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Background: It is high time we acknowledged that the IT industry will determine our destiny given its rapid development. The demand to use smartphones and other forms of technology into healthcare is growing in tandem with the population. A great deal has been accomplished because of developments in computer science. This also needs to be a part of our educational practices. It would be incredibly beneficial to use cellphones to improve the learning possibilities for our medical students, since nearly all students and faculty members use them in some form. We need to gauge the faculty's openness to new technologies and their thoughts on smartphones as a teaching tool before we can move forward with formal adoption. Methodology: The faculty members of all the dental colleges in KPK were given a verified questionnaire. The survey was divided into two parts. The first one included data on population composition. The second survey enquired about the faculty's present smartphone use to support their teaching. Results: Our research found that teachers are already making use of smartphones in the classroom (Mean 2.65). Regardless, neither the college nor the university have formally launched using smartphones as a learning device. Conclusions: Our investigation found moderate smartphone adoption among dental faculty in KPK (mean = 2.65/5.0), with significant variations across institutions and departments. While faculty members recognize potential benefits, current usage patterns suggest the need for structured implementation approaches and further infrastructure development. [ABSTRACT FROM AUTHOR]

Objective: To explore teacher's perspectives regarding co-teaching classes. Methods: Online interviews of participants were conducted through Zoom meetings at a suitable time the researcher and the participant decided beforehand. Teachers' perspective regarding co-teaching classes were studied. The study design was qualitative, and phenomenological. A purposive sampling technique was opted in which participants involved in co-teaching in the field of medicine for not less than one year were chosen. Data was collected through a semi structured interview, with nine open ended question, after validation from experts. Results: Thematic analysis of the data was done in three phases. Fifty-three codes were identified from the transcriptions of the interviews in the initial coding. Twelve codes were derived in axial coding and finally, five themes were formed. Overall teachers showed a very positive response towards co-teaching. They discussed a lot of benefits of co-teaching. The opportunities and challenges in the co-teaching classes were also discussed. and most importantly the interaction of the co-teachers in the planning phase of the session, during the class and in the assessment were explored. Conclusion: Teachers described their experience of co-teaching as productive, pleasant, and enriching. The professional growth of teachers is fostered through co-teaching. Collaborative harmony develops among co-teachers. Teacher's satisfaction also increases by comprehensive knowledge transfer. Although some challenges were faced by teachers in co-teaching classes. The most common challenge of co-teaching was time management. Dominating nature or irresponsible teachers was also a challenge to deal with. [ABSTRACT FROM AUTHOR]

Objective: This study is designed to identify the attributes of Evidence-Based Practice demonstrated by postgraduate residents in tertiary care hospitals in KPK, Pakistan. Material and Methods: A cross-sectional study was conducted at tertiary care government hospitals in the Khyber Pakhtunkhwa (KPK) province from March to August 2023. To achieve a 95% confidence level with a margin of error of 5%, the study aimed to collect data from a sample of 301 participants. This sample size was determined based on the assumption that the expected proportion of the population with the characteristic of interest is 31%. The instrument to assess healthcare professionals ‘perceptions, behavior, self-efficacy, and attitudes toward evidence-based health Practice (I-SABE) was used to collect data, and SPSS version 23 was used for data analysis. Results: Nearly half, or 48.4% (152 respondents), of the overall sampled population identified as male. This is a little higher than the percentage of women, which was 38.9% (122), with the majority in their second residence year 29.6% (93 respondents). With an average age of 34, the three main specialties represented were medicine, surgery, and gynecology. Self-efficacy, attitude, behavior, and patient care outcome scores of 24.22, 14.35, 30.07, and 24.49 on average were reported by residents, showing a modest level of confidence in their EBP skills. Confidence intervals and clinical trial measures were unclear to 42% (132) of respondents. Insufficient data (8.9% or 28 respondents) and problems with resource availability and time restrictions (14.3% or 45) were obstacles to the deployment of EBPs. Despite widespread support for medical research methods, consistent implementation was absent. Residents’ confidence grew as training continued, with little significant gender difference in self-efficacy scores. Increased confidence correlated with improved behavior. Conclusion: Although medical research techniques are generally appreciated, their consistent implementation remains a challenge. The adoption of evidence-based practices (EBP) faces various obstacles, including limited resources and knowledge gaps. As residents progress through their program, their confidence and use of EBP concepts increase. [ABSTRACT FROM AUTHOR]

