Introduction: Ameloblastoma is the most common benign tumour of odontogenic origin in Africa and presents five times more in the mandible than the maxilla. The presentation of ameloblastoma in the mandible is unique due to its anatomical variation and hence the aim of this study was to analyse the radiographic and histopathological features of ameloblastoma involving the mandible. Materials and methods: This was a retrospective, descriptive study of all histopathologically diagnosed ameloblastoma of the mandible over a period of 45 years. Patient demographics, radiographic and histopathological features were recorded and compared to previous studies. Results: A total of 148 lesions were included. The male to female ratio was nearly equal (1.05:1). The majority of patients were below 50 years of age (83.77%) and were black African (58.8%). The posterior region was the most affected site with majority of lesions presenting with multilocular appearance (68.24%) and root resorption (66.38%). Histologically, conventional ameloblastoma was the most common variant (48.65%). Conclusions: Mandibular ameloblastoma had a higher predilection for black African patients with higher prevalence of mixed density lesions when compared to previous studies. The size of lesions in this sample was considerably larger than those reported in previous studies. In addition, lesions in this sample also exhibited marked cortical expansion as well as root resorption.

Aims While oral soft tissue manifestations associated with HIV‐infection in children are well documented, few studies have investigated the dental development of this group. The aim of this study was to assess dental development in a sample of HIV‐positive children in comparison with an age‐matched HIV‐negative control group. Methods and results The sample comprised 44 HIV‐positive children and 44 HIV‐negative children matched for age, gender, and ethnicity. An orthopantomograph (OPG) of each patient was assessed in order to calculate the dental age. The mineralization stages of teeth were used to calculate the dental age using tables formulated by Phillips and van Wyk‐Kotze for this grouping. Results showed that dental development for both groups were similar to the dental age‐related tables. HIV‐positive children between 8 and 10 years of age showed significantly advanced dental development (p = 0.04). HIV‐positive females showed significant advancement in dental age as compared to their chronological ages. Thirty‐six (81.8%) HIV‐positive children were on antiretroviral (ARV) drugs. Conclusion HIV‐positive children presented stages of dental development in accordance with their chronological ages and in tandem with that of the HIV‐negative controls.

A 17 year-old female who presented for treatment of grossly carious lower first molar teeth had multiple features of Focal Dermal Hypoplasia (FDH). These included enamel pitting and hypoplasia, anomalies of shape, size and positioning of teeth, as well as soft tissue papillomas and telangiectasis of tongue.A case report and a synopsis of the syndrome (FDH) are presented, the oral aspects of the condition are reviewed and the management of the complex dental anomalies is discussed.

Objectives The aim of the research was to evaluate the traditional exodontia block course. The objectives were to explore the experiences and views of students, clinical teachers and dental practitioners of the various elements of the course curriculum. Methods The study was a qualitative, participatory action research study using descriptive analysis. The study was conducted at a Dental Faculty in South Africa. A purposive sample of students, clinical teachers and dental practitioners were invited to participate. Focus group discussions were used to collect data which was analysed by an external coder. Results The study population consisted of 15 undergraduate dentistry students, 10 clinical teachers and seven dental practitioners. Four broad themes with sub-themes emerged from the study. The main themes identified strengths and deficiencies of the traditional course and made recommendations for its improvement. The themes identified were i) Integration of knowledge and skills, ii) Block course structure, iii) Challenges associated, and iv) Recommendations for improvement. Overall, the participants were satisfied that the course met its objectives. The results pertaining to clinical skills acquisition identified that teaching the use of elevators and luxators in the course, and standardisation of terminology among all clinical teachers as areas requiring attention. Teaching and learning strategies such as community-based learning, peer learning, case reviews, feedback and visual technology were viewed by the student, as well as clinical teacher samples, as strategies most beneficial to clinical learning. Conclusions The review of the curriculum for exodontia skills acquisition and development, provided several benefits. Firstly, this research served as a quality assurance indicator. It further highlighted many teaching and learning strategies that would improve clinical skills development, reduce stress and anxiety, and support student learning. To a large extent, pertinent information was obtained that served to inform the subsequent redesigning of the course. The findings of the study augment the literature currently available on the best practice for exodontia skills acquisition and development and provide baseline information for the planning and redesign of related courses.

Syphilis has recently shown resurgence in its incidence especially in immune-compromised patients. We present two cases of tertiary syphilis in middle-aged males with large perforations in the hard and soft palates, one of which had Human Immunodeficiency Virus (HIV) co-infection. Diagnosis was initially difficult due to non-specific features mimicking other conditions such as perforation of cocaine abuse aetiology, neoplastic conditions, sarcoi-dosis, fungal infections, bacterial infections other than Treponema pallidum and Wegeners granulomatosis. With special investigations including Anti-Treponema Immunohistochemistry and histology, however, a definitive diagnosis of syphilitic gumma was reached. Intravenous penicillin was the mainstay of management along with treatment of the underlying medical conditions. A removable acrylic obturator was used to close the oro-nasal fistula to improve swallowing and speech. Syphilis should be included as a differential diagnosis in cases of palatal perforation.

Background. The COVID-19 pandemic resulted in emergency remote teaching, with limited student contact time. For programmes with strong clinical and community-based requirements, such as the Bachelor of Oral Health, one had to be innovative to meet module outcomes. Objectives. To (i) evaluate the curriculum and pedagogy of two diverse modules in the second year; and (ii) explore contextual factors affecting teaching and learning. Methods. This evaluation study used a mixed-methods design. The sample comprised lecturers (n=3), clinical teachers (n=2), students (n=29) and documents for analysis. The modified concept-indicator method and the emergency remote teaching environment frameworks guided the data collection process. Tools included questionnaires, a focus group discussion and document analysis. Quantitative data were presented as frequencies and qualitative data were themed. Results. Student participation for the OHP213 module was 76% (n=19) and 68% for the LOS200 module (n=19). All the lecturers (n=3) participated. Overall, the content and teaching and learning specialists were satisfied with the modules, but made suggestions for improvement. Student experiences highlighted diversity in their learning styles and challenges, while lecturers articulated challenges and emphasised affordances during this period. Conclusions. The curricula were generally found to be aligned in terms of outcomes, content and assessment. Emergency remote teaching presented affordances from the perspective of students and lecturers, which could be explored further. If online teaching were to be a feature of university education, the affordances highlighted by students and staff may argue for a revised hybrid approach to delivering an oral health programme. However, such a system would require thorough research, with the necessary support built into the university as an ecosystem.