Sheetal S. Potnis

Rapid palatal expansion has been associated with significant short and long term unwanted effects such as dentoalveolar tipping and detrimental periodontal effects when carried out in skeletally mature individuals. Mini implant assisted rapid palatal expansion (MARPE) has proven to reduce the undesirable effects seen in tooth supported expanders and allows expansion even in adults. A variety of designs have been suggested with their pros and cons. Biomechanically, it is important that the TADs attachment of the expansion appliance should be as close to the palatal vault as possible. This prevents bending of TADs and allows for a better split by keeping forces closer to the bone. According to the T zone concept given by Benedict Wilmes, the bone in the canine-premolar region is much superior for TAD insertion and stability as compared to the bone in the molar region. Considering all the above features a new MARPE appliance was designed which is versatile, anatomically compatible and easy to use. FAVEX is a treatment-centric appliance so that the treatment need not be appliance centric.

Introduction: The mini CEX (Clinical Evaluation Exercise) is a workplace-based assessment tool intended to assess the clinical performance and a range of other skills such as communication skills, clinical judgment, professionalism, efficiency, and the overall clinical care while directly observing a real patient encounter. The clinical sessions are followed by structured feedback sessions between the assessors and the trainees. Mini CEX focuses on the actual performance and not just knowledge. This leads to better learning as well as helps to develop and strengthen the doctor–patient bond. Materials and Methods: 8 staff members and 9 orthodontic postgraduate students volunteered to participate in this study after the orientation session was taken to sensitize them about the same. An informed consent was taken from all of them. All the students had 2 sessions with all the assessors. As per the protocol of Mini CEX, immediate feedback about their performance was given to the students after each session. Feedback was also obtained from the assessors and the students after the completion of the exercise. This feedback allowed the assessors and the students to give their views on the exercise. Result: Mean scores of all the students significantly improved in the second session as compared to the first encounter. This was attributed to the feedback which they obtained from the assessors immediately after the session, which helped them improvise on various aspects of patient care. The students themselves felt that the exercise helped them learn better. Conclusion: Mini CEX can hence be considered as a valid formative assessment tool which when routinely used could enhance the learning experience, improve the communication skills of the students, as well as improve the doctor–patient bond.