Background: The development of a medical curriculum is a multi-layered and complicated process, demanding teamwork among diverse stakeholders, including undergraduate medical students and faculty members. This study investigates the underexplored realm of stakeholder perceptions, specifically those of undergraduate medical students and faculty, regarding their engagement in the intricate process of medical curriculum development. Methods: The research, conducted at Azad Jammu & Kashmir Medical College Muzaffarabad, employs a qualitative exploratory approach, with participants selected from the 4th and 5th years based on academic performance. Through two Focus Group Discussions (FGDs) and successive thematic analysis, the study discovers valuable understandings of the level of commitment, influencing factors, and recommendations for development articulated by the stakeholders. Results: The findings underscore the vital status of subject incorporation for improved understanding and constant student engagement. Cognitive and emotional engagement emerge as serious elements for optimal curricular outcomes, impacting academic presentation and attendance. Integrated programs, aimed at linking basic and clinical sciences, are shown to enhance critical thinking and problem-solving skills, the development of a solid understanding of medical concepts. Particularly, involving students in the curriculum development process is identified as an empowering strategy, leading to heightened motivation and improved academic performance. Conclusion: The insights gained from this study have implications for humanizing curriculum development processes, ultimately benefiting both students and the healthcare system. [ABSTRACT FROM AUTHOR]

Objective: To determine residents' perceptions of supervisors as clinical teachers. Study Design: Crosssectional study. Setting: Three Public Sector Teaching Hospitals in Peshawar. Period: August 2019 to May 2020. Material & Methods: For assessing the perceptions of residents in the three public sector teaching hospitals located in Peshawar, a structured questionnaire was used. (N=163) residents were taken as a sample. The response rate was 100% from the three teaching hospitals. For analyzing data SPSS version 22 was used and P < 0.05 was considered as significant. Results: Out of the whole sample (N=163), 63.8 % residents were from medical and allied health specialties, and 36.2 % were from surgical and allied health specialties with Mean ± SD = 1.36 ± 0.836. The findings of this study revealed that the vast majority of trainees were found strongly agreed with the questionnaire responses about their supervisor's role as a clinical teacher. Regarding the supervisor's role as a clinical teacher, negative perceptions in minority of trainees were found with few problems. Conclusion: In their perceptions of a good clinical teacher, most residents emphasize the teacher's characteristics. It is important to note that the trainees want to establish a positive relationship with their clinical teacher. Clinically, our residents received high marks from their supervisors. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to determine medical students' perceptions of their clinical teachers as role models during the clinical years of a medical program. Materials and Methods: In this cross-sectional study, a pre-validated questionnaire, Role Modeling Apperception Tool was used and completed by Final year medical students selected from affiliated medical institutions of Khyber Medical University, Peshawar i.e. four graduating cohorts, comprising about 600 students. Participants were selected following universal sampling and data was analyzed for descriptive and inferential statistics. Results: The response rate to Role Modeling Apperception Tool was 75.1% n=451. The total number of students participating in this study from Private sector medical colleges was 157 34.8% and Public Government was 294 65.2%. The mean age of the students was 23.71 years SD=0.77, Range=22-26. Male respondents comprised 42.4% n=191 and females were n=260 57.6% of the study sample. Altogether, 92.9% of students experienced positive role models while 72% had negative role models among academic staff in their medical colleges. Mostly, medical students perceived male clinical teachers as their role models in comparison to their female counterparts. Moreover, clinical teachers were more considered positive role models than basic sciences teachers. Private-sector medical college students rated their clinical teachers higher among all domains Clinical, Personal, and Teaching in comparison to Public sector medical college students. A strong positive correlation was noted among domains tested on Role Modeling Apperception Tool. Conclusion: Clinical instructors are inveterately considered by students as their role models in medical colleges and significance are conferred on their position. Altogether, doctors with teaching roles must be cognizant of their responsibilities and their influence on the professional growth and performance of students. Eventually, components related to Personal, Clinical, and Teaching attributes were suggested as major traits perceived in role models. [ABSTRACT FROM AUTHOR]

