phd topics in oral medicine

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College of Dentistry

Phd in oral sciences, training the 'next-generation' of oral health professionals heading link copy link.

This program trains the next generation of oral health scientists. PhD in Oral Sciences utilizes cutting edge biomedical technology and knowledge to address basic and clinical research questions of importance for promoting and maintaining oral health. The program also offers an opportunity to combine PhD training with a DMD for a dual degree in 8 years. Students admitted to the dual degree DMD/PhD track start with PhD to complete 90% of research work before the of start the DMD curriculum.

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Program description.

The curriculum consists of a core based on the University of Illinois Chicago’s Graduate Education in Medical Sciences (GEMS) Program coupled with selectives in Oral Sciences: Cellular, Molecular, and Developmental Biology; Biomaterials Science; or, Microbiology/Immunology. Students participate in an oral science topics series throughout the program. Students who are candidates for the PhD will usually complete the program within 4-5 years. Students who are candidates in the combined DMD/PhD program will earn both the DMD and PhD degrees within 8 years. A preliminary (candidacy) exam and a final thesis defense are required. More information on degree requirements (including curriculum and research thesis) is available from the UIC Graduate College .

Research and Training

Research has demonstrated the definitive associations between oral and systemic diseases such as periodontitis, cardiovascular disease and preterm birth. Students and faculty in the PhD in Oral Sciences program focus on the areas of oral health research, all of which integrate the oral cavity with systemic and whole body health: Wound Healing, Cancer Biology and Tissue Engineering. The program prepares students for faculty and research positions in interdisciplinary oral health research. Training emphasizes bench research and the evaluation of scientific data in addition to didactic course work. In addition, training will include presentation, grantsmanship and writing skills, as well as other activities essential for developing an independent researcher.

Admissions Requirements

Candidates with an undergraduate degree in a relevant field from an accredited institution are eligible to apply for the PhD in Oral Sciences. Additional requirements for international candidates include having minimum levels of English proficiency as set by the University’s Office of Admissions .

Tuition & Fees

Please visit  UIC’s tuition and fees page  for current tuition rates for the PhD program. Please visit the  UIC Office of Financial Aid  for information about how to fund your education.

How to Apply

Step 1: Statement of interest All candidates must express interest in writing to:

Christina Nicholas, PhD Director of Graduate Studies [email protected]

Step 2: Online application All applicants must complete the  UIC graduate application for the PhD in Oral Sciences, Program Code 20FS1525PhD. All materials requested during the online application (official transcripts and application fee) must be uploaded directly to the University’s Office of Admissions’ online application. All applicants should carefully read the directions available from  UIC Graduate Admissions .

Applicants will also be required to upload the following:

• Curriculum vitae
• Personal statement
• 3 letters of recommendation

Dates and deadlines for the application are available from the  UIC Graduate College .

Once your application is complete, it will be reviewed by the Graduate Studies Committee. The committee will ask you to interview, in-person or online video conference accommodations are available.  Candidates chosen will be notified by email.

The DMD/PhD Program

The DMD/PhD program integrates our innovative DMD curriculum and clinical training with a customizable basic and translational oral sciences track to offer graduates both a DMD and PhD in Oral Sciences.  Students work closely with faculty mentors and multidisciplinary  science teams to gain valuable experience in the lab and clinic to prepare for careers in science, academics or specialized clinical practice.

Watch these videos  to hear from current DMD/PhD candidates on the advantages of combining clinical training with oral science research experience.

Multidisciplinary Oral Science Training (MOST program)

Research areas, craniofacial pathology, regenerative science, clinical, translational & community research, resources heading link copy link.

• Oral Sciences Graduate Program Manual
• Research Funding & Resources

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For more information about the PhD in Oral Sciences program, and to apply, please contact:

Amsa Ramachandran  Academic Advisor DMD/PhD Program Office of Research [email protected]

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• Doctor of Dental Surgery (DDS)
• Dental Hygiene Undergraduate Program (BS)
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• Oral Health Sciences PhD (OHS PhD)
• Internationally Trained Dentist Program (ITDP)
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• Endodontics Graduate Program (MS)
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Oral Health Sciences PhD

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Information related to the Coronavirus (COVID-19) and U-M Dentistry Patient Safety at the School of Dentistry -->

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The doctor of philosophy degree in Oral Health Sciences is a program of the Rackham Graduate School , offered at the School of Dentistry. The primary objective of this program is to train outstanding students to become leaders in academic research in oral health science.

Major areas of study include: developmental craniofacial biology; mineralized tissue biology and musculoskeletal disorders; oral and pharyngeal cancer; oral health disparities; oral infectious and immunologic diseases; oral sensory systems and central circuits; and tissue engineering and regeneration.

Admitted students engage in at least 3 research rotations in faculty labs, a foundation biostatistics course as well the following courses: cell and molecular biology, tissue engineering and regeneration and oral health science journal club and seminar series. Admitted students are able to select advanced courses in basic science, oral health and the area of their research specialization. By the end of the second year, PhD students will engage in a preliminary oral exam advancing them to candidate level PhD training.

Please, take the time to review the information on our webpages to learn more about the OHS PhD program, the requirements and the process of application. Note different deadlines for different tracks. Questions about application procedures and forms may be sent to [email protected] .

OHS PhD PROGRAM TRACKS

OHS PhD snapshot:

• 5-6 year research training program
• Application to Rackham Graduate School
• Application Deadline December 5
• Admit for Summer Term (June or July 1)
• Academic Plan

The DDS/PhD program at the University of Michigan School of Dentistry provides training in dentistry and research through a series of clinical and research experiences and course work. Students are admitted to both the DDS program and the Oral Health Sciences PhD program.

• 7-8 year research and clinical training program
• Only open to US Citizens or permanent residents
• Application for DDS through AADSAS
• Application for OHS PhD to Rackham Graduate School
• Please Note: The DDS/PhD is a student-initiated Dual Degree not a Rackham Dual Degree (do not check the Rackham box for dual degree)
• PhD Application Deadline is October 15, please check here for DDS application due date.
• Email letter of intent to apply to the dual degree DDS/PhD program, addressed to Dr. Yuji Mishina, Program Director. Send to [email protected]

LICENSURE DISCLOSURE

The University of Michigan School of Dentistry DDS/PhD program is accredited by the American Dental Association’s Commission on Dental Accreditation (CODA).

The University of Michigan School of Dentistry DDS/PhD program was designed to satisfy educational prerequisites to licensure for dentistry only in the state of Michigan. It has not been determined whether educational prerequisites to licensure would be satisfied in other states.

Students should consult the dental board in their state to confirm if the degree from University of Michigan School of Dentistry meets the criteria for professional licensure in their state. Contact information for the state dental boards can be found at the American Dental Association.

MS/PhD and DSPP

The program, which requires a minimum of six years, is designed to build advanced knowledge and skillsets in scholars who aspire to become clinician-scientists to advance our understanding of craniofacial diseases and disorders. Integrated into the program are biomedical graduate and advance science courses, research training, specialty residency education, interactive instructions in Responsible Conduct of Research and Scholarship, leadership and professional development. With the full commitment of the faculty team, the OHS program, the specialty programs, the School of Dentistry, and Rackham School of Graduate Studies, our ultimate goal is to prepare the scholars to become leaders, educators and researchers in the field of craniofacial diseases and disorders to advance academic dentistry and public health.

• 6-7 year combined research PhD with dental specialty masters
• Application for Specialty Program by the deadlines provided:
• Endodontics
• Periodontics
• Orthodontics
• Pediatric Dentistry
• Application for OHS PhD to Rackham Graduate School - due October 15 Please Note : The MS/PhD is a student-initiated Dual Degree not a Rackham Dual Degree (do not check the Rackham box for dual degree)
• Email letter of intent to apply to the dual degree MS/PhD program, addressed to 'Dr. Yuji Mishina, Program Director. Send to [email protected]
• NIDCR Dental Specialty and PhD Programs Funding Opportunity

Future Faculty Track OHS PhD (FFT)

Eligibility is for individuals who have been chosen to be future faculty and are fully supported by their University, Institution/Organization or Government to pursue rigorous basic science training in oral health sciences. Program and application is the OHS PhD track.

FFT snapshot:

Each PhD track is intended to be fully funded for admitted students. In most cases, funding is provided by both the program/the trainee's faculty mentor.

OHS PhD FACULTY

View the comprehensive list of faculty available to OHS PhD students.

OHS FACULTY DIRECTORY

CURRENT OHS STUDENTS

CURRENT STUDENTS

APPLICATION AND REQUIREMENTS

The program is most appropriate for advanced students who hope to eventually join the faculty of a dental or medical school. Entering students should have a strong background in basic science at the undergrad university level.

Application to the Oral Health Science Programs is through Rackham Graduate School’s application portal . Please select Admissions from the menu and the Ann Arbor Campus. Oral Health Sciences is found under the Dentistry heading. The application system is called CollegeNet/Apply Web.

If you or your recommender need technical assistance regarding the application or recommendation systems please email ApplyWeb at [email protected] . Include the following information: user name, full name, email address, and phone number. Please allow 24 hours for a response.

