Context and Aim: A plethora of studies have revealed that there is a lack of general consensus in the precise anatomic detailing of the canals and the major foramen in both the maxillary and mandibular teeth while emphasizing the significance of the same for a successful endodontic treatment. The aim of the present study was to determine the variations in canal morphology, shapes, and positions of major foramen in maxillary and mandibular teeth. Materials and Methods: In the present study, 420 extracted human maxillary and mandibular teeth with completely formed apices were included. The specimens were cleaned for surface debris including remnants of periodontal tissue and were stored in saline. Examination of the apices was performed with the help of stereomicroscope for their exact shapes and configurations and precise anatomic location. Comparison of different parameters within the group was done using Chi-square test while P < 0.05 was considered statistically significant. Results: The results of the present study indicated that apical foramen in mandibular teeth showed higher degree of deviation with a prevalence of 70.2% while flat shape of apical foramen was observed only in maxillary teeth. Furthermore, maximum deviation in maxillary teeth was recorded in the canines with a prevalence of 90% while, in mandibular teeth, maximum deviation was recorded with mandibular second premolars with a prevalence of 79.12%. Conclusions: The results of the present study revealed that deviation of apical foramen from the root apex was seen in 68.2% of the specimens. Furthermore, deviation was greater in the mandibular than the maxillary teeth.

Introduction: It becomes a challenge for a teacher to find a student-friendly approach to teach too many students in a class. The teaching methods used during medical education have a significant impact on learning among medical students. A practical and informative teaching technique is considered an essential component of that education. The present study aimed to determine the best interactive teaching method based on Indian medical undergraduates' perceptions. Materials and Methods: The current investigation was a cross-sectional descriptive study that included 100 undergraduate medical students. A structured sample class on a specified topic was conducted using Microsoft PowerPoint (PPT) and a "chalk and talk" (CNT) method. Students' opinions of the class were assessed via a Likert scale questionnaire in which, for each of the two methods, the students were asked to rank twelve comments on a four-point scale: strongly agree, agree, disagree, or strongly disagree. Descriptive statistics were calculated to evaluate the distributions of their responses. The z test for two proportions was used to test a significant difference in respondents' proportions towards various perceptions regarding the two teaching methods under study. The data were analyzed using SPSS software version 22. Results: Students understood the lesson content better when the teacher used the CNT approach (p<0.005). The CNT method was also associated with better interaction than the PPT technique (p=0.03) and facilitated better student concentration and retention of the class content (p=0.03). The students reported that there was less eye contact associated with the PPT technique (61%) but found the content thus delivered fascinating (78%), informative (91%), and organized (85%) as compared to the CNT approach. Conclusion:The traditional CNT approach is an effective classroom teaching method. The current study highlights student preferences for a combined teaching method that includes CNT and PPT.

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