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ABSTRACT Objective: This study aimed to determine the burden of oral health parameters such as dental caries, dental plaque, gingivitis, periodontitis, mouth opening, and dental fluorosis among children and early adolescents belonging to upper and lower-middle-class private schools of Karachi. Methods: A cross-sectional study with 550 study subjects was conducted among schools to assess dental caries, the presence of dental plaque, gingivitis, dental fluorosis, and mouth opening. The sample was selected through a nonprobability sampling technique. The inclusion criteria were male and female students from class 6 to class 10, students present on the day of the examination, and students given verbal consent for the study; the exclusion criteria included students with dental anomalies such as amelogenesis imperfecta, dentinogenesis imperfecta, supernumerary teeth, congenitally absent teeth or teeth missing due to fracture or trauma. An open epi was used to calculate the sample size. The study was performed in private schools belonging to various localities near Ziaud-din University. Dental examination was carried out using a disposable dental examination kit. SPSS version 20 was used for data analysis, and the nonparametric Mann-Whitney test was used to analyse the variables. Results: The mean age of the study sample is 12.96 ± 2.30, the mean DMFT (Decayed missing and filled tooth) score is 1.07 ± 2.04, the mean plaque score is 0.38 ± 0.90, and the gingival index is 0.21 ± 0.79, the mean mouth opening is 36.16±8.65. The gender-wise distribution of oral health parameters presented the statistically significant difference in mean mouth opening among male and female study subjects p

Objective: To compare the academic performance of students from two consecutive batches taught through different teaching strategies during their pre-clinical year. Methods: We compare two batches of the second year BDS in a basic dental science subject (a subject I and Subject II). The mode of intervention of the current batch was via interactive lectures compared with didactic lectures delivered to the previous batch. Both batches were assessed by Continuous Assessments Test CAT in mid of semester followed by the Semester Exam. The two-independent t-test was used to measure the difference in academic scores between two batches of students who received teachings through an interactive session and didactic lectures respectively. Results: The students of the current batch (n=41) obtained better scores during the continuous assessment test (65.1±11.01) than (55.3±11.80) previous batch students (n=43) at p