After a medical student prompted medical faculty to tell their stories of depression and related mental health issues, the author wrote this article with the aim of decreasing the stigma of mental illness and encouraging treatment, as needed, in the medical profession. The professional culture of the house of medicine not only mimics society in attributing stigma to people with mental health issues but may also contribute to high rates of suicide in the ranks of health care professionals by leading to a delay in seeking treatment. Acculturation accelerates in the first year of medical school such that medical students experience an increase in burnout and depressive symptoms from prematriculation levels. It follows that faculty have a responsibility to improve the learning environment. Survey data from medical faculty at the author’s institution showed that depression decreased respondents’ willingness to seek mental health treatment because of the stigma and issues of access to help. Faculty attitudes toward mental health issues, including reluctance to admit having such issues, may be conveyed to medical students in the hidden curriculum that teaches them to keep depression hidden. Moreover, the fear of mental disorders is manifested in licensing and privileging applications under the guise of patient safety, contributing to a culture of shame and silence. As creators and guardians of this professional culture, medical faculty and other physicians must be the ones who change it. The same faculty who play a part in causing and perpetuating stigma related to mental health issues have the power to derive and enact some of the solutions. In addition to giving voice to a personal experience of mental health issues, this article offers suggestions for normalizing moderate to severe depression as a medical disorder, decreasing the stigma of mental health issues, and encouraging faculty to seek treatment.In this commentary, the authors draw on 2 personal accounts of mental illness published by Kirk J. Brower, MD, and Darrell G. Kirch, MD, in this issue to consider how and why mental health stigma is maintained in medical education. In particular, they explore how perfectionism, power differentials, and structural forces drive mental illness stigma in medical education. They argue that mental health stigma in medical education, while deeply embedded in the physician archetype and medical culture, is not inevitable and that dismantling it will require individual courage, interpersonal acceptance, and institutional action.Data on long term survival and tooth stability after regenerative endodontic treatment are missing. The purpose of the present report is to describe regenerative endodontic treatment of a permanent mandibular canine with extensive coronal hypoplasia, immature root, and a periapical radiolucency. The regenerative endodontic treatment was initiated by irrigation of the root canal, followed by three weeks of triple antibiotic paste dressing and the creation of a blood clot scaffold covered with mineral trioxide aggregate. A one year clinical and radiographic follow-up demonstrated healing of the periapical radiolucency and the tooth remained stable and sound for almost thirteen years post treatment.Anchorage control during the correction of severely crowded dentitions has always been a source of concern during orthodontic therapy. The Nance palatal arch (NPA) has, in the past, been widely used for reinforcing anchorage in such cases. Modifications of the NPA have been reported for use as a fixed functional appliance or for molar distalization. Herein, a simple, effective modification of the conventional NPA is introduced incorporating two power arms, which can be used for unravelling of anterior crowding at the same time effectively augmenting molar anchorage.COVID-19 pandemic has impacted all the aspects of life and has emerged as the biggest challenge to the health-care sector. Dental fraternity has also taken its significant impact since the transmission of disease is primarily through aerosol droplets. Management of infants with orofacial anomalies such as natal and neonatal teeth born to COVID-19-positive mothers is another challenge due to unavailability of dental facilities in the isolation wards. In such unforeseen circumstances, out-of-routine approaches such as extraoral mandibular ultrasonography were performed for the management of a congenital intraoral swelling in an infant and are being described in this case report.

Children <5 years of age need parental assistance with tooth brushing.

The aim is to compare the efficacy of manual and powered toothbrushes for plaque removal when used by parents to brush their children’s teeth.

This randomized, four-period, two-treatment, examiner-blinded, crossover clinical trial comprised children aged 3-5 years. Tooth brushing was performed by the parent using a manual or powered toothbrush. Pre- and post-brushing plaque assessments were performed using the Turesky Modified Quigley-Hein Plaque Index. PF-6463922 cost Differences in plaque scores were calculated using the paired t-test.

A significant difference (P < 0.001) in the reduction of the plaque score was observed between the manual and powered tooth brushing groups.

Powered toothbrushes performed significantly better than manual toothbrushes in terms of plaque removal when used by parents to brush their child’s teeth.

Powered toothbrushes performed significantly better than manual toothbrushes in terms of plaque removal when used by parents to brush their child’s teeth.

Clinical skills simulation (CSS) is an important tool in teaching and learning. The literature review showed a scarcity of research data regarding the use of CSS,in teaching, especially in dentistry. The use of CSS in dental teaching was found restricted to the use of low fidelity typhodonts fitted to phantom heads used in teaching cavity preparation and crown cutting.

The aim of the study was to determine the efficacy of CSS using standardized patient in teaching behavior management and modification skills to dental undergraduate students.

This double-blinded, randomized controlled trial was undertaken among 3

year dental undergraduate students, and the study was undertaken at the Department of Pediatric and Preventive Dentistry.

Fifty, 3

year BDS students were randomly allotted to simulation and nonsimulation groups. Baseline data regarding their knowledge in the behavior management of child patients were assessed. Simulation group was further divided into group of six students and underwent CSS with standardized patient.