The role of lip thickness in upper lip response to sagittal change of incisor position

To investigate the association between upper lip thickness and the amount of upper lip repositioning upon retraction of maxillary incisors.; Pre- and post-treatment lateral cephalograms of 101 patients were reviewed. All subjects were treated with fixed orthodontic appliances including extraction of two maxillary premolars. Only subjects without change in lip thickness between pre- and post-treatment cephalograms were included.; Digital software measurements for lip thickness, pre- and post-treatment upper lip position were performed. Appropriate regression models were developed to explore the correlation between maxillary incisor retraction and lip retraction when controlling for lip thickness and other confounding factors. The level of statistical significance was set at 0.05 for all analyses.; A significant correlation was found between change in maxillary incisor position following premolars extraction and change in upper lip position (r = 0.95, P 0.05).; Although there is a highly significant correlation between maxillary incisor retraction and upper lip repositioning, lip thickness is not significantly associated with the amount of repositioning

Dental Students and Faculty Perceptions of Teaching Methods : Traditional Classes, Online Virtual Classes, and Recorded Lectures

Background: Rapid advancement in technology has provided alternatives to traditional classroom teaching. Such instructional methods have gained increasing importance during the COVID-19 pandemic when physical classroom attendance was not possible. The study evaluated faculty’s and students’ perceptions concerning the online virtual classes and recorded lectures as compared to traditional classes delivered at the College of Dentistry, King Saud bin Abdulaziz University for Health Sciences. Materials and Methods: Surveys were developed and distributed to 34 faculty members and 186 students. Perceptions about virtual classes, recorded lectures, physical attendance, the effectiveness of different teaching methods, and overall experience were evaluated. Descriptive statistics were presented using frequencies and percentages. The Chi-square test compared the students’ and the faculty members’ responses. The level of significance was set at α =0.05. Results: Thirty-one faculty members and 149 dental students participated, and the overall response rates were 91.2% and 80.1%, respectively. While there was a general agreement on the usefulness of making recorded lectures available, a statistically significant difference (p<0.001) was found between students’ and faculty members’ views on making classroom-lecture attendance optional (67.1% of students and 12.9% of the faculty agreed/strongly agreed). Statistically significant differences (p<0.001) were found between the students and faculty members concerning the effectiveness of recorded lectures and attending online virtual classes as an alternative to classroom attendance. Conclusion: Overall, students were more accepting of technology than faculty members as a substitute for traditional classroom teaching. For a more efficient and satisfactory learning experience, both teaching methods should be considered in a blended-learning module.Dentistry, Faculty ofNon UBCReviewedFacult