Objective.This study was performed to develop a biodegradable periodontal chip containing thymoquinone and to evaluate its effectiveness for managing chronic periodontitis.Methods.Chips were formulated from thymoquinone and chitosan. Twelve patients with periodontal pockets measuring ≥5 mm participated in this study. Overall, 180 periodontal pockets were evaluated. At day zero, all patients were treated with full-mouth scaling and root planning. Periodontal pockets were divided into three groups. Group one served as the control group, while group two received plain chitosan chips. Group three received chips containing thymoquinone. Plaque index, bleeding upon probing, periodontal probing pocket depths, and clinical attachment levels were recorded at days 0 and 60.Results.The statistical significance of differences was tested with a paired samplet-test, a Chi-squared test, and a one-way ANOVA. The results indicated significant improvement in plaque index and bleeding upon probing and a reduction in periodontal pockets from baseline in all four groups(P<0.05). Gains in clinical attachment levels were significantly higher(P<0.005)in the group receiving thymoquinone chips compared to other groups.Conclusion.Periodontal chips containing thymoquinone can be used as adjuncts for the treatment of patients with chronic periodontitis.

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ObjectivesThis study aims to analyze the impact and students’ perceptions of online peer‐assisted learning (OPL), developed as an alternative and innovative approach to Special Care Dentistry (SCD) training during the COVID‐19 pandemic. Online peer‐assisted learning (OPL) is an alternative pedagogical approach that combines online education and peer‐assisted teaching.MethodsThe OPL session was conducted by two postgraduate students in SCD (as teachers), to final year undergraduate dental students (as learners) (n = 90), supervised by two specialists in SCD‐related areas (as supervisors). Vetted online pre‐ and post‐intervention quizzes were conducted before and after the session, respectively, followed by an online validated feedback survey of the students’ learning experiences. Meanwhile, a reflective session was conducted between the postgraduate students and supervisors to explore their perceptions of OPL. Quantitative data was analyzed via paired t‐test (significance level, P < .05). Qualitative data was analyzed via thematic analysis.ResultsOverall, 68 (response rate = 75.6%) and 81 (response rate = 90.0%) undergraduate students completed the quiz and feedback survey, respectively. There was a significant difference in total mean scores, and mean scores of 7 (out of 10) individual items on the quizzes. Most students offered positive reviews of multiple aspects of OPL. They acknowledged the benefit of OPL for its content and preparation process, technology utilized, and experts’ roles. Postgraduate students perceived that OPL encourages knowledge‐recall and utilization of technology‐based educational tools, while improving their teaching skills.ConclusionStudents provided positive responses toward the implementation of OPL as an innovative approach to the teaching and learning of SCD during the COVID‐19 pandemic.