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Background Academic Motivation forces students to work harder to achieve their educational goals and increases their academic achievement. Teaching methodologies are one of the ways to cater learning needs of students and improve academic motivation. However, there is a paucity of literature comparing the two small group discussion methods for their effect on academic motivation and the academic achievement. This study aims to analyze which small group discussion teaching method (between jigsaw and tutorial) is more effective in improving the academic motivation and achievement of undergraduate dental students. . Methods This experimental study was conducted at Shifa College of Dentistry, randomly sampling the BDS 1 st year students into two teaching groups (Jigsaw and Tutorial). Three teaching sessions were conducted within the module to teach the same topics to both groups. Multiple Choice Questions and a shorter version of the Academic Motivation Scale were administered to both groups before and after the intervention, to compare differences in scores. Data was analyzed using SPSS-26. Results The data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.86 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 ( p -value=0.765). The mean post-test scores were 17.32 ± 3.859 and 19.50 ± 3.162 for the control and experimental group respectively ( p -value=0.041). The control group and the experimental group had mean academic motivation scores of 56.05 ± 15.32 and 59.83 ± 10.09 respectively, before the intervention ( p -value=0.324). Post intervention, the two groups had mean academic motivation scores of 57.66 ± 11.87(control group) and 72.17 ± 12.42 (experimental group). There was a statistically significant difference in the mean scores on the academic motivation scale ( p value=0.000) between the two groups after intervention. Conclusion The jigsaw method is more effective in improving academic motivation and achievement of undergraduate dental students.

ABSTRACT The most common complication encountered by dentists after extraction of impacted molar teeth is “alveolar osteoitis” generally known as “dry socket”. It presents clinically as painful, exposed socket of bone after 3-4 days of extraction which is devoid of blood clot or healing epithelium. The purpose of this study was to document the incidence of alveolar osteitis after surgical removal of impacted 3rd molar patients seen at Oral and Maxillofacial Department of Ayub Teaching Hospital. One hundred and fifty one patients with the impacted third molar with age range of 18-50 years were included in the study. Demographical data and clinical findings were recorded in well-tailored Proforma. Data Analysis was carried out in SPSS Version 25. Post stratification chi-square test was used. P value was at ≤0.05. In this study, 63(42%) patients were males and 88(58%) were females. Mean age was reported to be 32 years ± 12.68. Extraction of impacted maxillary 3rd molar was done in 38(25%) patients and removal of impacted mandibular 3rd molar in 113(75%) patients. Alveolar Osteitis was reported in 12(8%) patients after extraction.