Oral Health Sciences PhD Program Application Code: 00360

Requirements

• GPA of 3.0 or above on a 4.0 scale
• PhD, MS/PhD and FFT - no minimum score
• DDS/PhD - DAT - score replaces GRE
• 3 for PhD and FFT
• 2 for DDS/PhD and MS/PhD

Transcripts

• Statement of Purpose (SOP)- Should be concise, well written statement about your academic and research background that also describes your future career goals. In this statement, answer the question: How can the OHS Program help meet your career and educational goals? Length 1-2 pages.
• Personal Statement (PS) - Describes your journey that led you to the pursuit of a graduate degree. Length 1 page
• Curriculum Vitae or Resume - This should be 1-4 pages and include education, work and/or research experience, publications, lectures and seminars, poster presentations, awards/scholarships, volunteer opportunities.
• For International students: English Proficiency Requirements
• Note: GRE - The University of Michigan’s Rackham Graduate School will discontinue the use of the Graduate Record Examination general test in Rackham Ph.D. admissions decisions, beginning with the 2022-2023 admissions cycle.

Application Fee

The application fee is due when you submit your application. The fee is non-refundable and subject to change. Applications submitted without the fee will be withdrawn from the review process.

Rackham Application Fee and Waivers Information

INTERNATIONAL STUDENTS

If you need an F-1 or J-1 visa, the University of Michigan is required by the U.S. government to obtain documentation proving that international applicants (non-U.S. Citizens) have adequate financial resources to provide for their expenses while in the United States. Rackham Admissions is the U-M office that will prepare your I-20 or DS-2019 after you have provided the required documents through Wolverine Access.

For instructions and information, please review the Immigration documents .

ADMISSIONS CALENDAR

Dual Degree interviews (DDS/PhD or MS/PhD) will be coordinated in conjunction with offered DDS or Specialty interview dates. Interviews for these tracks are typically in-person and conducted at the School of Dentistry. Applicants should communicate with the OHS PhD Office when dates have been offered. Email [email protected] .

PhD interviews typically run late January through February. Applicants who are offered an interview will be notified via email. Interviews for PhD or FFT can be offered online (via Skype) or in person depending on the applicant’s location.

School of Dentistry, Office of Research and Research Training 1011 N. University G306, Ann Arbor, MI 48109 734-763-3388 | [email protected]

PROGRAM DIRECTOR

Academic program coordinator.

Apply Curriculum Current OHS PhD Students OHS PhD Faculty --> OHS Alumni Return to Oral Health Sciences

Applicants who attended or are attending a U.S. Institution

• Upload an electronic version of your official transcript(s) for each Bachelors, Masters, Professional, or Doctoral degree earned or in-progress through your ApplyWeb application account.
• If you are recommended for admission, the Rackham Graduate School will require official transcript(s). Recommended applicants will receive an email notification when the official transcript(s) are required for submission. All students are asked to include an electronic unofficial transcript during the online application.

Applicants who attended or are attending a Non-U.S. Institution:

Review Required Academic Credentials from Non-U.S. Institutions for transcript/academic record requirements by country or region. Submitting transcript/academic records is a two-step process.

• Upload an electronic version of your official transcript/academic record for each institution attended through your ApplyWeb application account.
• At the time of application, you must also submit an official transcript/academic record for each institution attended.

Rackham Graduate School provides detailed instructions on how to submit transcripts/academic records to the Rackham Graduate School.

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PhD Program

Program description.

The Oral Health Sciences PhD program usually requires five years.  Students are expected to devote the full twelve-month year to their graduate work (allowing time for vacation and holidays).  Graduate students will have the opportunity to assist in the teaching program of the department as a practical means of gaining experience in the presentation of lectures and laboratory work.  Some opportunities exist to teach to dental and graduate students.

Courses Requirements

The course requirement is a minimum of 90 credits (including at least 27 credits of thesis).  Through their coursework, students are expected to gain proficiency in one or more basic biologic sciences and to master modern biological approaches in addition to gaining expertise in the subject area of oral and craniofacial sciences.  At least 19 credit hours must come from courses in departments other than Oral Health Sciences, and of the 19, 12 must be science courses.  Of the 19 credits, a minimum of six (6) credits must be CONJ or PABIO courses, a minimum of six (6) credits must be non-OHS science courses, plus at least one non-science course should be completed. These will include courses offered through the Molecular and Cell Biology Program and courses selected to match the basic science interests of the student.  Cross-disciplinary training in Bioengineering is also available.  Courses in the School of Public Health such as the Epidemiology series are also available to students interested in Dental Public Health research.  All graduate students are also expected to attend and participate in departmental seminars (OHS 575).

Following is an approximate timeline for completion of the PhD degree.  Because each student’s program and research goals will vary, completion of the requirements for the PhD degree may not necessarily follow this timeline.

Schedule by Year

• Year 3 to Completion

Initial Course Work. All new students meet with the Graduate Program Coordinator before the start of classes in the Summer or Autumn Quarter to consider the student’s course work.  The selection of courses will depend on the student’s background, research goals, and interests.

Research Rotation . During each quarter of the first year of graduate study, the student will register for OHS 578, Research Techniques.  The purpose of this course is for students to carry out research projects with 1-2 faculty members in order to prepare for the choice of their PhD project mentor and to learn a variety of research methods.  Each student is expected to take 2-3 rotations in different laboratories and select a research mentor by the end of the 1st year.

Course Work . Students will continue to take courses that will include the remainder of the core courses required in Oral Health Sciences and courses in other disciplines relevant to the student’s dissertation research.

Teaching.  Students are encouraged to take elective courses offered through the Medical Education and Graduate School which will help them in their future teaching careers.  Also, beginning in the second year, graduate students will have the opportunity to take part in teaching one of the Department courses for undergraduate dental students.  This experience prepares students for teaching responsibilities after receipt of the PhD and provides a good opportunity for consolidation of the student’s general oral biology background.

Research. Early in the second year of study, the student is expected to choose a thesis adviser and to define a dissertation problem.

The Supervisory Committee . Once a thesis mentor and research direction have been chosen, the student and mentor will select a Supervisory Committee.  This should be done in year two of the training.  The committee is composed of at least four faculty members, at least three of whom (Including the Chair and the Graduate School Representative) must be members of the Graduate Faculty with an endorsement to chair doctoral committees.  The Graduate Program Coordinator will forward the list of recommended committee members to the Dean of the Graduate School who will officially appoint the Supervisory Committee.  In accordance with Graduate School regulations, the Supervisory Committee will be responsible for advising and directing the student throughout the PhD program.

The General Examination. Early into the third year, the student will take the General Examination.  This examination is in the format of a written research grant proposal that is presented to the PhD supervisory committee. All required coursework must be completed at this time.  The purposes of this examination are (1) to determine whether the student is capable of recognizing an important research question in oral and craniofacial sciences, (2) to determine whether the student is able to develop this question into a comprehensive proposal complete with preliminary findings and suggested methods of procedure, and to orally defend the proposal, and (3) to provide the student an opportunity to receive feedback from the Supervisory Committee on the proposed research project. More detailed guidelines on the General Exam format and requirements can be found here – https://grad.uw.edu/policies-procedures/doctoral-degree-policies/general-examination-admission-to-candidacy-for-doctoral-degree.

The student will primarily engage in thesis research and additional advanced coursework.

The Dissertation and the Dissertation Examination. When the candidate has completed the research project, written the dissertation, and had it approved by the reading committee, the mentor will obtain approval from the Graduate School and set a date for the Final Examination.  The Final Examination will be concerned principally with the subject matter of the dissertation and is conducted as an open seminar followed by examination by the Supervisory Committee.

The research project for the PhD dissertation will be chosen by the candidate and adviser and be approved by the candidate’s Supervisory Committee.  The research must represent a worthy and fundamental contribution showing originality in concept and implementation.

Core Courses

The following courses are mandatory program requirements:

List of Conjoint/PABIO Offerings

Following is an example list of the CONJ/PABIO courses.

Recommendations for Prerequisites

Some students may need to take some lower level division courses in order to prepare for required classes. See the following list for suggestions:

Other Non-OHS Science Electives

Following is an example list of non-OHS science electives.  Students are expected to take include courses in bioengineering, epidemiology, immunology, or other basic biological/medical sciences as appropriate for their research interests.  The student will work with the Graduate Program Coordinator and their mentor (if chosen) to select appropriate elective courses in their chosen basic biological science pathway. The list below is not meant to be exhaustive.

Other Oral Health Sciences Electives

Courses to prepare for teaching.

In order to prepare for teaching, it is strongly recommended that the student take at least one class on educational methods. Such credits will not fulfill the requirement for non-OHS science courses, but will count toward the total credits required. Suggested courses include, but are not limited to:

Biomedical Research Integrity Series

Students are also required to attend and participate in the Biomedical Research Integrity Series. This is a non-credit summer course taught through the Department of Medical History & Ethics and consists of a series of lectures and discussion groups. Each student will need to attend a minimum of three lectures and three discussion groups.  NIH Trainees are required to attend every year of the duration of their federal funding.

Ph.D. Degree in Oral Biology

The Doctor of Philosophy (Ph.D.) degree through the Division of Oral Biology and Medicine trains qualified candidates to become leaders in academic dentistry. As the UCLA School of Dentistry is at the forefront of oral biology research, including craniofacial biology and bioengineering and cancer diagnostics and therapeutics; this program provides the opportunity to learn and contribute to these cutting-edge sciences.

This four-to-six-year program is led by Cun-Yu Wang, Ph.D., D.D.S. , chair of the  Division of Oral and Systemic Health Sciences , Igor Spigelman, Ph.D. , Chair of the Section of Biosystems and Function, and Senior Associate Dean  Sotirios Tetradis, D.D.S., Ph.D.

Only two to five students per year are accepted to the Ph.D. program. The  application portal will open in late September 2023.

