METHODOLOGY: A paper-based survey was conducted, classroom-style, on all dental students (Year 1 to Year 5, n = 336, response rate = 84.5%) using a validated questionnaire, developed from previous literature. For each BG technique, students used a visual analogue scale to mark their acceptability score; this figure was later categorised into different acceptance levels. Students' mean acceptability scores and acceptance of each BG technique were consecutively analysed via independent t test and chi-square test (significance level, P  0.01). Percentages of those who accepted communicative techniques involving parents demonstrated significant differences across subjects of different academic years, between pre-clinical and clinical groups of respondents and amongst clinical students. Other techniques with such significant differences, along with low acceptance, included modelling, voice control and disallowing the child to speak.

MATERIALS AND METHODS: This cross-over study incorporated 90 special needs children who were recruited to receive dental treatment with two ways of behavior guidance exposures consecutively in the order of A-B/B-A design. Exposure A is CBBGT (distraction, tell-show-do, and positive reinforcement), while Exposure B is PB. The dental procedures were either dental prophylaxis or restoration with a handpiece. Caregivers need to answer a paper-based questionnaire before and after exposure. The Wilcoxon sign rank test and logistic regression were utilized in order to establish the comparability, impacts, and association.

RESULT: About 88 caregivers of special needs children aged between 2 and 15 years completed the sequence. Overall, 98.9% of the children presented with neurodevelopmental disorders. Twenty-seven caregivers were significantly concerned when the combination of basic BGT was applied to their children, and 14 caregivers felt the same for PB. However, the Wilcoxon sign rank test revealed insignificant caregiver scores on acceptance and consent for both methods but significantly improved attitudes towards the use of PB after observing the placement of their children.

MATERIALS AND METHODS: Twenty female athletes (aged 21.3 [2.1] years; body weight [BW] 54.1 [5.7] kg) were randomly assigned into two groups and consumed either 1.5 g/kg BW TH (high honey; HH; n = 10) or 0.75 g/kg BW TH (low honey; LH; n = 10). Blood sample was collected at fasting and at 0.5, 1, 2, and 3 h after TH consumption. Plasma was analyzed for total phenolic content (TPC), antioxidant activity (ferric reducing antioxidant power [FRAP]), and oxidative stress biomarkers (malondialdehyde [MDA] and reactive oxygen species [ROS]).

METHODS: A total of 200 YouTube™ videos were selected and screened, and the video characteristics and engagement indicators were recorded. They were then reviewed for consistency with current professional guidelines on this topic. Two independent reviewers scored the videos using a customized 8-point scoring and 5-point Global Quality Scale (GQS) to assess the content information and the overall quality of each video. These videos were further classified into good, moderate, and poor videos. Kruskal-Wallis, Chi-squared, and Spearman's correlation tests were used for the statistical analysis.

RESULTS: 110 videos met the inclusion criteria. The median total content score was 3 (IQR = 4) and the median GQS score was 2 (IQR = 2). Less than half (n = 49; 45.5%) of the videos were uploaded by healthcare professionals. The video content was classified as good (n = 26; 23.64%), moderate (n = 43; 39.09%), and poor (n = 41; 37.27%). Good-quality videos have a significantly higher information content score than the other groups (P = 0.001). A strong correlation was found between the total content score and GQS score (rho = 0.970, P = 0.001). Longer duration, higher interaction index, and recent upload are associated with higher content and quality scores.