Objective: To explore the perceptions of students and faculty about gender bias during assessments in undergraduate medical education. Material and Methods: The study was conducted at a Public and Private Medical College in Peshawar, Khyber Pakhtunkhwa Pakistan, from June 2020 to October 2020. It was a qualitative study with a phenomenological approach in which, 4 focal group interviews with undergraduate medical students and 10 individual interviews with faculty members were undertaken by using a validated semi-structured interview guide. The interviews were recorded and transcribed verbatim. The thematic analysis of the data was done where codes were developed and arranged in different categories giving rise to discrete themes. Data triangulation from students and faculty results was done for convergence and correspondence to increase the credibility and authenticity of the study. Results: Out of 24 students and 10 faculty members, half of the participants were females who shared their perceptions about gender bias in medical education. The analysis revealed 30 codes that were labeled and collated into 9 categories. The themes deducted from these categories were Lack of awareness, discriminatory attitude, the societal projection of the phenomenon, and the gendered climate in medical education. Conclusion: Most of the students are not aware of the concept of gender bias. The study emphasizes that bias is a natural phenomenon but society and culture multiply the effect of this phenomenon. Most of the participants do believe that the assessment environment is made more comfortable and positive for female students. The study also revealed that gendered cultures of learning and assessment still exist in Gynaecology/Obstetrics and General Surgery departments. [ABSTRACT FROM AUTHOR]

Objective: To develop entrustable professional activities for a one-year house job in dentistry. Study Design: Qualitative study (Interpretive Paradigm). Place and Duration of Study: Khyber College of Dentistry and Sardar Begum Dental College, Peshawar Pakistan, from Sep 2017 to May 2018. Methodology: A five-step approach was used to develop four EPAs for a one-year house job. Using maximum variation sampling, faculty members from eleven disciplines of dentistry working in public and private dental colleges of Khyber Pakhtunkhwa and charge of training dental interns participated in the study. Three focus group interviews and three in-depth interviews were conducted. Data was transcribed and thematic analysis was done. Results: The EPAs were developed for a one-year house job using the five-step approach. This process resulted in developing the content of four EPAs in detail, analysing the results into competencies aligned with Pakistan medical and dental council, assessment methods such as multisource feedback, direct observation, mini CEX assessment with peer coaching and role modelling teaching strategies for each activity. Participants agreed on trusting the house officer to perform independently with a gradual shift of supervision scale from direct action to indirect and finally enacting the EPAs unsupervised. Conclusion: This study presents the foundation for using specific EPAs in dentistry, a step towards a competency-based approach. The content of EPAs for a transition period of a one-year house job in dentistry was developed using the 5-stage approach. These EPAs can provide explicit guidance for the engagement of dental house officers in clinical workplace activities. [ABSTRACT FROM AUTHOR]