What to Expect

PhD candidates must complete courses in the Oral Biology Program Core , plus courses designed to build a solid foundation of research experience and laboratory expertise. Candidates will participate in lab rotations and take academic courses the first year. At first years’ end, a research mentor is chosen to instruct them over the next three to four years, as they work towards their thesis dissertation. At second years’ end, students must pass a written and oral exam, the qualifying presentation. A dissertation defense is required before graduation and a midstream exam occurs between these presentations.

Selection Factors

Undergraduate GPA and science-course grades

Recommendation letters

Statement of purpose

TOEFL (required for international applicants)

Previous research experience & list of any publications

Matthew Dingman Division of Oral and Systemic Health Sciences Administrator and Oral Biology Counselor Phone: (310) 825-1955 [email protected]

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PhD in Oral Biology, Program in Biomedical Sciences

For contact information, please visit the Graduate Medical Sciences website .

Applicants interested in the PhD program in Oral Biology must apply to the Program in Biomedical Sciences (PiBS) .

A PhD in Oral Biology, Program in Biomedical Sciences is offered by the Department of Translational Dental Medicine at Boston University’s Henry M. Goldman School of Dental Medicine. The PhD program in Oral Biology recruits students with backgrounds in the life and basic sciences who are interested in additional advanced training in dental and medical sciences.

The aim of this program is to educate students in modern scientific approaches to oral biology and oral disease. The PhD program is designed for the student whose primary goal is to pursue a career in oral biology research. The oral cavity is unique regarding its microbiology, connective tissue structures, and host responses. Moreover, oral diseases present unsolved scientific challenges and novel biological phenomena. The importance of understanding the oral biology of diseases whose incidence and severity increase with age is clearly understood within the context of current demographic trends.

Research Topics

Among the research topics explored in Oral Biology are:

• Protein-mineral interactions and their role in the function of hard tissues
• Oral host defense mechanisms in periodontal disease
• Intercellular signaling in oral tissues and cells
• Regulation of connective tissue accumulation in mineralized and nonmineralized oral tissues
• Salivary gland development
• Mechanisms of tumor suppression
• Molecular and cellular aspects of oral cancer to develop novel therapeutic opportunities
• Regulation of genes
• Genetic mouse models of inherited human oral pathologies to determine molecular mechanisms of disease
• Osteocyte biology and systemic interactions
• Bone mechanobiology and tissue regeneration
• Cell stress and regulation of gene expression
• Mechanisms of diabetic bone abnormalities
• Novel roles and mechanisms of lysyl oxidases in cancer and fibrosis

In addition, research projects may include clinical components focusing on inflammation, periodontal disease, tissue fibrosis, aging, developmental defects, and oral cancer. These studies will be carried out in collaboration with the clinical faculty at Clinical Research Center, located at the Henry M. Goldman School of Dental Medicine.

Selection & Duration

The PhD program selects candidates who clearly express the desire to pursue a career in research that is related to oral and craniofacial tissues and pathologies. The PhD program requires a minimum of five years, with extensive didactic and research training. The PhD in Oral Biology, Program in Biomedical Sciences is also available to qualified MD/PhD students after completion of two preclinical years of medical school. All students will submit a written dissertation describing their research carried out under the direction of a member of the Program faculty.

Learning Outcomes

The following learning objectives are to be fulfilled by all Oral Biology PhD candidates. Students will:

• Gain in-depth scientific background and broad knowledge of the biomedical sciences through coursework and seminars, and by preparing for and passing comprehensive qualifying examinations.
• Become proficient in designing and implementing experimental approaches to answer specific questions in oral biology or in related biomedical sciences.
• Learn how to critically evaluate the scientific literature, and will become proficient in communicating analyses of scientific studies both orally and in writing.
• Contribute to the body of scientific knowledge and advance their respective fields through their research activities, as seen ultimately in publications stemming from their dissertation.

Requirements and Curriculum

Post-bachelor’s candidates.

Post-bachelor’s PhD candidates will complete at least 40 credits of didactic coursework and credits in dissertation directed laboratory research for a total of 64 credits. It is anticipated that most candidates will require five years to fulfill these requirements.

Additional credits to complete the 40 credits didactic course requirements will be obtained from at least two courses in biochemistry, biophysics, physiology, anatomy, microbiology, or other graduate medical science courses with permission from the instructor, the advisor, and the PhD program director.

Post-Graduate Didactic Coursework

Students already holding a master’s degree or dental and medical degrees may be permitted to complete 12–16 credits of didactic coursework. This requires specific approval from the Director of Graduate Studies for the PhD in Oral Biology, and must be specifically requested by the student. The choice of courses will depend on the specific background and training of the student.

The course curriculum consists of the following core didactic courses, plus supplementary courses selected from the following list of graduate school courses offered by the School of Dental Medicine. Course descriptions taught by the School of Dental Medicine follow the course listings.

Required Courses

• GMS FC 701 Protein Structure, Catalysts, and Interaction
• GMS FC 702 Structure and Function of the Genome
• GMS FC 703 Architecture and Dynamics of the Cell
• GMS FC 704 Mechanisms of Cell Communication
• GMS OB 763 Intro to Oral Biology 1
• GMS OB 764 Intro to Oral Biology 2
• GMS OB 766 Oral Immunology and Microbiology
• GMS OB 700 Applied Statistics or equivalent
• GMS OB 800 Advanced Oral Biology
• GMS OB 805 Oral Biology seminars
• GMS OB 806 Oral Biology seminars

Additional Courses

• Microbiology
• Division Courses

Note that we offer Advanced Oral Biology (SDM OB 800) every two years. This allows for a class size of six PhD candidates from the Division of Oral Biology. Thus, some PhD candidates take this course in year three instead of year two. If we find that the class size is greatly increased due to course enrollment by interested students from other Graduate Medical Sciences departments, we will consider offering this course every year.

Graduation Requirements

Qualifying examination.

Successful candidates will pass a comprehensive/qualifying examination by the end of the second year. The qualifying examination committee consists of five core faculty members of the Division of Oral Biology. It meets yearly to evaluate students’ performance and to design the examination. The examination includes written and oral components. The same committee administers both the written and oral components of the exam. The written component is given at the end of the first year and covers knowledge in biochemistry, oral microbiology, and topics covered in Basic Processes in Oral Biology (GMS OB 763 and 764). The written exam consists of short answer and essay questions. The oral exam is given upon the completion of the second year. The exam is designed for each student taking into consideration the courses taken. The two-hour oral exam covers both knowledge and ability to critically evaluate current research in oral biology. Recent scientific papers are chosen and assigned by the committee in advance of the exam.

Students are required to maintain a minimum of a B average in all course work. Six credits of C+ or lower will result in termination of the student from the program.

During the first year, each student is required to complete at least three research rotations in the program faculty laboratories. This is supervised and coordinated by the Chair of the Student Affairs Committee, who will serve as advisor to all PhD candidates prior to choosing their research advisor. By the end of the first year, each student is required to request a research advisor and a research topic as directed by the Student Affairs Committee.

Dissertation

Candidates for the PhD are required to submit a written dissertation describing original research and demonstrating the development of independent scholarship. Dissertation research is conducted under the supervision and guidance of the research advisor, a member of the faculty (see Faculty Listing).

Assignment of students to laboratories by the Student Affairs Committee and the Department of Molecular & Cell Biology

In consultation with the advisor, a student selects a minimum of four additional faculty members to act as the Dissertation Advisory Committee for a total of at least five members. This committee has the power to recommend to the Student Affairs Committee that a student be placed on probation. If the student fails to meet requirements specified by the Student Affairs Committee in consultation with the Dissertation Advisory Committee, the student may be dismissed from the PhD Program in Oral Biology without award of the PhD.

Students are required to defend their dissertations at final oral examinations. They are expected to demonstrate expertise in their chosen field of specialization and to provide documentation of their contribution to the accumulated body of knowledge. The oral examination is conducted by the Dissertation Committee composed of at least five members of the School of Dental Medicine and the Chobanian & Avedisian School of Medicine faculty. It is expected that members of the candidates Dissertation Advisory Committee will also serve on the Dissertation Committee. One member of the Dissertation Committee must be from a department other than the Division of Oral Biology. In some cases, at the discretion of the Chair of the Dissertation of the Committee, one of the five Dissertation Committee members could be appointed from outside the Boston University’s Dental School and Chobanian & Avedisian School of Medicine.

Students who fail to meet any requirement for the PhD may be dismissed from the PhD Program without award of any degree. Students can petition the GMS Student Affairs Committee for award of the MSD. The award of the MSD depends upon didactic and research accomplishments and will be considered on a case-by-case basis. Award of the MSD requires, in addition, approval by the Dean of the Henry M. Goldman School of Dental Medicine.

Application & Admission

The PhD in Oral Biology, Program in Biomedical Sciences is administered jointly through the Department of Translational Dental Medicine at the Henry M. Goldman School of Dental Medicine and Graduate Medical Sciences at the BU Chobanian & Avedisian School of Medicine . Applications are to be submitted through the Program in Biomedical Sciences (PiBS) . Members of the Department of Translational Dental Medicine serve on the Graduate Medical Sciences PhD Admissions Committee that supports the Program in Biomedical Sciences.

Requirements

Requirements for admission to the PhD in Oral Biology, Program in Biomedical Sciences are identical to those for all departmental PhDs administered by Graduate Medical Sciences as described in the Academic Policies and Procedures section of the Graduate Medical Sciences catalog. Principal requirements are summarized as follows:

• Students, who have completed an undergraduate degree, preferably with a major in the biological, chemical, or physical sciences, as well as master, dental, and medical degree holders, will be eligible for the PhD program.
• A minimum of 28 credits, or the equivalent, of courses in the biological and the physical sciences is required.
• Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL) and must achieve a score of at least 100 (internet version).

