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Background: Lichen planus is a chronic inflammatory disease of the skin and mucous membrane with higher predilection seen in the female population. Oral lichen planus (OLP) has been associated with various etiological factors, such as stress, hormonal imbalance, and immunological variation. The purpose of this study was to assess serum and salivary estrogen (E2) levels in OLP patients and correlate them with stress levels. Objectives: This study aimed to evaluate serum and salivary estrogen levels in female patients with OLP, along with the assessment of stress and its correlation with estrogen levels. Methods: A total of 78 females, 39 clinically diagnosed with OLP and 39 healthy females, were included in the study as the case and control groups, respectively. 2 ml each of salivary and serum samples was obtained from each participant to measure the estrogen levels. Stress levels in the study group patients were assessed using the Depression Anxiety Stress Scale (DASS‑21) and the Perceived Stress Scale (PSS). The nonparametric Mann–Whitney test was used for intergroup comparisons. Results: Significantly higher serum estrogen levels with higher DASS‑21 and PSS scores were noted in patients with OLP. Overall, significant positive correlations were observed between salivary E2 and serum E2 (r = 0.361, P = 0.001). There was a positive correlation between salivary and serum E2 and DASS score (r = 0.410, P < 0.001, and r = 0.768, P < 0.001, respectively), serum/salivary E2 and PSS score (r = 0.745, P < 0.001, and r = 0.410, P < 0.001, respectively), and DASS score and PSS score (r = 0.878, P < 0.001). Conclusion: Estrogen can be used as a useful biomarker for OLP in the future. Salivary samples can prove to be an accurate and feasible alternative to serum estrogen level determination. We also suggest that OLP patients must be given supportive psychological treatment for improved life quality and disease management. [ABSTRACT FROM AUTHOR]

Introduction: The conventional small group teaching method primarily focuses on the knowledge aspect of Bachelor of Medicine and Bachelor of Surgery (MBBS) students. However, under the Curriculum Based Medical Education (CBME) framework, the National Medical Council (NMC) has introduced a new method of small group teaching called skill-based teaching for Phase II MBBS students. This method includes skill training and communication training in the proper use of Drug Delivery Systems (DDS), in addition to the knowledge aspect. Aim: To compare the conventional method of small group teaching with skill-based teaching in terms of learning the proper use of DDS in Phase II MBBS students. Materials and Methods: The present randomised, crossover experimental study was conducted in the Department of Pharmacology at North Delhi Muncipal Corporation Medical college, Hindu Roa Hospital, New Delhi, India, over a period of six months July 2022 to December 2022 to assess knowledge (cognitive domain), skill (psychomotor domain), and communication (affective domain). The students were initially given a questionnaire (pretest) followed by a didactic lecture on DDS. They were then randomly divided into two groups. Group A received skill-based teaching for insulin pen, while Group B received conventional teaching. The groups were then crossed over for Metered Dose Inhaler (MDI) training. After the teaching sessions, the students were given the same questionnaire (post-test). All students were assessed for their skill in using the device and their communication skills. The scores of the two groups were compared using an unpaired t-test. Results: A total of 51 students (31 males and 20 females; age range 18-20 years) participated in the study. There was a significant improvement in the questionnaire scores between the pretest and post-test (p<0.0001). In the skill-based teaching group, there was a significant improvement in the students' performance in using MDI (p<0.05) and in communication of insulin pen (p=0.0001). Similar results were observed in the skill of using insulin pen and the communication aspect of MDI in both groups. Conclusion: Skill-based teaching resulted in similar or better performance in terms of skill and communication in the use of DDS compared to conventional teaching methods. [ABSTRACT FROM AUTHOR]