Objective: To find out factors which are affecting student's perception towards teaching faculty evaluation. Study Design: Quantitative Cross-sectional Research. Setting: Nowshera Medical College, Nowshera. Period: March 2020. Material & Methods: A pre-validated questionnaire of Student's evaluation of teaching instrument comprising 21 items, were administered. A total number of 208 students from different classes were agreed for participation. All participants were given equal preference. Data was entered in Excel sheet and analyzed through SPSS version 24. Results: It is evident that majority of students' i.e.51.27 % had a positive perception towards the factors related to teachers in the student's evaluation of teaching Tool. Similarly, it has been depicted that majority of students i.e. 79.46 % have shown highly positive significance towards the factors related to them in the instrument where as 40.6 % has a positive perception towards the factors related to coursework. Conclusion: It was concluded that the faculty age, sex, qualification and medium of teaching are the major features which affect their evaluation by the students. Similarly, class size and students' grades were found to be major factors related to course and students in the tool. Thus, we conclude that overall perception of students towards Students evaluation of teaching was positive and highly significant. [ABSTRACT FROM AUTHOR]

Objectives: Assessment drives learning and improving the quality of assessment has a remarkable impact on the quality of learning. Objective Structured Clinical Examination is termed more reliable and valid as compared to conventional practical examination. Objective: The objective of this study was to find the perception of postgraduate family medicine trainees about the OSCE assessment method and compare those having previous experience with those having no previous experience. Material & Mothods: This was a cross-section study conducted at the end of exit examination of diploma in family medicine at the Family Medicine Department. Khyber Medical University Peshawar. Data were collected on an eleven items questionnaire on a five-point Likert Scale. Study participants were categorized based on their previous experience of the OSCE. and were grouped into two categories. Data were analyzed by using Fisher's Exact test and a p-value of < 0.05 was considered statistically significant. Results: Out of 60. 56 candidates returned completed questionnaires. The response rate was 93.33% where the majority were males 52(92.9%). Participants with experience of the OSCE were 22 (39.3%) while 34 (60.7%) were having no experience of the assessment method. There was a significant difference (p= 0.001) in the perception about the OSCE with the simulated patient than real patient, fairness and reliability of the OSCE. stress and length of the OSCE and reduction of bias in the OSCE. The perception about weightage to be given to the OSCE in any examination was significantly different (p=0.004) between the two groups. Conclusion: Participants of both groups (experienced vs non-experienced) agreed on some aspects of the OSCE. Their opinion differed about the fairness, validity and stress related to the OSCE assessment method. This difference is probably explained by the inadequacy of an experience to form an opinion. [ABSTRACT FROM AUTHOR]

Background: Evaluation of the educational environment is key to the delivery of high-quality medical education. Especially, when an institute is in the transition phase of curriculum. In curriculum transformation phase of Ayub Medical College Abbottabad, no such evaluation has been done. This study aimed to find the direction of Educational environment in the transition phase curriculum of Ayub Medical College Abbottabad and compare different domains of educational environment with gender, residency, pre-medical education’s medium of instruction, and doctors among sibling or parents. Methods: This descriptive cross-sectional survey was conducted among students of integrated and traditional curriculum of Ayub Medical College, Abbottabad from 1st December 2019 to 29th February 2020. By Non-probability convenience sampling technique, pre-validated Dundee Ready Educational Environment Measure questionnaire was used. Descriptive and inferential statistics were calculated in SPSS v22. Results: A total 149 (100%) participants, 66 (44.3%) males and 83 (55.7%) females with mean age of 20.5±1.07 years responded. Among total, 76 (51%) were from integrated curriculum and 73 (49%) were of traditional curriculum. Significant difference was found among different aspect of education environments and both classes. Conclusion: The current transitional phase of curriculum at Ayub Medical College Abbottabad is more positive than negative. Some areas like student social-selfperception still need improvement. Moreover, gender and place of birth affect student’s perception about their learning environment. [ABSTRACT FROM AUTHOR]