Projected Enrollment

An enrollment of approximately three full-time students per year is anticipated. This will result in a program as large as, and not exceeding, 15 total enrolled students in five years.

Administration

The PhD program is administered principally by the Student Affairs Committee. This committee is comprised of all core faculty from the Department of Translational Dental Medicine, coordinates laboratory rotations, and addresses student and faculty concerns. This committee works closely with the Qualifying Exam Committee. Dr. Philip Trackman is currently chair of the division’s Student Affairs Committee and the qualifying exam committee.

Relationship to Existing Programs

The PhD in Oral Biology, Program in Biomedical Sciences was developed to address critical issues relating to oral biology and medicine and to educate students to apply the most sophisticated basic science approaches to oral health issues. These include: structure, function, and developmental modeling of exocrine salivary glands; mineralization and microbiology of oral hard tissues; and issues relating to immune responses and oral non-immune defense systems, and the etiology of oral cancer. Because of its scope, and because within the University there is no program concerned with the molecular and cellular basis of oral health issues, the PhD in Oral Biology, Program in Biomedical Sciences is unique at Boston University.

In particular, we have considered possible overlaps with biochemistry, microbiology, and immunology. Due to the uniqueness of the oral cavity with respect to non-immune defense systems, oral microbiology, salivary gland biology, and aspects of mineralized and soft tissues in the oral cavity, we conclude that there are no conflicting overlaps. The need for PhD programs in Oral Biology has been emphasized by the American Association of Dental Schools since 1986. Official recognition of the emergence of Oral Biology as a unique discipline occurred in the form of published curriculum guidelines for advanced Oral Biology degree programs [ Journal of Dental Education (1986)]. Thus, the proposed program will complement the existing PhD programs at the Medical Center by applying knowledge and basic science methodologies to the unique questions posed in oral biology.

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• Wei Huang, “Polycystin-1 and Bone Mechanotransduction”
• Chun Li, “ The Role of Non-Classical Regulatory T Cells in HIV-1 Infection”
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• Joel Stern, "Mechanisms of Suppression of Experimental Autoimmune Encephalomyelitis (EAE) by Synthetic Compounds and Fusion Antibodies"
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• Joseph Fleming, "Genome-Wide Integrative Analysis of Transcription Factor Occupancy and Gene Regulation in Models of Human Cancer and Cellular Differentiation"
• Nevena Dimova, "Defining the Ubiquitin and E2-Enzyme Requirements for APC/C-Mediated Degradation of Cyclin B1"
• Zhen Shi, "Genetic and Genomic Analysis of Small RNA Pathways in Nematodes"
• Fengzhu Xiong, “Integrated Analysis of Patterning, Morphogenesis, and Cell Divisions in Embryonic Development by in Toto Imaging and Quantitative Cell Tracking"
• Chi Zhang, "The X-Linked Intellectual Disability Protein PHF6 Associates with the PAF1 Complex and Regulates Neuronal Migration in the Mammalian Brain"
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Aspects of dose optimisation and diagnostic efficacy relating to dental cone beam computed tomography (cbct) , functional analysis of the tlo gene family in candida albicans and candida dubliniensis , molecular epidemiological typing of emerging methicillin-resistant staphylococcus aureus strains in the community, among livestock and in healthcare facilities in ireland, 2001-2015 , the role of hyphae and hypha-associated genes in the pathogenesis of candida dubliniensis , a comparison of various methods of assessing salivary flow in normal and xerostomic subjects .

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There is a variety of research activity taking place at the Institute. Below is a list of research areas, each with details of project titles within that area suitable for study at MPhil/PhD level. To discuss any potential MPhil/PhD further, please do not contact potential supervisors directly. All enquiries should be directed to the Research Student Administrator at  [email protected] .

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Oral Medicine - A Clinical Guide

• © 2023
• Ramesh Balasubramaniam 0 ,
• Sue-Ching Yeoh 1 ,
• Tami Yap 2 ,
• S.R. Prabhu 3

UWA Dental School, The University of Western Australia, Nedlands, Australia

You can also search for this editor in PubMed   Google Scholar

Sydney Dental School, The University of Sydney, Camperdown, Australia

Melbourne dental school, the university of melbourne, carlton, australia, school of dentistry, the university of queensland, herston, australia.

• Serves as a practical handbook for clinical care in oral medicine
• Discusses diagnosis and treatment of the oral medicine patient
• Includes both oral pathology and orofacial pain

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Table of contents (111 chapters)

Front matter, the oral medicine patient, history taking.

• S. R. Prabhu

Clinical Examination

Blood tests, tissue pathology and cytopathology, oral mucosal and salivary pathology, oral human herpes virus infections.

• Ivy Tan, Michael McCullough

Coxsackie Viruses

• Suhaib Alqudah

Orofacial Human Papillomavirus Infections

• Simone Belobrov, Ivy Tan, Michael McCullough

Orofacial Viral Infections

• Katrusha Hull

Necrotising Periodontal Disease

Oral manifestations of actinomycosis.

• Jacinta Vu, Alissa Jacobs, Lalima Tiwari

Oral Manifestations of Tuberculosis

Oral manifestations of syphilis.

• Antonio Celentano

Oral Manifestations of Bacterial Infections

Non-candida fungal infections.

• Nirav Bhatia

Candidosis and Candida -Associated Conditions

• Aileen Tyler, Michael McCullough

Oral Lichen Planus

• Michelle Kang, Kenelm Kwong, Sue-Ching Yeoh
• Oral pathology
• Mucosal diseases
• Oral diseases
• Orofacial pain
• Dentistry and systemic diseases
• Oral cancer

About this book

This handbook is a practical guide covering pertinent topics in the specialty of Oral Medicine, which focuses on the diagnosis, prevention, and management of local and systemic conditions affecting the oral and maxillofacial region. Each topic covers a specific disease or disorder with overarching emphasis on diseases presenting with oral mucosal involvement and orofacial pain conditions. Each topic is presented as a summary of key clinical information for quick reference prepared by leading experts in the field. This clinical guide will serve as a valuable resource for students and clinicians in practice. 

Editors and Affiliations

Ramesh Balasubramaniam

Sue-Ching Yeoh

S.R. Prabhu

About the editors

Ramesh Balasubramaniam OAM

BSc, BDSc (UWA), MS, Cert Orofacial Pain (UKy), Cert Oral Medicine (UPenn), MRACDS (OralMed), ABOP, FDS RCPS(Glasg), FOMAA, FADI, FPFA, FICD

Ramesh Balasubramaniam is an Oral Medicine Specialist with expertise in temporomandibular disorders, orofacial pain and dental sleep medicine. He has numerous peer reviewed publications, co-authored several chapters, and co-edited and co-authored two books notably “Contemporary Oral Medicine”. In addition, he serves as a reviewer for several peer-reviewed journals. Ramesh is associate professor and discipline lead in Oral Medicine at the University of Western Australia, Dental School and is actively involved in teaching and research. He has lectured extensively both nationally and internationally. For his ongoing contributions to dentistry, he has received a number of awards including fellowships in the International College of Dentists, the Academy of Dentistry International, the Pierre Fauchard Academy and the Medal of the Order of Australia in 2021. Ramesh was president of the Oral Medicine Academy of Australasia (2019-2022). He also has public appointments at the Oral Health Centre of Western Australia and the Perth Children’s Hospital.

BDSc (Hons) DCD PhD FRACDS FOMAA

S R Prabhu is an Honorary Associate Professor at the University of Queensland School of Dentistry, Brisbane. His expertise is in Oral and Maxillofacial Pathology and Oral Medicine, with a particular interest in tropical oral diseases. Professor Prabhu formerly held senior academic positions in Oral Medicine and Oral Pathology at university dental schools in India, Kenya, Sudan, Trinidad and Tobago, Malaysia, Saudi Arabia, and UAE and administrative positions as Director and Dean of Dental Schools in Trinidad and Tobago West Indies, and the UAE, respectively. He is a Fellow of the dental faculties Royal Colleges of Surgeons in the UK and Ireland and the International College of Dentists. He was an external examiner for the dental membership examinations of the Royal College of Surgeons of Edinburgh.  He received the Commonwealth Medical Scholarship awarded by the British Council and the Rotary Foundation award for teaching in developing countries. Professor Prabhu has conducted workshops on HIV/AIDS for oral healthcare professionals in several countries in the Asian and Caribbean regions and published several papers in refereed journals, edited/co-edited, and authored/co-authored over 15 books. Notable among these include Oral Diseases in the Tropics (Oxford Medical Publications), Textbook of Oral Medicine(Oxford University Press), Textbook of Oral Anatomy Histology and Embryology(Oxford University Press), Textbook of Oral Diagnosis(Oxford University Press), Oral Diseases for Medical Practitioners(Oxford University Press), HIV/AIDS for Dental Practice(Dental Council of India), Clinical Diagnosis in Oral Medicine(Jaypee Bros Medical Publishers), Handbook of Oral Pathology and Oral Medicine ( John Wiley &Sons), and Sexually Transmissible Oral Diseases(John Wiley & Sons). Professor Prabhu is on the International Dental Journal (IDJ) Editorial Board, published by the FDI World Dental Federation, Geneva.

