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Introduction: The clinical competence is supported by reflective practice by assisting the beginners to analyse their progress and update their capabilities. Aim: To introduce Structured Reflection with Self-assessment Rubrics (SRSR) for dental undergraduates and to determine its effectiveness in enhancing the participant’s clinical competence and students’ perspectives about reflective practice. Materials and Methods: A non-randomised experimental study was carried out consecutively for four academic years. Using purposive homogeneous sampling methods, 247 internship students were included in the study. A structured reflective worksheet was designed by focusing on seven essential domains of dental practice and each participant was asked to reflect on 12 clinical procedures during their internship period. The self-completion survey was conducted using a closeended questionnaire to predict the participants’ experience and a 5-point Likert’s scale feedback questionnaire to analyse their perceptions and attitudes toward reflective practice. Results: Statistical analyses of the survey results revealed that 72% of the total participants accepted that structured reflective practice enhanced their self-directed learning and made them provide high-quality patient care. About, 75% of the participants expressed their interest in adopting the reflective practice in their upcoming learning activities. Interestingly, 57% of the participants stated that they experienced a mismatch between idealism and reality when practising structured reflection in a clinical environment. However, 64% of the present total participants strongly agreed on the importance of reflective practice in clinical training. Conclusion: Based on the study results, authors ensure the effectiveness of structured reflection in enhancing dental student’s clinical competence and their positive attitude towards the reflective practice.

Background: Food decision-making is based on various intrinsic and extrinsic factors of an individual. Food preferences and food cue sensitivity influence energy intake, which in turn affects body weight. Aim: The present study assessed the subjective appetite of obese children in response to food cue images. Methods: A total of 70 obese children (37 boys and 33 girls) of the age group 7–10 years were recruited for the study; 34 images of food items grouped under ten food blocks were used as cues to study the self-reported hunger, appetite and satiety sensations among the participants. A visual analogue scale (VAS) was used to measure participant responses for each food block. Results: The mean (standard deviation (SD)) body mass index-for-age 'Z' scores (BAZ) of the participants was found to be 2.15 (0.36). The subjective appetitive responses assessed using VAS showed that the hunger ratings of participants were found to be higher in response to images of cereals and cereal products (92.86%), and sweets (97.14%); satiety ratings of the participants were observed to be higher for milk and milk products (87.14%); cereals and savoury foods (78.57%); and higher appetite ratings of participants were recorded for sweets (97.14%) and cereals (92.86%). Conclusion: Sophisticated neuroimaging techniques are well established in measuring appetite, but our study focused on the subjective analysis of appetite using cost-effective tools such as food cue images and visual analogue scales to further expand the research platform in appetite regulation and obesity. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to evaluate the perception of preclinical students towards the usefulness of structured study guides in facilitating a guided discovery learning approach in an integrated curriculum. Methods: Preclinical students experienced two integrated basic science modules on muscle and blood. The modules had a combination of student centric methods such as study guides, simulated case studies along with traditional lectures and practical demonstrations. A validated questionnaire seeking student perceptions on the value of study guides in aiding prior learning preparation was obtained. The questionnaire sought perceptions on the time of provision of study guides, the planning of integration within the topics, statement of learning objectives, usefulness of references and motivation towards self directed learning.218 students'had responded to the questionnaire. The responses were obtained in a 5 point LIKERT Scale. The results were expressed as percentages. Results: More than 90% of students had opined that study guides provided timely prior preparation, reflected proper integration of topics and had appropriate learning objectives. A lesser response [= 80%] for study guides in motivating self directed learning, suggest that guidance is required in the preclinical years. Conclusion: These findings suggest that study guides along with traditional teaching methods integrated with a simulated case scenario, facilitate contextual study of basic sciences, leading to better learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Teaching online has become a new normal during the pandemic. The increased access to the Internet and availability of digital technology led to revolution in online learning. Online delivery of contents provides an opportunity to provide flexibility in learning and to reach distant learners. This study aimed to evaluate the impact of an online faculty development programme on nurse educators’ perceived competency in creating and delivering e-content using Google Classroom and other freely available digital tools. Description: A pre-experimental design was adopted for the study. A six-module online course on effective use of Google classrooms and digital tools was conducted on request for 26 faculty members of a Dental college. Total duration of the course was of eight days. A debriefing session was held on ninth day after the completion of the course. A 10-item rating scale was used to assess the participants’ perceptions of their competency in using Google Classroom and other digital tools for remote teaching before and after the online course Outcome: Out of 26-trained participants, 20 completed the postevaluation rating scale, giving a response rate of 76%. In the postevaluation phase, a high level of competency was perceived by 90% of participants for using Google Classroom and 70.2% for creating video lectures and using an online grade book. A statistically significant difference (p<0.001) between pre- and post-course evaluations was observed. Conclusion: This study showed that the indigenous online developed and conducted through simple platforms enhanced the remote teaching skills of faculty members. [ABSTRACT FROM AUTHOR]

Kawasaki disease (KD) is an acute systemic vasculitis occurring mainly in early childhood. This disease presents as persistent fever, bilateral nonexudative conjunctivitis, polymorphous rash, oral mucosal changes, cervical lymphadenopathy, erythematous induration of the extremities, and even coronary artery aneurysms. Although the etiology of Kawasaki Disease remains unknown, it is currently believed that one or more as yet unidentified infectious agents induce an intense inflammatory hostresponse in genetically susceptible individuals. Approximately 20 to 25% of untreated children develop coronary artery abnormalities, whereas <5% of children treated with Intra Venous Immunoglobulin develop Coronary artery aneurysm. In this case report, we present a 9-month old male infant who had incomplete Kawasaki Disease with measles. [ABSTRACT FROM AUTHOR]