Objective: This study was carried out to assess and compare the normative orthodontic treatment need of adolescents aged 12 to 16 years from the three major ethnic groups in Nigeria. Methods: The study population comprised one thousand, four hundred and forty-nine (1449) adolescents selected from nine public schools within nine Local Government Areas from three (3) selected states (Lagos, Kano, Imo) in Nigeria. Randomization based on multistage sampling technique was used to determine the selected participants. Consent and assent forms were duly completed and signed by parents and participants respectively. Participants’ parents were from the same ethnic group. Oral examination of the participants was done and their normative treatment need assessed following the standard protocols of Index of Complexity, Outcome and Need. (ICON) Data collected were analyzed using Statistical Package for Social Science version 20.0. Descriptive, as well as parametric (ANOVA) and non-parametric (Chi-square) statistical analyses were conducted. Results: Normative (objective) orthodontic treatment need was observed in 27.7%, 31.5% and 42.8% of Igbo, Hausa and Yoruba adolescents, respectively. The mean ICON scores recorded were for Hausa, 33.0±16.1 (SD), 32.1 ± 16.6 (SD) for Igbo and 34.8 ± 16.2 (SD) for the Yoruba, with a statistically significant difference noted among the groups. The mean scores were 33.9 ± 16.2 for males and 32.8 ± 16.4 for females while the combined population mean was 33.4 ±16.3. The males had more orthodontic treatment need than the females in the combined population. Conclusion: Yoruba adolescents statistically had the greatest normative orthodontic treatment need while Igbo adolescents had the least among the three major Nigerian tribes.

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Aim: To evaluate the preferences of the dentists' attire among parents. Study Design: Descriptive cross-sectional study. Methodology: A questionnaire was used to obtain socio-demographic information and their preferences from Parents that accompanied their children to the Paediatric dental clinic. Information was also elicited from photographs showing male and female dentists’ with different attires and protective wears. The data was analyzed using SPSS version 22 and the level of significance was set at <0.05. Results: One hundred and fifty parents, comprising of 105(70%) females and 45(30%) males were assessed. The 40-49 year age-group were the majority [73(48.7%)], the female dentist was the preferred gender and there were statistically significant differences between the male and female subjects (p=0.047).  One hundred and forty-six (97.3%) wanted the dentists to wear name tags mostly for ease of identification 103(68.8%) and communication 20(13.3%). All parents wanted the dentist to don protective coat and gloves, while 123(82%) and 80(53.3%) parents preferred dentists' wearing facemasks and protective glasses, respectively. One hundred and twenty-eight (85.3%) preferred the white coats because it depicts purity/cleanliness (51.4%) and professionalism (45.7%). Dentists attire was important to 82% and there were statistical significant differences (p=0.01) between those with previous dental exposure and first-timers. There were statistically significant differences (p=0.03) between procedures [orthodontics and other procedures] done in the present visit and their perception of dentist attire. Conclusion: The preferences of the parents on protective wears, use of name tags and gender of the dentist show that identification, safety, empathy and rapport were desired from the dentist by the parents. Previous exposure of their children to the dental setting had an influence on the parents’ preferences.

Background: Feedback is an integral aspect of medical education necessary to promote better performance and improve self-regulation in learning. It is a two-way process of communication between an observer and the observed.  Presently in Nigeria, there is insufficient information regarding feedback practices in dental residency training. Objective: To assess the perception of Nigerian dental residents, on the practice of feedback in their training generally; and particularly in Orthodontics. Materials and Methods:  A survey was carried out among dental residents with clinical experience in orthodontics with a view to assessing their perception of feedback practices in the training. The study instrument was a 24- item structured self- administered questionnaire presented in google form. Data collected were subjected to descriptive statistical analysis. Results: Ninety-nine participants with a mean age of 33.5+ 8 were involved in the study, Forty-seven (47.5%) admitted to have heard of feedback concept. Out of 23 (23.2%) that received feedback in orthodontics, 15(65.2%) received it sometimes only.  Forty-four participants (44.44%) had offensive feedback. Over half 14(60.9%) of participants that received feedback in orthodontics said the feedback they received met their learning needs. Verbal feedback and one-on-one feedback were preferred by 56(57%) and 51(52%) respondents respectively. Majority considered peer feedback as important and most of the respondents recommended the integration of regular period of individualized, interactive, and constructive feedback into their training. Conclusion: Generally, the practice of feedback in dental specialty training in Nigeria is unsatisfactory. Less than a quarter of participants received feedback in orthodontics and verbal and one-on-one feedback protocols were preferred.

Background: Feedback is central to a quality medical and dental education in promoting self-directed learning and enhance progressive sharpening of trainees’ skills, which are applicable in orthodontics. Hence, orthodontic educators must be conversant with the subject of feedback. There is insufficient information concerning this at the moment. Aim and Objectives: To determine the prevalence, quality, and barriers to feedback culture among Nigerian orthodontic educators. Design of the Study: Cross sectional. Setting: Nigerian orthodontists in training institutions. Materials and Methods: A descriptive study involving orthodontic educators in Nigeria, was done using a 26-item structured questionnaire distributed face-to-face or through google forms. Simple descriptive data analysis was done to address the study objectives. Results: Twenty-five orthodontic educators participated. Sixteen (60%) alluded to existence of a formal feedback culture in their centers, and 10, that is, 40% of the educators were comfortable giving feedback by themselves. Over half, 13, that is, 52% of the educators gave feedback as the need arises, and a few educators (18, 72%) rated the quality of feedback given as “good.” In contrast, 11, that is, 44% of the educators always sought feedback from trainees, and 8, that is, 32% among them never sought feedback from colleagues. Feedback execution was preferred at different times including after teaching (10, 40%), after assessment (3, 12%), during practical (7, 28%), and on observations relating to attitude and professionalism (7, 28%). Feedback was mainly verbal and based on reports/observations. Time constraint was the barrier identified by the majority (13, 52%) of the participants. Conclusion: The scope and quality of feedback practice among orthodontic educators in Nigeria were inadequate. Time constraint was the most common barrier to feedback alluded to by the participants. There is a need to improve on feedback culture in orthodontics training in Nigeria.