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Effect of two kinds of iron drops on the discoloration, atomic absorption and structural changes of primary teeth enamel
M. Mehran, M. Mohammadi Bassir, S. Jafari ,
Volume 21, Issue 4 (1-2009)
Abstract

Background and Aim: Black staining after taking iron drops on the primary teeth is always concern of parents. There is not an exact explanation for the mechanism of iron black staining. The purpose of this study was to compare tooth discolorations, atomic absorption and structural changes of primary teeth enamel caused by two kinds of iron drops[ Kharazmi(Iran) and Fer-in-sol(USA)].

Materials and Methods: In this ex-vivo study, 93 sound primary teeth in normal color range were divided into five groups. Two groups of samples were immersed into the Artificial Caries Challenge(ACC) for two weeks before getting exposured to iron drops: Group 1 Control(NS): sound enamel teeth which were kept in Normal Saline environment(NS)(13teeth). Group 2 (NS-KH): NS, kharazmi iron drop (20 teeth). Group 3 (ACC-KH): ACC, Kharazmi iron drop (20teeth). Group 4 (NS-F-in-S): NS, Fer-in-Sol iron drop (20teeth). Group 5 (ACC-F-in-S): ACC, Fer-in-Sol iron drop. Visual tooth discolorations were determined by a specialist in operative dentistry who was not aware of experimental groups. The iron concentration was measured by ICP system (Vista-pro, Australia) and the structural changes were studied by SEM (Philips, Netherland). The data of discoloration were studied with Kruskal-Wallis test and multiple comparison using Bonferroni type test, and with the data of atomic absorption were studied with oneway ANOVA test and Tukey HSD test.

Results: The discoloration in the teeth immersed into the ACC (ACC-KH, ACC-F-in-S) was more severe than the sound enamel surface (NS-KH, NS-F-IN-S) (p<0.001) and Kharazmi iron drop caused more discoloration in the teeth immersed into the ACC (p=0.018). The teeth immersed into the ACC, absorbed more iron than the sound enamel surface (p<0.001) and also the teeth immersed into the ACC absorbed more Kharazmi iron drop (p<0.001). In the Scanning Electron Microscopy study, at low magnification in the sound teeth the perikymata was arranged regular. At low magnification in the teeth immersed into the ACC, many fractures were observed. The fractures in group 3(ACC-KH) were more and deeper.

Conclusion: Being immersed into the ACC, caused more iron absorption, severe discoloration and structural changes in the enamel of primary teeth. Such changes were more distinct in the teeth exposed to Kharazmi iron drop than the teeth exposed to Fer-in-Sol iron drop.


Evaluation of the educational environment of Ilam Dental School based on the DSLES questionnaire in 2023
Fariba Abdal, Masoud Soltani, Maryam Kazempour, Mohammad Hossein Haddadi, Negin Neshanifard,
Volume 39, Issue 0 (3-2026)
Abstract
Background and Aims: The learning environment is defined as anything that happens in a classroom or educational group, faculty or university. Evaluation of dental students’ opinions  about their learning environment, can help those responsible to provide solutions for improving the quality and quantity of clinical education. One of the tools that quantitatively measures the environment and atmosphere governing dental education is DSLES (Dental Student Learning Environment Survey). Therefore, the aim of this study was to evaluate the educational environment of the Ilam School of Dentistry based on the DSLES questionnaire.
Materials and Methods: This descriptive-cross-sectional study was conducted on 114, clinical and pre-clinical students of the Ilam School of Dentistry were enrolled in the study in 2025. Data were analyzed using SPSS software (version 24). Total scores were analyzed using Student's
t-test and the significance level was set at p<0.05.
Results: The results showed that the educational environment of the dental school was in the medium to relatively desirable range in various dimensions, but none of the components reached the excellent level. The highest score was related to the "relationships between students" and the lowest score was related to the "flexibility of the educational program". "Relations between students" was the highest score among the components (p=0.002). Curriculum flexibility had the lowest score among the components (p=0.000). The results of the study indicated statistically significant differences between the preclinical and clinical students' perceptions of the educational environment (p<0.05).
Conclusion: The educational environment of the school of dentistry had a suitable basic structure but needed to be transformed. Focusing on increasing the flexibility of educational programs, strengthening responsiveness to students' needs (especially in the clinical period), and maintaining existing gender equity can lead to improving the overall quality of educational environment.

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