Objectives: To identify the importance of role plays as a learning and teaching modality and find out its effectiveness in improving the communication and critical thinking skills of students. Material and Methods: This Quasi-Experimental study was conducted in Kabir Medical College Peshawar that is a private sector medical institute situated in the north of Peshawar, Pakistan. Probability technique of simple random sampling was used to select 100 students from Year-3, and role plays sessions were conducted by dividing the students into 2 groups with 50 students each. Groups 1 performed the role plays followed by feedback. Group 2 was given brief video demonstration of a breaking bad news sessions only and then asked to give their feedback. Data was collected from both groups by filling a self-designed questionnaire that was previously pilot tested amongst 7 students. The data was analyzed using SPSS version 23. Chi-square test was used to compare the responses of two groups with a P value of less than 0.05 was considered significant. Results: In group 1, 47 out of 50 students (94%) and in group 2, 32 out of 50 students(64%) admitted that role-play scan improve critical thinking and communication skills (p=0.02). Regarding role plays as a teaching modality, 46 out of 50 students (92%) in group 1 and 28 out of 50 (56%) in group 2, rated it to be effective (p=0.02). Considerably small number of students had any previous participation in role plays, 14 in group 1 and 15 in group 2 (p value=0.21). Conclusion: Role plays as a teaching and learning modality is an innovative style of teaching in improving the communication and critical thinking skills of students. [ABSTRACT FROM AUTHOR]

Sometimes, knowledge or information becomes difficult to understand and/or memorize. Cognitive load theory aids a learner to gain information effectively. It provides a scientific roadmap to the design of learning materials. Through a complex set of mental processes, information is acquiring, process, retain, and comprehend information. Applying mental effort for remembering is a very crucial phenomenon. The core of memory process is apprehending and saving of information into long term memory. Because of limited capacity of working memory, delivering or acquiring of information should not be overloaded with irrelevant materials. Based on cognitive load theory dozens of strategies can be intervened at different loci of cognitive process and every piece of information is easily remembered. Not only learners, but teachers can also get benefits from them. In this commentary, John Sweller ideology is further discussed and strategies are presented for better comprehension and memorization of difficult information. [ABSTRACT FROM AUTHOR]

Objectives: To assess the clerkship experiences and self-perceived competence of Undergraduate medical students in clinical and procedural skills at Bolan Medical College, Quetta, Balochistan. Study Design: Cross-sectional study. Setting: Bolan Medical College, Quetta, Balochistan. Period: February 2016 to August 2016. Methodology: Undergraduate medical Students of 2nd, 3rd and final profession MBBS at Bolan Medical College, Quetta. Multistage stratified random sampling method was used; making a total sample size of 166. A self-administered questionnaire was used with item responses based on 4-point Likert Scale for the number of times a clinical skill was performed and 3-point Likert scale for the number of times a clinical skill competence was perceived by the performer respectively. The questionnaire contains mainly three parts. The first part mainly contained information on socio demographic data like age, gender, monthly income, marital status; student's year of study and completed clinical clerkship. The second part contained information regarding clinical and procedural skills that is physical skills examination and the third part includes information about the number of times a clinical skill is performed and the competence achieved or not by the participant. SPSS version 16 was used to carry out the statistical analysis. Results: Among nine listed basic physical examination skills, both 2nd and 3rdproff students were having low exposure or experience i.e< 50% have performed the skills at least two times and among 12 listed procedural skills only 4thproff (final year) students were having high level of experience i.e ≥ 70% have performed the skills. Among 9 listed basic physical examination skills, only 4thproff (final year) students were having high level of competence i.e ≥ 70% reported to be very confident. Similarly among 12 listed procedural skills the 4thproff (final year) students were having high level of competence i.e ≥ 70% reported to be very confident. There was a strong positive linear correlation between level of exposure and self-perceived competence (r=0.92). Conclusion: The level of performing the basic physical skills and clinical procedures was low for majority of the variables. However, on several occasions an important clear connection was appeared performing physical skills and practical course of action and confidence level of students. [ABSTRACT FROM AUTHOR]

