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Background: The role of trace elements in the maintenance of oral health is a very debatable issue. With respect to dental caries, there are certain trace elements that may aid in the progression of dental caries, whereas there are some trace elements which may stop the development of dental caries. Irrespective of their role in oral health, these trace elements form an indispensable part of human growth and nutrition. They are required for performing certain essential physiologic functions in the human body. This systematic review was conducted with the aim to assess the role of trace elements on oral health particularly dental caries. Materials and Methods: Appropriate guidelines determined for systematic reviews were followed. The time frame selected for the current systematic review was from the year 1952-2014. The studies were selected from various electronic databases on the basis of their title, study design, keywords, and their abstracts. A total of 128 citations were identified following initial searching, and after screening, and quality appraisal 28 studies were included. Results: A reduction in the incidence of new carious lesions was associated with elements such as fluorides, molybdenum, strontium, lithium, and vanadium. On the other hand, caries-promoting agents were found to be elements such as selenium, cadmium, lead, copper, and others. Conclusion: Trace elements are vital for the human body to maintain normal yet complex physiological functions related to body's growth and development. The trace elements important for good oral health are molybdenum, fluoride, vanadium, strontium, and lithium.

The aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups' videotaped performance and then performed the same exercise. The self-evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t-test. The experimental group also used a ive-point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non-ideal examples enhanced the students' performance.

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