Histopathological Evaluation of Primary Teeth after Pulp Capping with Calcium-Enriched Mixture and Bioactive Glass

Introduction: Direct pulp capping (DPC) is a conservative vital pulp therapy, which has some limitations in primary dentition. The aim of this study was to evaluate pulpal response of primary teeth after DPC with two biocompatible materials naming calcium-enriched mixture (CEM) and bioactive glass (BAG). Methods and Materials: This study was designed as a randomized clinical trial. After obtaining informed consent, 20 sound primary canines scheduled for orthodontic extraction, were selected. Following mechanical pulp exposure, the exposed site was capped with either CEM cement or BAG and then restored with amalgam. Teeth were extracted after two months and examined histopathologically. Parameters of hard tissue bridge (HTB) formation, its type and pulpal inflammation scores, were compared between the two groups. Data were analysed using the Fisher’s exact test. Results: All CEM specimens showed inflammation scores of 0 (less than 10%). In the BAG group, inflammation scores of 0, 1 and 2 were observed in 7, 2 and 1 specimens, respectively. Fisher’s exact test showed no significant differences (P>0.05). All CEM specimens (100%) formed HTB, which was irregular in all cases. In 7 of 10 teeth in BAG, HTB formed and was irregular. Fisher’s exact test revealed no significant differences between the two groups in this regard (P<0.001). Conclusion: Both CEM and BAG are suitable DPC agents in terms of HTB formation and pulp inflammation scores.Keywords: Bioactive Glass; Calcium-Enriched Mixture; Direct Pulp Capping; Primary Teet

A Comparative Study of the Curriculum of Master's Degree in Medical Education in Iran and Some Other Countries

Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths, performing a comparative study and utilizing the experiences of successful universities is necessary. This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland), Calgary (Canada), and Maastricht (Holland) with Iran. Methods: Data were gathered by searching university websites and communicating with them. The 3 universities of Dundee, Calgary and Maastricht, which had a high ranking in the medical education major, were selected as the study sample. The research model used in this study was the Beredy model that specifies the four stages of description, interpretation, proximity, and comparison in comparative studies. Results: The universities of Dundee, Calgary, and Maastricht, in stating the general characteristics of curriculum, have clearly focused on education in the field of medical sciences. Elements of mission, vision, and value were not observed in their curricula. In the universities of Dundee and Maastricht, educational strategies and the reason for their application, and the manner of course presentation had been explained. All 3 universities enrolled bachelor students. The course of research in education was emphasized by all universities. Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive. However, for quality improvement, the revision of goals and strategies of the discipline is necessary. Moreover, the presentation of courses in two forms of virtual and traditional education, admission of bachelor (BSc) students, replacement of compensatory course with prerequisite courses, and emphasizing of research method in education courses are recommended. Keywords Comparative study Curriculum Beredy model Medical education Iran Dundee Calgary Maastrich

The Concurrent Validity of Using Simulated Patient and Real Patient in Communication Skills Assessment of Medical Students

Background & Objective: Communication skills assessment requires the use of valid instruments. The present study has done to investigate concurrent validity of the simulated patient meaning relationship between test results by the simulated or real patient and possibility to generalize the results by simulated patient and in simulated environment for real patient and in bedside. Methods: In this correlation study, 32 medical externships were enrolled by purposive sampling method. The students were divided randomly into two equal and homogeneous groups. Using crossover design, first group were assessed by real patient initially and then, simulated patient and second group, were measured conversely. Communication skills assessment was done using a checklist retrieved from Calgary-Cambridge interview skills checklist. The data were analyzed using descriptive and analytical statistics. Results: In first assessment, comparing scores by simulated and real patient in first group, second group and total students showed significant differences. In second assessment between two groups, the statistics results was not significant with very minor differences (P = 0.064). There were positive correlation between scores of total students by simulated and real patient (r = 0.63). Conclusion: According to the results, communication skills of each student in simulated position cannot be generalized to real situation and cannot be claimed that simulated patient can be used instead of real patient. Keywords Communication skills Assessment Concurrent validity Simulated patient Real patien