Objectives: To determine the effect of guided and minimally guided teaching methods in acquiring practical skills in anatomy in Peshawar Medical College. Study Design: A randomized control trial. Setting: Peshawar Medical College, Peshawar. Period: March 2016 to August 2016. Methods: 80 students of 2nd year MBBS who gave consent to participate in the study. Students were divided into control & intervention group. Each of the group consisted of 40 students, respectively. OSPE was used as the tool of assessment in this study. Students of both groups appeared in Pre-test OSPE after which controlled group was given 2 weeks time and were minimally guided for the selected anatomy dissection topics, however, intervention group spent 2 weeks under direct instruction and guidance of their teacher who was teaching them in dissection classes the same topics. Post- test was carried out after the completion of the 2 weeks time for both the groups. Cross over of the groups was done to minimize bias. Results: There were 20 males and 20 females in the intervention group that were matched according to gender and academic performance with the control group. Pre-test scores of the control group and the intervention groups were 6.15±2.69 and 5.05±1.75 respectively. The post test scores of control and the intervention groups were (18.95±2.64 SD) and (19.20±2.25SD) respectively. Independent sample t test was applied to academic scores of OSPE of both the groups. P value of 0.351 depicts that there was no significant difference between academic scores of both the groups taught by guided and minimally guided teaching respectively. Thereby deducing that guided and minimally guided are both good teaching and learning strategies. Further, paired sample t test was applied within respective groups to find out the difference in academic performance between pre and post OSPE test scores, p value of <0.007 & 0,031 was obtained respectively which was signifying & further proving that both teaching methodologies were comparable. Conclusion: It is concluded that guided and minimally guided teaching strategies are equally effective in small group anatomy classes. [ABSTRACT FROM AUTHOR]

Objective: To compare the effectiveness of Directly Observed Procedural Skills (DOPS) and Traditional Method of Learning of Procedural Skills in Ophthalmology at undergraduate Level. Setting: Armed Forces Institute of Ophthalmology Rawalpindi. Period: Nov 2015 to June 2016. Study Design: It is an interventional study and is based on randomized pre and post-test comparison of DOPS with Traditional method of teaching & learning procedural skills. Methods: After obtaining informed consent; a batch of 40 students were equally assigned to interventional and non interventional study groups through stratified randomization. The Objective Structured Clinical Examination (OSCEs) was used as data collection instrument after validation. Pre and post test were taken from both groups before and after intervention. The data were analyzed using SPSS version 20. Results: By comparison of means of post test of two groups it was found that Post test torch examination traditional group had a mean of 5.35 and post test mean of DOPS group was 6.80 with a p value <0.05 which was significant. Post test Fundoscopy had a mean of 4.70 in traditional group and post test mean DOPS group was 6.50 with p value < 0.05. Conclusion: There is significant difference between the two groups and the students in DOPS group performed better than their counterparts in traditional group. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To compare the effectiveness of " summarize, narrow, analyze, probing, management plan, select a topic" (SNAPPS) model, one-minute preceptor (OMP) and traditional clinical teaching in developing clinical reasoning skills of final year undergraduate female medical students in pediatrics clinical setting. METHODS: This randomized control trial was conducted at Department of Pediatrics, Peshawar Medical College from February to July 2016. Students were randomly distributed in three groups i.e. SNAPPS, OMP and traditional teaching with 20 students in each group. All 60 students were exposed to pretest including 4 Key Feature Problems (KFPs). Students were then taught on pre-identified 4 topics with one topic /week by respective teaching methodology. Each topic was followed by post-test using 4 KFPs. The pre-test and post-test results were recorded and analyzed on SPSS-20. ANOVA was used as test for finding significance. RESULTS: All 60 female students of final year completed the study and none dropped out. The mean marks of pretest of three groups were 12.50±0.15 with minimum number of 4±1 marks and maximum of 23±1. There was no significant difference in pre-test among the groups using ANOVA (p=.984). However, significant difference (p<0.001) was observed in post-test among groups after intervention. There was statistically significant difference (p<0.001) in favor of SNAPPS as compared to traditional teaching methodology. There was no significant difference between OMP and traditional method. CONCLUSION: SNAPPS is significantly more effective in improving clinical reasoning than OMP and traditional teaching method in female undergraduate medical students in pediatrics clinical setting. [ABSTRACT FROM AUTHOR]