Bibliographic Information

Book Title : Oral Medicine - A Clinical Guide

Editors : Ramesh Balasubramaniam, Sue-Ching Yeoh, Tami Yap, S.R. Prabhu

DOI : https://doi.org/10.1007/978-3-031-36797-7

Publisher : Springer Cham

eBook Packages : Medicine , Medicine (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Hardcover ISBN : 978-3-031-36796-0 Published: 15 February 2024

Softcover ISBN : 978-3-031-36799-1 Due: 17 March 2024

eBook ISBN : 978-3-031-36797-7 Published: 14 February 2024

Edition Number : 1

Number of Pages : XVII, 467

Number of Illustrations : 88 illustrations in colour

Topics : Dentistry , Pain Medicine , Anatomy

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Doctor of Science in Dentistry

Program Director:   Dr. Dana Graves ,  contact

Program Overview

The DScD will prepare students to successfully enter the field of academic dentistry for careers as clinical or basic science researchers. The program combines the research and clinical strengths of the School, drawing faculty mentors from throughout the clinical and basic science departments. With the goal of providing the opportunity to pursue research across disciplines, students have the option to not only work with researchers from Penn Dental Medicine, but also with faculty from Penn’s  School of Engineering and Applied Sciences ,  School of Medicine ,  School of Nursing , and  School of Veterinary Medicine

DScD with Postgraduate Certificate Program:  The Doctor of Science in Dentistry (DScD) program is tailored for each specialty. For  Endodontics ,  Orthodontics ,  Oral Medicine , and  Pediatric Dentistry  postgraduate programs it is 5 years, for  Periodontics  5.5 years and for  Periodontic/Prosthesis  6 years. The program is tailored to meet the  CODA  requirements for each clinical specialty. Clinical, didactic, and research aspects of the program are integrated so that in all years students experience both clinical and research training. In years one and two, there is greater focus on clinical training, while in later years there is greater focus on research training with clinical activities continuing in all years. All courses taken as part of clinical training are credited toward the DScD degree. In addition, three didactic courses from Penn’s Biomedical Graduate Studies program related to the research topic are required and typically taken in years two through four. Each student will write a K08 or K23 grant award; the application becomes the basis of a qualifying exam for the program. Only US citizens/green card holders will actually submit their K08 or K23 proposal to the  NIH . This represents important training in grant writing as well as training in writing a scientific paper for publication, both of which are important aspects of academic success.

PLEASE   NOTE : Acceptance into the specialty program does not guarantee acceptance into the DScD program.

DScD without Postgraduate Certificate Program:  Students who have completed clinical specialty training at an accredited institution are eligible to apply for the Doctor of Science in Dentistry (DScD) program without certificate. This program is 4 years in length. Students in this program are associated with a clinical specialty and will take all didactic courses in the specialty as well as a dissertation project but will not receive clinical training. In addition, the student will take three didactic courses from Penn’s Biomedical Graduate Studies program related to the research topic, typically taken in years 2-4. The didactic, research and dissertation components for this program are the same as those for the combined DScD/Certificate program.

Research Timeline

• First Summer – students will complete two lab rotations for 3-4 weeks
• August 31 – summary report of rotations due
• October 1 – student will select his/her thesis advisor and start research
• October 15 – one-page written proposal due
• April – Thesis Committee established
• May 1 – two-page summary of research performed due to research mentor
• June 1 – final research report due to Thesis Committee identifying K08/K23 application topics
• End of Summer – performance in course work and recommendation for promotion to the next year determined by each student’s Thesis Committee and sent to the DSc Promotions Committee
• August – student will meet with thesis committee to discuss research progress
• August 1 –first draft of the K08/K23 will be submitted to the mentor
• September 1 –final draft of K08/K23 due to the thesis committee
• October 5 – student will submit the grant application
• Fall Semester – qualifying exam
• February or June – it is expected that most students will need to resubmit their grant proposals

Year 3-Year 5

• The student and mentor will meet yearly with the Thesis Committee
• Students will give a 30-minute presentation of their work each summer as part of the Student Research Seminar series in Penn Dental Medicine and at the Penn Dental Medicine annual research retreat
• Presentation of research at a national meeting
• End of Summer in 3rd and 4th years – performance in course work and recommendation for promotion to the next year determined by each student’s Thesis Committee and sent to the DSc Promotions Committee
• Spring of 5th year – submission of thesis
• Spring/summer of 5th year – thesis defense

Total length of program:  5 years when combined with a specialty certificate program in Endodontics, Orthodontics, Oral Medicine and Pediatric Dentistry; 5.5 years for Periodontics; 6 years for Periodontics/Prosthesis; 4 years for DScD only without specialty certificate Number of students accepted: 3 to 5 each year

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Research Projects

Research within the School of Dental Medicine encompasses a wide variety of fields within oral health care, helping to translate basic science discoveries into clinical therapies. Use the links below to learn more about current and past projects of faculty, staff, and students. 

Search by Department

Search individual research projects and faculty areas of research interest by School of Dental Medicine Departments

Biological Sciences

Biological Sciences research focuses on how the body, particularly the mouth, fights diseases through innate immune responses. 

**We are currently updating these pages to refresh information. While we work, please visit the Biological Sciences Research and Sponsored Projects page to review our active projects.

Ge Jin, PhD

• Beta-defensins in Immunological Responses and Immunotherapy in Oncogenesis
• Innate Immunity and Oral Carcinogenesis

Pushpa Pandiyan, PhD

• Mechanism of Immunomodulation during Oropharyngeal Candidiasis
• Modulation of Tumor Necrosis-α during Oropharyngeal Candidiasis

Aaron Weinberg, DMD, PhD

• Oral Cancer and the Discovery of a Novel Biomarker
• Oral Cancer and the Discovery of a Novel Biomarker - Taiwan
• Fusobacterial-Associated Beta Defensin Inducer (FADI)
• Center for Excellence in Immunology

Fengchun Ye, PhD

• Role of Angiopoietin-2 in KSHV Induction of Angiogenesis, Inflammation, and Cutaneous KS Lesions
• Epigenetic Regulation of Viral Infection and Replication by Periodontal Bacteria

Chad Zender, MD, FACS

• Comprehensive Head and Neck Database 

Community Dentistry

Community Dentistry research focuses on the protection and improvement of oral health in patients and community at-large. 

**We are currently updating these pages to refresh information. While we work, please visit the Community Dentistry Research and Sponsored Projects page to review our active projects.

Catherine Demko

• MEDTAPP Healthcare Access Initiative
• Sisters of Charity of Canton Evaluation Project

James Lalumandier, DDS, MPH

• Geriatric Dentistry Mobile Unit Program
• Healthy Smiles Sealant Program

Sena Narendran, PhD

• Post-doctoral Training in General, Pediatric, and Public Health Dentistry and Dental Hygiene
• Pre-doctoral Training in General, Pediatric, and Public Health Dentistry and Dental Hygiene

Suchitra Nelson, PhD

• Family Intervention with Caregivers of Children with Urgent Dental Needs
• Longitudinal Studies of Dental Caries in Very Low Birthweight Children

Mary Beth Slusar, PhD

• Caregiver Illness Perception and Child's Early Childhood Caries Status

Kristin Victoroff

• Collaborative Home for Oral Health, Medical Review, and Health Promotion (CHOMP)

Kristin Williams

Comprehensive Care

• Correlation of Primary Implant Stability with Cone Beam Computed Tomography Analysis in a Bovine Mandibular Bone Model
• Image Guided New Biomaterials for Dental Restorations
• Optimization of Insertion Torque for Primary Dental Implant Stability

Endodontics

Anita Aminoshariae, DDS, MS

• Association of Endodontic Conditions with Systemic Medical Disease
• Effect of Time Factor in Crown Placement on Survival of Primary Endodontically Treated: A Retrospective Cohort Study

Thomas Montagnese, DDS

• Efficacy of Buprenorphine on Post-operative Endodontic Analgesia 

Oral and Maxillofacial Medicine + Diagnostic Sciences

Oral Medicine research focuses on orofacial pain, oral premalignant disorders, interprofessional education outcomes, and markers for response to treatment of mucosal disorders.

Andres Pinto, DMD, MPH

• Osteonecrosis of the Jaw (ONJ) Case Registry
• Reliability of a Modified Brief Pain Inventory-Facial

Oral and Maxillofacial Surgery

Dale Baur, DDS

• Patient-Centered Quality of Live (QOL) Measures after Temporomandibular Total Joint Replacement Surgery 
• Removal of Unerupted Third Molars at the Time of Mandibular Sagittal Split Osteotomy: Case Series 
• Treatment Outcomes of Keratocystic Odontogenic Tumor

Orthodontics

**We are currently updating these pages to refresh information. While we work, please visit the Orthodontics Research and Sponsored Projects page to review our active projects.

Mark Hans, DDS, MSD

• Craniofacial Initiatives in the School of Dental Medicine

J. Martin Palomo, DDS, MSD

Manish Valiathan, DDS, MSD

• Craniofacial Growth Prediction in Different Facial Types

Pediatric Dentistry

Pediatric Dentistry research focuses on improving the care and treatment of pediatric oral health, including pediatric oral health disparities, craniofacial anomalies, and oral health behavior.

