Aim The aim of this study was to explore the association between long‐term pattern of dental attendance and periodontal disease among British adults. Methods We used data from 3272 adults who participated in the 1998 Adult Dental Health Survey in the UK. Participants were classified into four trajectories (current, always, former and never regular attenders) based on their responses to three questions on lifetime dental attendance patterns. The numbers of teeth with pocket depth (PD) ≥4 mm and loss of attachment (LOA) ≥4 mm were the outcome measures. The association between dental attendance patterns and each periodontal measure was assessed in crude and adjusted models using negative binomial regression. Results Never and former regular attenders had more teeth with PD ≥4 mm (Rate Ratios with 95% Confidence Interval: 1.58 [1.28–1.95] and 1.34 [1.12–1.60] respectively) and LOA ≥4 mm (1.34 [1.04–1.72] and 1.37 [1.07–1.75] respectively) than always regular attenders, after adjustments for demographic (sex, age and country of residence) and socioeconomic factors (education and social class). However, no differences in periodontal measures were found between always and current regular attenders. Conclusion This analysis of national cross‐sectional data shows that adults with different long‐term patterns of dental attendance have different periodontal health status.

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Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes, and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, objective structured clinical examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy, and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students toward OSCE in a dental school. Materials and Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance toward the introduction of OSCE in the course of oral medicine, 14 staff members and 36 students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except "increase use." In the student group, "increase use" and "difficulty/ease" improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff was significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.