ObjectivesThis study investigates mean age, sequence, and temporal trends of permanent tooth emergence in Black Southern African children and compares the findings with other population samples.Materials and methodsThis community‐based cross‐sectional study involved 639 Black Southern African children between 5 and 20 years of age. Probit analysis was used to derive the mean age at emergence of the permanent teeth. Sex and cross‐population comparisons were undertaken to determine similarities and differences in emergence timing and sequence.ResultsFemales emerged all teeth earlier except for M3s (p < .05). Black Southern Africans have earlier mean ages of emergence compared to population samples from the USA, Europe, Australia, and Asia. Sexual dimorphism was detected in the mandibular I1/M1 emergence sequence (females, M1I1; males, I1M1). The sequence in males is similar in both jaws to males from other sub‐Saharan African, USA, and European samples. Females show a similar sequence pattern in the maxilla with other sub‐Saharan African, and also Australian and US females of European ancestry. There is a high frequency of polymorphism in the P1P2C1 emergence sequence, with significantly more P2P1C1 maxillary sequences seen among males. Polymorphic variation was common for the I1M1 sequence in both males and females.DiscussionMean age of tooth emergence among Black Southern African children is similar to children from most other sub‐Saharan African populations. No temporal change was seen in the mean age of emergence. Earlier permanent tooth emergence in Black Southern Africans is part of a general sub‐Saharan pattern that is distinct from European and Asian populations.

Harden et al (1984) present the concept of the SPICES (Student centred, Problem based, Integrated, Community based, Electives and Systematic) model for the medical curriculum and initiated a move from teacher-centred education to student-centred education. 4 Harden and colleagues propose that medical schools move towards implementing electives as replacement for standard programmes in all medical curricula. 4 Students are reported to gain knowledge, formulate new experiences and develop their critical thinking abilities by participating Abstract Introduction: Electives have been shown to contribute to both the professional and personal development of students in specific areas of interest outside the standard curriculum. The School of Oral Health Sciences at the University of the Witwatersrand introduced electives as a pedagogy in the Bachelor of Dental Sciences (BDS) and Bachelor of Oral Health Sciences (BOHSc) curricula in 2010 and 2014, respectively.However, since its introduction, the relevance of these electives in the BDS and BOHSc curricula has not been investigated.Methods: This research was designed as an evaluation study that used a questionnaire survey administered to 76 dental and oral hygiene graduates (BDS and BOHSc). Results:Of the initial 76 questionnaires that were distributed, 55 (BDS = 38, BOHSc = 17) were returned, giving a response rate of 72.4%. Almost all the participants (92.7%) agreed that the electives enabled them to develop better interpersonal skills; 80.0% and 82.7% agreed that their clinical skills, and knowledge of key concepts in dental practice, respectively, had improved upon completion of the elective. In appraising the elective programme, 87.0% of the graduates agreed that the content and outcome of the elective programme should be reviewed and changed. Conclusion:Obtaining empirical data on the impact of electives on clinical knowledge, skill and behaviour of dental graduates will enhance the relevance of electives in dental education. Findings by this study reveal that the actual impact of the electives on dental graduates was desirable and corresponded with the intended impact.The problematic areas that were identified will inform future planning. K E Y W O R D S

Dental Therapists and Oral Hygienists receive training in dental trauma in their curriculum. When they are in their workspace however, many are not confident enough to provide treatment for patients presenting with dental trauma in the oral health setting. As members of the dental team they play an important role in the management of patients who present with traumatic dental injuries. It is therefore important that guidelines are developed for them to understand the role they need to play when providing oral health treatment. The chapter will focus on the etiology of dental trauma to assist the oral health clinicians to prepare for a diagnosis. The classification of traumatic dental injuries will be explained. This will lead to the description of the classified injuries and their management. Clear guidelines and management for the patients will thereafter be provided. The prevention of traumatic dental injuries will also be discussed so that the treatment provided to the patients is improved.