*We are currently updating these pages to refresh information. While we work, please visit the Pediatric Dentistry Research and Sponsored Projects page to review our active projects.Orthodontics

Gerald Ferretti, DDS, MS, MPH

Research Interests:

• Reducing children's oral health disparities
• Craniofacial anomalies
• Pediatric sedation

Masahiro Heima, DDS, PhD

• Dental care-related fear and anxiety
• Oral health care behavior

Lance Vernon, DMD, MPH

• Oral hygiene behavior
• Oral health care in HIV population
• Development of a Provider-Observed Tool to Assess Oral Hygiene Skills in HIV+ Adults
• Holistic, Prevention-Focused Assessment and Coaching of Targeted/Tailored Oral Hygiene Behaviors
• Immune and Inflammatory Consequences of Intensive Periodontal Disease Treatment in HIV+ Adults
• Oral Link to Vascular Disease in an HIV-1 Cohort

Periodontics

Nabil Bissada

• Gingival Dimension Around Natural Teeth and Dental Implants in Health and Disease
• Role of Nonsurgical Periodontal Treatment on the Level of Rheumatoid Factor in Patients Diagnosed with Rheumatoid Arthritis

Andre Paes, DDS, PhD, MS

• Examination of Proton Pump Inhibitor Use and Colonization with Trichomonas tenax and Entamoeba gingivalis

Leena Palomo, DMD, MSD

• Analysis of Postmenopausal Women Using Bisphosphonate Therapy
• Periodontitis in Postmenopausal Women

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Oral medicine dclindent.

Part of: Dentistry

If you are a dental graduate who wants to pursue a career in oral medicine this DClinDent programme is for you. It is for graduates who wish to further their knowledge and clinical skills in oral medicine. Students will acquire advanced knowledge and understanding of the subject and will enhance their clinical competency in oral medicine. This degree integrates academic activities with clinical practice and doctoral level research.

• Combines academic study, research and clinical training to give you a completely rounded training
• Be taught by our distinguished international experts and have regular contact with them throughout the programme
• Strong emphasis on close chair-side support throughout the programme
• Study at one of UK’s top-rated dental schools: we’re joint first in the UK for research environment (REF 2021) and one of the top 15 in the World (QS World University Rankings by Subject 2023)

Study options

• Full-time September 2024 | 3 years

Application deadline: 30 th April 2024

What you'll study

If you’re a dentist who has a special interest in oral medicine or want to become a clinical academic, this course is for you. The Professional Doctorate in Oral Medicine provides you with an integrated three-year training programme, so you can gain high-level research expertise alongside your clinical training.

This DClinDent programme will expand your knowledge and skills in oral medicine and provide an excellent preparation for your career as a specialist in this field.

You’ll take a programme of seminars, lectures and tutorials, starting with an introductory course on the fundamentals of oral medicine and its related disciplines before going on to review the clinical and scientific scope of the subject and determine its evidence base.

You’ll then enter supervised clinical practice, conducting treatment planning and clinical procedures, including a number of complex treatments. 

You’ll also complete a research project, where you’ll demonstrate the application of scientific method to a problem in oral medicine. This project will then form the basis of your dissertation. Over the duration of the programme, you’ll gain advanced research skills to professional doctorate level and develop sophisticated critical appraisal skills in relation to published literature.

In addition to your studies, you’ll also have a chance to interact with external specialists, through an extensive seminar series held within the Institute of Dentistry, the Blizard Institute and Queen Mary as a whole.

The DClinDent Degree meets level 8 of the Framework for Higher Education Qualifications (FHEQ).

Watch our video to find out more about the programme.

• Three compulsory knowledge and clinical skills modules
• Three compulsory research modules, including your final dissertation (up to 50,000 words)

Short courses

Discover our medicine and dentistry short courses that you can study on campus or online.

Compulsory/Core modules

Core knowledge and clinical skills in oral medicine.

This module covers the basic biological science topics and clinical skills relating to the study of Oral Medicine to ensure that all students possess the fundamental level of knowledge and skills required to study the advanced level 8 modules in Oral Medicine. This fundamental knowledge and skills provide the underpinning building blocks to be developed over the following two years of clinical training and practice.

Research I: Research Project Progression Report I and Clinical Portfolio Initial Report

This module covers aspects of research methodology, ethics and other transferable skills to ensure students are introduced to issues in research, such as governance issues and statistical analysis of clinical research. The research project undertaken in this course will give the student a real insight into the philosophy of research as well as practical experience in the process of completing a piece of original work. It also covers evidence based dentistry for the students to maintain their clinical portfolio.

Research II - Research Project Progression Report II, Clinical Portfolio and Service Evaluation Preliminary Reports

This module builds on the knowledge acquired in module Research I to enable students to carry out an independent research project and to write a report on their research, and to conduct a service evaluation through the completion of a clinical service audit. This module develops the skills and experience required for module Research III.

Research III - Dissertation, Research Project Final Report, Service Evaluation Final Report, Clinical Portfolio Final

This final module in the programme enables students to demonstrate their ability to complete an independent research project and to write a thesis on their research, and the acquisition of advanced skills for service evaluation through the completion of a clinical service audit.

Advanced Clinical Skills and Science in Oral Medicine

This core module will build on and advance the basic knowledge acquired in previous modules and introduce students to more in-depth aspects of Oral Medicine and the knowledge required to manage associated systemic disease. This module also enhances the student¿s ability to examine the patient, diagnosis of presenting condition, and the ability to formulate an appropriate treatment plan. This module will cover aspects of advanced knowledge in oral medicine including immunology, microbiology, and pathology. Advanced clinical skills will be acquired to underpin an independent clinical practice.

Consolidated Clinical Skill and Science in Oral Medicine

This core module will consolidate the advanced knowledge acquired in previous modules including immunology, microbiology, and pathology. Students will be introduced to more complicated oral medicine cases. The students will acquire enhanced skills for a multidisciplinary comprehensive approach in examining, diagnosing and managing complicated oral medicine conditions.

• Each module is assessed separately, including essays, written, clinical and viva voce examinations
• You will also be assessed on case presentations and clinical, diagnostic and treatment planning
• You will be assessed through your dissertation and research projects

Dissertation

The dissertation forms a major component of your degree. You’ll write a final report of up to 50,000 words on your research project.

You'll be taught through a combination of expert seminars, supervised clinical sessions, one-to-one tutorials, self-directed learning, case presentations and reading. You'll also be taught relevant laboratory methodology.

Your individual study time could be spent preparing for, or following up on, formal study sessions, reading, producing written work, completing projects and revising for examinations.

The direction of your individual study will be guided by the formal study sessions you attend, along with your reading lists and assignments.

You will be assigned an Academic Adviser who will guide you in both academic and pastoral matters throughout your time at Queen Mary.

This professional doctorate programme includes weekly teaching and clinical contact hours in addition to numerous hours of independent learning and research. Please contact the course convenor for information on the number of contact hours per week for this programme.

Professor Anwar Tappuni

LDSRCS, MRACDS (Oral Med), PhD, FHEA

Professor Tappuni is President of the Oral Medicine and Pathology Group of the International Association for Dental Research, and of the British Society for Oral and Dental Research. She serves on the Medical Council and has co-authored the National Management Guidelines for Adults with Sjögren’s Syndrome.

“My favourite thing about my degree is that it combines core knowledge, clinical experience and research. I believe that this Course is improving my clinical management skills of all the different oral medicine conditions I could encounter in my future career. It is building my confidence both as a future Oral Medicine Specialist and Researcher.  The facilities QMUL provide have made my study experience enjoyable. I am certainly benefiting from the Lab Facilities at the Blizard Institute, where I interact with various people across different departments and backgrounds. This has improved my knowledge in various clinical research approaches. I’m learning all the time. The University has multiple libraries, with one specific for Dentistry and Medicine, fully equipped classrooms, easily accessible computers and study rooms which made my learning experience easier and more enjoyable.”   — Khlood Alkurdi, DClinDent Oral Medicine (Year 2, 2021)

Where you'll learn

New postgraduate study and research facilities are available in the state of the art Blizard building, as well as the Institute of Dentistry.

The Institute of Dentistry facilities include:

• 11 dedicated seminar rooms and a student learning centre
• 92 production laboratory spaces
• Digital imaging and two cutting-edge cone beam CT machines
• A PC in every operatory with ‘slave screen’ on chair for viewing images and discussing results with patient
• Modern facial-scanning equipment
• Facilities and services for 72 ‘phantom’ heads

Watch our video to see more of our facilities.

Moreover, our clinical facilities are complemented by Outreach Clinics including Barkantine, and Sir Ludwig Guttman.

Your postgraduate learning experience is enhanced by our fantastic location in Whitechapel, in east London.

Not only are we in one of the capital’s most vibrant areas to live and work but we also serve a diverse local community, with 92 different languages spoken by the borough’s 300,000 residents. You will develop your clinical skills and knowledge while caring for this community. Moreover, the Institute offers you many exciting opportunities to develop an understanding of health and the treatment of disease in a global and international context.

About the Institute

Institute of dentistry.

If you study with us, you will join a dynamic, successful school with a first-class reputation: Queen Mary is ranked 15 th  in the World for dentistry in the QS World University Rankings by Subject 2023 and joint seventh in the UK for the quality of our research (REF 2021).

The Institute of Dentistry is a special place to undertake your postgraduate studies. We bring together a number of world-leading researchers in basic and clinical sciences who supervise research students in the fields of oral medicine, oral pathology, oral microbiology, oral epidemiology, oncology, dental biomaterials, dental biophysics, dental public health, dental education, periodontology, orthodontics, paediatric, prosthetic and conservative dentistry.

The Institute is based in Whitechapel and offers cutting-edge technology, a superb education and first-class research facilities.

The Institute of Dentistry is part of Queen Mary’s Faculty of Medicine and Dentistry. Queen Mary is part of the University of London and a member of the Russell Group.

• Tel: +44 (0)20 7882 8930
• Institute of Dentistry Facebook
• Institute of Dentistry Twitter

Career paths

This DClinDent programme will provide you with an excellent preparation for your career as a dentist with a special interest in oral medicine.