Objectives: To explore perception of Khyber Medical University teachers regarding challenges in provision of timely feedback to students. Setting: Khyber Medical University, Peshawar. Period: March 2016 to September 2016. Methods: A qualitative multiple case study in which seven focus group discussions with seven constituent institutes of Khyber Medical University have been conducted, each institute is taken as one case, selected through purposive maximum variation sampling technique. Each FGD was audio-recorded, transcribed verbatim, analyzed and themes were identified. Results: Total forty faculty members participated in seven focus group discussions. Three themes that emerged were "institutionalization of feedback" indicating need of establishing a feedback culture so that it is taken as a norm both by teachers and students; "Lapses in feedback priority" indicating teachers don't give priority to feedback due time constraints, work overload, lack of training and resource deficiencies: "establishing manageable model of feedback at organizational/institutional level" indicating a need for developing a feasible feedback model compatible to university contextual needs instead of implementing any ideal feedback model. Conclusion: The concept of providing and receiving feedback is deficient and its significance with respect to teaching and learning is lacking. Contextual academic workload and time constraints may impact the quality and timing of feedback provided. There is need of collaborations between university administration and faculty so that feedback can be utilized effectively in the learning process. [ABSTRACT FROM AUTHOR]

Objective: To find the frequency/pattern of Early Childhood caries (ECC) and to find out the relationship of different risk factors with ECC. Methodology: A cross sectional survey was conducted in both pediatric departments present in the dental hospitals of Peshawar, Pakistan from August 2013 to January 2014 . All children with age range of 3-6 years that visited pediatric department were selected. The diagnosis of ECC was solely based on clinical assessment. A parent or a caregiver was asked to complete a questionnaire regarding information about the child, their oral hygiene, demographics and feeding practices. The data was arranged categorically and analyzed using Statistical Package of Social Sciences (SPSS 16). Chi Square test was used to calculate statistical significance set at <0.05 Results: A total number of 320 children were selected. The Mean age of our sample was 4.2 +1.14 years Majority of children were males (n=184, 57.5%) while females were (n=136, 42.5%) The frequency of Early Childhood Caries was 85 %(272). Anterior teeth had more caries (n=139, 43.4%) than posterior and upper jaw teeth had more caries (n=171, 53.4%) than lower jaw. Feeding habits, Age, mother's age, adult supervision, and knowledge of parent were found to be significantly related with Early Childhood Caries (p<.005), while the gender and who applies the tooth paste were found not significant Conclusion: There is a high occurrence of early child hood caries among children visiting dental hospitals in Peshawar. Anterior upper teeth are more prone to caries. [ABSTRACT FROM AUTHOR]

Objective: To determine correlation between emotional intelligence and academic stress., Methods: The quantitative correlational study was conducted in 2016 at the Khyber College of Dentistry, Peshawar, Pakistan, and comprised undergraduate dental students in the 2015-16 session regardless of age, gender and the academic year. Emotional intelligence and dental environmental stress were calculated and compared. Data was analysed using SPSS 20., Results: Of the 298 students, 98(32.89%) were males and 200(67.11%) were females. The overall mean emotional intelligence score was 81.23±22.8, while the overall mean dental environmental stress score was 109.54±19.5 with a trend of decreasing stress levels from first to final year. A Pearson correlation test was run. Significant negative relationship was found between emotional intelligence and academic stress (p<0.05)., Conclusions: The gradual increase of emotional intelligence from first to final year showed the importance of teaching and learning methods that incorporate certain emotional intelligence trends.