The aim of this study was to evaluate the micro-shear bond strengths of two all-in-one adhesive systems to unground fluorosed enamel.Buccal surfaces of 24 normal and 24 moderately fluorosed teeth (Thylstrup and Fejerskov index, TFI＝4-6) were bonded using G-Bond and Clearfil Tri-S Bond. The surfaces were then restored with a resin composite, stored for 24 hours in water, and tested for micro-shear bond strength (MSBS). Fracture modes, etching patterns, and adhesive interfaces were studied under a scanning electron microscope (SEM). Data were analyzed with two-way ANOVA, whereby no significant differences in MSBS were found among the four groups (p>0.05). Through SEM examination, it was shown that 1 μm of resin tag-like extensions had penetrated into the enamel for both adhesives at the enamel-adhesive interface. Based on the results obtained, it was concluded that MSBS was not influenced by the severity of fluorosis. Furthermore, there were no differences in enamel bond strength between G-Bond and Clearfil Tri-S Bond.

The MTBSs of ceramic cement systems used were not influenced by the moderately fluorosed teeth.

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

Introduction: Timely graduation is of colossal importance to students, universities, and other stakeholders. The purpose of this retrospective study was to examine the time taken to graduate and to determine if pre-enrolment demographic and experiential characteristics of students are predictive of the aggregate grade point average. The secondary purpose of the study was to identify individual aspects between cohorts based on the time taken to complete the course. Method: The sample for this study included all students enrolled in the Bachelor of Health Science (Oral Health) program at the Auckland University of Technology from 2008 to 2016. The desensitized data were subjected to descriptive and inferential statistical analysis. Results: The mean grade point average in the first year was lowest in the cohort that took five years to complete and highest in the cohort that took three years to complete. Each year’s grade point average was positively correlated to the next year’s grade point average. The level of prior education and work experience were predictive of the aggregate grade point average in those completing in three years (P<0.05) but not in those completing in four years (P>0.05). Conclusion: Pre-enrollment factors, level of prior education and work experience were predictive of aggregate grade point average in the cohort completing in three years but not in the cohort completing in four years.

The pandemic and the rising living costs have affected teaching and learning practices. These changes have impacted teaching faculty and students alike. This article is an analytical reflection of our experiences of teaching and learning during the omicron wave of the pandemic and rising economic inflation. This paper highlights some of our key observations. The reflective process has challenged some of our preconceptions. It has also helped highlight some questions and contradictions on teaching and learning in this context which may provide a reference for future research.