Articles

The aim of the present study was to assess the cumulative radiographic periodontal attachment loss (CRPAL) and annually radiographic periodontal attachment loss (ARPAL) of different disease groups over 5 years or more. A total of 53 subjects, who had taken two sets of full-mouth standarized paralleling radiographs with separated periods of 5 years or more in teaching hospital during 1981-2001, were collected for the past 20 years. The radiographic periodontal attachment levels at mesial and distal surfaces of teeth were assessed by measuring the distance between cement-enamel junction and the bone crest using an electronic digital caliper (EDC) under a 10X magnified radiographs. The results revealed that mean CRPAL was highest in the generalized aggressive periodontitis (GAgP) group (-5.523.27 mm), then the chronic periodontitis (CP) group (-4.823.47 mm), and the localized aggressive periodontitis (LAgP) group (-4.473.47 mm) followed, and lowest in the periodontal healthy (PH) group (-1.050.59 mm). The mean ARPAL was highest in the LAgP group (-0.260.25 mm/yr.), then the GAgP group (-0.200.13 mm/yr.), and the CP group (-0.120.09 mm/yr.) followed, and lowest in the periodontal healthy group (0.070.06 mm/yr.). Conclusions showed that mean CRPAL was highest in the generalized aggressive periodontitis group, then the CP group, and the LAgP group followed, and lowest in the periodontal healthy group. In addition, there existed a strong statistical significance (p<0.0001) in both CRPAL and ARPAL (mm) among individuals affected GAgP, LAgP, CP, and PH groups among mild, moderate, and severe periodontitis using paired t-test.

<b>Background and aim:</b> Developing clinical skills and its assessment is one of the most important components in nursing education which prepares the student for the reality of practice. Objective structured clinical examination (OSCE) is extensively used and widely accepted by nurse educators across the globe to assess the competency skills of nursing students. The present study aimed at identifying the attitude and perceptions of faculty, and exploring their feedback and experience in conducting OSCE as an assessment tool. <b>Methods:</b> A triangulation research approach was used with convenience sampling. Data collection was carried out using questionnaires and semi-structured interviews. Participants were ten faculty members who were involved in conducting OSCE for students. <b>Results and conclusion</b>: Most of the faculty felt that OSCE reflected the skills of delivery of safe patient care, and the structure reflected mastery of knowledge and skills, which are related to course objectives. OSCE was regarded by the faculty as a consistent, reliable, valid, and objective measure to assess students’ performance and to improve students’ confidence in clinical skills. Concerns were raised about a high level of stress in students, the time required for the proper performance of tasks, OSCE scenarios lacking real-life situations in assessment, and the need for repeated practice and intensive mock training sessions. The applicability of OSCE in terms of limitations in human and material resources with a large number of students would necessitate rethinking in developing other assessment strategies to improve the overall process.