and methodsThis is a longitudinal study using a 5-point Likert scale questionnaire distributed to a cohort group of undergraduate dental students at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, during their fourth year (T1) and internship year (T2). It assessed technological access, computer skills, online skills, and motivation level in using e-learning for personal and learning purposes; and overall readiness for e-learning adoption in dental education. The response scale for each domain was categorized as follows: low readiness level (mean value=1–<3), acceptable/moderate readiness level (mean value=3–<4), and high readiness level (mean value=4–5). Descriptive and group comparisons were conducted using the chi-squared test, Fisher’s exact test, and paired and independent samples t-test. The significance level was set at P<0.05.ResultsThe respondents were as follows: T1 group (n=72; 36 males [M], 36 females [F]) and T2 group (n=50; 20 M, 30 F). The results indicated high levels of computer skills, technology access, and perceived importance of online technology with no significant difference between the groups (P>0.05). They also showed acceptable levels of e-learning experience and social influence on e-learning adoption with no significant difference between the groups (P>0.05). A significant difference was reported in using e-learning for personal compared to learning purposes (P<0.05). The T2 group reported significantly lower levels of online English literacy (P<0.01), perceived impact of e-learning on dental education, and readiness for e-learning (P<0.001). Multiple technical and content development supports were reported.ConclusionThis study showed acceptable levels of individual characteristics and system competency levels as well as the perceived importance of using technology in dental education among the participants. However, the perceived impact of and readiness for e-learning were found to be less acceptable as students matured. The need for much support in some skills was also reported.

IntroductionThe objective was to assess the effects of different orthodontic treatment needs on the oral health-related quality of life (OHRQoL) of Saudi children seeking orthodontic treatment as perceived by the children and their parents.MethodsA cross-sectional evaluation of orthodontic patients and their attending parents was conducted to assess the relationship between orthodontic treatment needs and the OHRQoL. The study sample comprised 120 young orthodontic patients (36 boys, 84 girls; age range, 12–15 years). Each participant was assessed for orthodontic treatment needs and OHRQoL using the Dental Health Component of the Index of Orthodontic Treatment Needs and the Michigan Oral Health-related Quality of Life Scales–Version C (child) and Version PG (parent/guardian), respectively.ResultsOrthodontic treatment needs significantly affected mouth aching, chewing and biting, going to school, and playing. Higher income and borderline index of orthodontic treatment needs are significantly related to oral health impact on quality of life perceived by the child, while younger age and high school education are related to oral health impact on quality of life as perceived by the parent/guardians.ConclusionThese findings emphasize the impact of malocclusion on OHRQoL in children.

Background:  Online discussion boards may enhance critical analysis and reflection, and promote the acquisition of knowledge. Aims:  To assess the effectiveness of online discussion board as a pedagogical tool in augmenting face‐to‐face teaching in dental education. Method:  Data were collected from a discussion archive offered through the E‐course website of the School of Dentistry, University of Birmingham, UK in 2008. A multi‐component metric included; participation, social learning, cognitive processing, role of instructors, and quality of discussion. Messages were coded for 14 variables to evaluate these dimensions. Data were analyzed using content analysis methodology and a complete message was uses as the unit of analysis. Results:  There were no significant difference in participation between students and instructors (P < 0.05). Social interaction with peers appeared only through students posting messages with open questions (27/135 messages). The discussion board was mainly used by students to understand concepts (27/102 messages) and apply procedural knowledge (17/102 messages). Instructors were mainly replying to students’ messages with (49/120 messages) or without (54/120 messages) proposing another action. Conclusions:  Online discussion boards were found to be successful pedagogical tools in dental education. Further development of instructor‐led discussion approach is needed to promote higher level learning and collaborative thinking.

Introduction: Pursuing an esthetically-pleasing orthodontic outcome, orthodontic patients must consider and choose from the different available options of orthodontic appliance. Practitioners need to be better informed of their customers’ preferences to make better practice management decisions and satisfy their patients’ needs.PurposeTo explore adult laypeople’s perceptions of the attractiveness, acceptability, preference and economic value of different orthodontic appliances when they consider these appliances for themselves and for their children.Patients and methodsThis cross-sectional survey included 199 adults (110 females). The average age of participants was 27.7 years. Participants answered a questionnaire evaluating and comparing multiple smiling images of an adult wearing different orthodontic appliances. Participants rated each appliance for: (1) attractiveness on a Likert scale; (2) acceptability of having the appliance placed for themselves and their children (with a yes/no response); (3) preference (by ranking all appliances in order); and (4) economic value (by providing the additional amount they are willing to pay for each appliance for themselves and their children).ResultsWe found a statistically significant difference in the attractiveness scores between the different orthodontic appliances (p< 0.0001). The most attractive appliances were clear aligners and lingual brackets. The least attractive appliances were colored o-tied-brackets followed by shaped-brackets. Clear aligners were the most acceptable appliances among our participants to have placed on themselves (86.9%) and their children (84.9%). Shaped brackets were the least acceptable appliances among our participants to have placed on themselves (24.1%) and their children (36.2%). The most preferred appliances were lingual brackets (39.2%), followed by clear aligners (34.17%). The least preferred appliances were colored o-tied-brackets (4%). Participants varied with regards to how much more they were willing to pay for each of the different orthodontic appliances. The majority were willing to pay more for clear aligners and lingual brackets to have them placed on themselves but not to have them placed on their children.ConclusionAdults preferred more innovative esthetic appliances over traditional ones and were willing to pay more to have them placed on themselves but not on their children.

Delivery of web-based material in the undergraduate orthodontic curriculum was seen by students as a significant learning resource which supplements traditional learning methods.