You’ll also gain the research skills and experience necessary to pursue an academic career.

• 100% of Dentistry postgraduate-taught students are in employment or further study (2020/21)
• 100% of Dentistry postgraduate-taught students are in highly skilled work or graduate study (2020/21)

Fees and funding

Full-time study.

September 2024 | 3 years

• Home: £33,150
• Overseas: £60,250 EU/EEA/Swiss students

Conditional deposit

Overseas: £2000 Information about deposits

Queen Mary alumni can get a £1000, 10% or 20% discount on their fees depending on the programme of study. Find out more about the Alumni Loyalty Award

There are a number of ways you can fund your postgraduate degree.

• Scholarships and bursaries
• Postgraduate loans (UK students)
• Country-specific scholarships for international students

Our Advice and Counselling service offers specialist support on financial issues, which you can access as soon as you apply for a place at Queen Mary. Before you apply, you can access our funding guides and advice on managing your money:

• Advice for UK and EU students
• Advice for international students

Entry requirements

Degree requirements.

Applicants must have a primary qualification in Dentistry (BDS or equivalent).

Additional information

Please note that in order for your application to be considered you must have obtained a minimum IELTS score of 6.5 at the point of submission of your application.

Following the application deadline, screening of applications and selection of candidates will take place. Candidates who are shortlisted will be invited to attend an online interview with the Course Director.

Find out more about how to apply for our postgraduate taught courses.

International

Afghanistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Master Degree from a recognised institution. UK 1st class degree: 90%; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA 2.4 out of 4.0

Albania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Algeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome de [subject area]; Diplome d'Etudes Superieures; Diplome de Docteur end Pharmacie; or Diplome de Docteur en Medecine from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Angola We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado/a (minimum 4 years) from selected institutions. UK 1st class degree: 17 out of 20 UK 2:1 degree: 15 out of 20 UK 2:2 degree: 13 out of 20

Argentina We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo/ Grado de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Armenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 87 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 61 out of 100

Australia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: High Distinction; or First Class with Honours UK 2:1 degree: Distinction; or Upper Second Class with Honours UK 2:2 degree: Credit; or Lower Second Class with Honours

Austria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

The above relates to grading scale where 1 is the highest and 5 is the lowest.

Azerbaijan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or GPA 4.7 out of 5 UK 2:1 degree: 80%; or GPA 4 out of 5 UK 2:2 degree: 70%; or GPA 3.5 out of 5

Bahamas We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bahrain We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 90 out of 100 UK 2:1 degree: GPA 3.0 out of 4.0; or 80 out of 100 UK 2:2 degree: GPA 2.3 out of 4.0; or 74 out of 100

Bangladesh We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.2 to 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.3 out of 4.0 UK 2:2 degree: GPA 2.3 to 2.7 out of 4.0

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide. 

Barbados We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from the University of West Indies, Cave Hill or Barbados Community College. UK 1st class degree: First Class Honours*; or GPA 3.7 out of 4.0** UK 2:1 degree: Upper Second Class Honours*; or GPA 3.0 out of 4.0** UK 2:2 degree: Lower Second Class Honours*; or GPA 2.4 out of 4.0**

*relates to: the University of West Indies, Cave Hill.

**relates to: Barbados Community College.

Belarus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10; or 4.7 out of 5 UK 2:1 degree: 7 out of 10; or 4 out of 5 UK 2:2 degree: 5 out of 10; or 3.5 out of 5

Belgium We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 80% or 16/20*; or 78%** UK 2:1 degree: 70% or 14/20*; or 72%** UK 2:2 degree: 60% or 12/20*; or 65%**

*Flanders (Dutch-speaking)/ Wallonia (French-speaking) **German-speaking

Belize We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Benin We normally consider the following qualifications for entry to our postgraduate taught programmes: Maitrise or Masters from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Bolivia We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Bachiller Universitario or Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 85%* or 80%** UK 2:1 degree: 75%* or 70%** UK 2:2 degree: 65%* or 60%**

*relates to: Titulo de Bachiller Universitario

**relates to: Licenciado / Titulo de [subject area] 

Bosnia and Herzegovina We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Botswana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 5 years) or Master Degree from the University of Botswana. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Brazil We normally consider the following qualifications for entry to our postgraduate taught programmes: Título de Bacharel / Título de [subject area] or Título de Licenciado/a (minimum 4 years) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

The above grades assumes that the grading scale has a pass mark of 5.

Brunei We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bulgaria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 5.75 out of 6.0 UK 2:1 degree: 4.75 out of 6.0 UK 2:2 degree: 4.0 out of 6.0

Burundi We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 85%; or 16 out of 20 UK 2:1 degree: 75%; or 14 out of 20 UK 2:2 degree: 60%; or 12 out of 20

Cambodia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 3.5 out of 4.0 UK 2:1 degree: 70%; or GPA 3.0 out of 4.0 UK 2:2 degree: 60%; or GPA 2.35 out of 4.0

Cameroon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; Diplome d'Etudes Superieures de Commerce; Diplome d'Ingenieur de Conception/ Travaux; Doctorat en Medecine/ Pharmacie; or Maitrise or Master 1 from selected institutions. UK 1st class degree: 16 out of 20; or GPA 3.6 out of 4.0 UK 2:1 degree: 14 out of 20; or GPA 3.0 out of 4.0 UK 2:2 degree: 12 out of 20; or GPA 2.5 out of 4.0

Canada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Chile We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado de Licenciado en [subject area] or Titulo (Professional) de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 6.5 out of 7 UK 2:1 degree: 5.5 out of 7 UK 2:2 degree: 5 out of 7

China We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 85 to 95% UK 2:1 degree: 75 to 85% UK 2:2 degree: 70 to 80%

Offer conditions will vary depending on the institution you are applying from.  

Colombia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado en [subject area] or Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.60 out of 5.00 UK 2:1 degree: 4.00 out of 5.00 UK 2:2 degree: 3.50 out of 5.00

Congo, Dem. Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies or Diplome d'Etudes Speciales from a recognised institution. UK 1st class degree: 16 out of 20; or 90% UK 2:1 degree: 14 out of 20; or 80% UK 2:2 degree: 12 out of 20; or 70%

Congo, Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Superieures or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Costa Rica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachiller or Licenciado from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7.5 out of 10

Croatia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education Level VII/1 (Diploma - Visoko obrazovanje) from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3 out of 5

Cuba We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Arquitecto/ Doctor/ Ingeniero from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10; or GPA 3.7 out of 4.0 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or GPA 2.5 out of 4.0

Czech Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.2 out of 4 UK 2:1 degree: 1.5 out of 4 UK 2:2 degree: 2.5 out of 4

The above relates to grading scale where 1 is the highest and 4 is the lowest.

Denmark We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree from a recognised institution. UK 1st class degree: 12 out of 12 (2007 onwards); or 11 out of 13 (before 2007) UK 2:1 degree: 7 out of 12 (2007 onwards); or 8 out of 13 (before 2007) UK 2:2 degree: 4 out of 12 (2007 onwards); or 7 out of 13 (before 2007)

Dominican Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 95/100 UK 2:1 degree: 85/100 UK 2:2 degree: 78/100

Ecuador We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 9/10; or 19/20; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 8/10; or 18/20; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 7/10; or 14/20; or GPA 2.4 out of 4.0

Egypt We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or GPA 3.7 out of 4 UK 2:1 degree: 75%; or GPA 3.0 out of 4 UK 2:2 degree: 65%; or GPA 2.5 out of 4

El Salvador We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 5 years) from a recognised institution. UK 1st class degree: 8.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Eritrea We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Estonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; University Specialist's Diploma; or Professional Higher Education Diploma from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 3.5 out of 5 UK 2:2 degree: 2 out of 5

The above grades assumes that 1 is the pass mark. 

Eswatini We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Ethiopia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Fiji We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from one of the following institutions: Fiji National University, the University of Fiji, or the University of South Pacific, Fiji. UK 1st class degree: GPA 4.0 out of 5.0*; or overall grade A with High Distinction pass**; or GPA 4.0 out of 4.5*** UK 2:1 degree: GPA 3.33 out of 5.0*; or overall grade B with Credit pass**; or GPA 3.5 out of 4.5*** UK 2:2 degree: GPA 2.33 out of 5.0*; or overall grade S (Satisfactory)**; or GPA 2.5 out of 4.5***

*relates to Fiji National University

**relate to the University of Fiji

***relates to the University of South Pacific, Fiji

Finland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree/ Kandidaatti/ Kandidat (minimum 180 ECTS credits) from a recognised institution; or Bachelor degree (Ammattikorkeakoulututkinto/ Yrkeshögskoleexamen) from a recognised University of Applied Sciences. UK 1st class degree: 4.5 out of 5; or 2.8 out of 3 UK 2:1 degree: 3.5 out of 5; or 2 out of 3 UK 2:2 degree: 2.5 out of 5; or 1.4 out of 3

France We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Grade de Licence; Diplome d'Ingenieur; or Maitrise from a recognised institution. UK 1st class degree: 14 out of 20 UK 2:1 degree: 12 out of 20 UK 2:2 degree: 11 out of 20

Gambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 4.0 out of 4.3 UK 2:1 degree: 67%; or GPA 3.3 out of 4.3 UK 2:2 degree: 60%; or GPA 2.7 out of 4.3

Georgia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 91 out of 100; or 4.7 out of 5 UK 2:1 degree: 81 out of 100; or 4 out of 5 UK 2:2 degree: 71 out of 100; or 3.5 out of 5

Germany We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

Ghana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: First Class UK 2:1 degree: Second Class (Upper Division) UK 2:2 degree: Second Class (Lower Division)

Greece We normally consider the following qualifications for entry to our postgraduate taught programmes: Degrees from recognised selected institutions in the University sector or Degrees (awarded after 2003) from recognised Technological Educational Institutes. UK 1st class degree: 8 out of 10*; or 9 out of 10** UK 2:1 degree: 7 out of 10*; or 7.5 out of 10** UK 2:2 degree: 6 out of 10*; or 6.8 out of 10**

*Relates to degrees from the University Sector. **Relates to degrees from Technological Educational Institutes.

