Aims and Objectives: To assess the perception, practice, and attitude about dental ergonomics among dental students in Chennai. Materials and Methods:The study was carried out among 148 dental students in Chennai, Tamil Nadu, using a selfmade validated closed-ended questionnaire.Results: Among 148 dental students, 75 (50.6%) were undergraduate and 73 (49.4%) were postgraduate students. Of the study population, 38 (25.67%) had listed their general health problems which they thought were related to their profession, 102 (68.5%) were aware of musculoskeletal disorders, 90 (60.4%) were aware of dental ergonomics, and 104 (69.8%) were not aware of dental ergonomics. Of the dental students, 55% practiced both sitting and standing dentistry, and 43% of them practiced sitting dentistry alone. Only 22.8% of the dental students practiced 4-handed dentistry and 38.3% of them, who did not practice 4-handed dentistry swiveled themselves to face the area. A total of 113 (75.8%) dental students suggest to include dental ergonomics in their academic curriculum and 94 (63.1%) wanted to practice workshops on dental ergonomics. Conclusions:A majority of the dental students in this present study were aware of musculoskeletal disorders and dental ergonomics, but only a considerable number of them practiced dental ergonomics. This study recommends the need for including dental ergonomics in the academic curriculum.

The purpose of this research is to examine the impact of self assessment (SA) and peer assessment (PA) in accounting and finance (A&F) education by gathering insights from students and professors in the same field of higher education. A qualitative approach was taken to gather insights, students were asked to perform SA and PA to do an online questionnaire to understand their perception about the same. The professors were interviewed to analyse their perception about SA and PA. Previous studies have suggested that the accounting graduates lack certain skills that are required by the employers and this has led to a decline in their employability rates (AICPA, 2017). Much of the current literature emphasis on the need for developing soft-skills among A&F education through active learning approaches (Setyaningrum, Muktiyanto, & Hermawan, 2015) which can arguably be obtained by applying different measures including SA and PA. It was found that the students were more positive towards the concept and believed that such methods would be beneficial in having a better understanding of the subjects to enhance deep learning and also develop critical thinking skills when evaluating independently. Whereas the professors expressed a mixed opinion, neither completely agreeing nor disagreeing to the fact that it can create positive impact in A&F education, pinpointing various complications that might influence the outcome.