Grenada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Guatemala We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 70%

The above grades assumes that the pass mark is 61% or less.

Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Master; Maitrise; Diplome d'Etudes Superieures; or Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Guyana We normally consider the following qualifications for entry to our postgraduate taught programmes: Graduate Diploma (Postgraduate) or Masters degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Honduras We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/a / Grado Academico de Licenciatura (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 4.0 out of 5; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 3.5 out of 5; or GPA 2.4 out of 4.0

Hong Kong We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from selected institutions. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Hungary We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Alapfokozat) or University Diploma (Egyetemi Oklevel) from a recognised institution. UK 1st class degree: 4.75 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Iceland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Baccalaureus or Bakkalarprof) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.25 out of 10 UK 2:2 degree: 6.5 out of 10

India We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from selected institutions. UK 1st class degree: 75% to 80% UK 2:1 degree: 60% to 70% UK 2:2 degree: 50% to 60%

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide.  

For India, offers may be made on the GPA scale.

We do not consider the Bachelor of Vocation (B. Voc.) for Masters entry.

Indonesia We normally consider the following qualifications for entry to our postgraduate taught programmes: Sarjna I (S1) Bachelor Degree or Diploma IV (D4) (minimum 4 years) from selected degree programmes and institutions. UK 1st class degree: GPA 3.6 to 3.8 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.2 out of 4.0 UK 2:2 degree: GPA 2.67 to 2.8 out of 4.0

Offer conditions will vary depending on the institution you are applying from and the degree that you study.

Iran We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 17.5 to 18.5 out of 20 UK 2:1 degree: 15 to 16 out of 20 UK 2:2 degree: 13.5 to 14 out of 20

Iraq We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 60 out of 100

Ireland We normally consider the following qualifications for entry to our postgraduate taught programmes: Honours Bachelor Degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Second Class Honours Grade I UK 2:2 degree: Second Class Honours Grade II

Israel We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Italy We normally consider the following qualifications for entry to our postgraduate taught programmes: Laurea (180 ECTS credits) from a recognised institution. UK 1st class degree: 110 out of 110 UK 2:1 degree: 105 out of 110 UK 2:2 degree: 94 out of 110

Cote D’ivoire (Ivory Coast) We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ingenieur; Doctorat en Medicine; Maitrise; Master; Diplome d'Etudes Approfondies; or Diplome d'Etudes Superieures Specialisees from selected institutions. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Jamaica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies (UWI) or a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the UWI UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the UWI UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the UWI

Japan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: S overall* or A overall**; or 90%; or GPA 3.70 out of 4.00 UK 2:1 degree: A overall* or B overall**; or 80%; or GPA 3.00 out of 4.00 UK 2:2 degree: B overall* or C overall**; or 70%; or GPA 2.3 out of 4.00

*Overall mark is from the grading scale: S, A, B, C (S is highest mark) **Overall mark is from the grading scale: A, B, C, D (A is highest mark)

Jordan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85%; or GPA of 3.7 out of 4.0 UK 2:1 degree: 75%; or GPA of 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA of 2.5 out of 4.0

Kazakhstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 3.8 out of 4.0/4.33; or 4.7 out of 5 UK 2:1 degree: 3.33 out of 4.0/4.33; or 4.0 out of 5 UK 2:2 degree: 2.67 out of 4.0/4.33; or 3.5 out of 5

Kenya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: First Class Honours; or GPA 3.6 out of 4.0 UK 2:1 degree: Second Class Honours Upper Division; or GPA 3.0 out of 4.0 UK 2:2 degree: Second Class Honours Lower Division; or GPA 2.4 out of 4.0

Kosovo We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Kuwait We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.67 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.67 out of 4.0

Kyrgyzstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5; or GPA 3.7 out of 4 UK 2:1 degree: 4.0 out of 5; or GPA 3.0 out of 4 UK 2:2 degree: 3.5 out of 5; or GPA 2.4 out of 4

Laos We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Latvia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded after 2002) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6 out of 10

Lebanon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; or Maitrise from a recognised institution. UK 1st class degree: 90% or Grade A; or GPA 3.7 out of 4.0; or 16 out of 20 (French system) UK 2:1 degree: 80% or Grade B; or GPA 3.0 out of 4.0; or 13 out of 20 (French system) UK 2:2 degree: 70% or Grade C; or GPA 2.5 out of 4.0; or 12 out of 20 (French system)

Lesotho We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 5 years total HE study); Masters Degree or Postgraduate Diploma from selected institutions. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Liberia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Libya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or 3.7 out of 4.0 GPA UK 2:1 degree: 75%; or 3.0 out of 4.0 GPA UK 2:2 degree: 65%; or 2.6 out of 4.0 GPA

Liechtenstein We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.6 out of 6.0 UK 2:1 degree: 5.0 out of 6.0 UK 2:2 degree: 4.4 out of 6.0

Lithuania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Luxembourg We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Macau We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Licenciatura) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Macedonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Higher Education - Level VII/1 or Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Madagascar We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Diplome d'Ingenieur; Diplôme d'Etat de Docteur en Médecine; Diplôme d’Etat de Docteur en Chirurgie Dentaire; Diplôme d'Études Approfondies; Diplôme de Magistère (Première Partie) – also known as Master 1; or Diplôme de Master – also known as Master 2 from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Malawi We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from selected institutions. UK 1st class degree: 80% or GPA 3.7 out of 4.0 UK 2:1 degree: 70% or GPA 3.0 out of 4.0 UK 2:2 degree: 60% or GPA 2.4 out of 4.0

Malaysia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class 1; or 3.7 out of 4.0 CGPA UK 2:1 degree: Class 2 division 1; or 3.0 out of 4.0 CGPA UK 2:2 degree: Class 2 division 2; or 2.6 out of 4.0 CGPA

Maldives We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded from 2000) from the Maldives National University. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Malta We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: First Class Honours; or Category I UK 2:1 degree: Upper Second Class Honours; or Category IIA UK 2:2 degree: Lower Second Class Honours; or Category IIB

Mauritius We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class I; or 70% UK 2:1 degree: Class II division I; or 60% UK 2:2 degree: Class II division II; or 50%

Offer conditions will vary depending on the grading scale used by your institution.

Mexico We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo (Profesional) de [subject area] from a recognised institution. UK 1st class degree: 9.0 to 9.5 out of 10 UK 2:1 degree: 8.0 to 8.5 out of 10 UK 2:2 degree: 7.0 to 7.5 out of 10

Offer conditions will vary depending on the grading scale your institution uses.

Moldova We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Diploma de Licenta) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 6.5 out of 10

Monaco We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Mongolia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.6 out of 4.0; or 90%; or grade A UK 2:1 degree: GPA 3.2 out of 4.0; or 80%; or grade B UK 2:2 degree: GPA 2.8 out of 4.0; or 70%; or grade C

Montenegro We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Academic Undergraduate Studies; Diploma of Professional Undergraduate Studies; or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Morocco We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ecoles Nationales de Commerce et de Gestion; Diplome de Docteur Veterinaire; Doctorat en Medecine; Docteur en Medecine Dentaire; Licence; Diplome d'Inegeniuer d'Etat; Diplome de Doctorat en Pharmacie; or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Mozambique We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado (minimum 4 years) or Grau de Mestre from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Myanmar We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% or GPA of 4.7 out of 5.0 UK 2:1 degree: 70% or GPA of 4.0 out of 5.0 UK 2:2 degree: 60% or GPA of 3.5 out of 5.0

Namibia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree or Professional Bachelor Degree (NQF level 8 qualifications) - these to be awarded after 2008 from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Nepal We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 80%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA of 2.4 out of 4.0

Bachelor in Nursing Science are not considered equivalent to UK Bachelor degrees.

Netherlands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10 UK 2:1 degree: 7 out of 10 UK 2:2 degree: 6 out of 10

New Zealand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours Degree from a recognised institution. UK 1st class degree: A-*; or First Class Honours** UK 2:1 degree: B*; or Second Class (Division 1) Honours** UK 2:2 degree: C+*; or Second Class (Division 2) Honours**

*from a Bachelor degree **from a Bachelor Honours degree

Nigeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: GPA 4.50 out of 5.00; or GPA 6.0 out of 7.0 UK 2:1 degree: GPA 3.50 out of 5.00; or GPA 4.6 out of 7.0 UK 2:2 degree: GPA 2.80 out of 5.00; or GPA 3.0 out of 7.0

Norway We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS (of 180 ECTS min overall) at grade A or above. UK 2:1 degree: Overall B grade UK 2:2 degree: Overall C grade

Oman We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Pakistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.0 to 3.8 out of 4.0 UK 2:1 degree: GPA 2.6 to 3.6 out of 4.0 UK 2:2 degree: GPA 2.0 to 3.0 out of 4.0

Palestine, State of We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Panama We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 91% UK 2:1 degree: 81% UK 2:2 degree: 71%

Papua New Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from a recognised institution. UK 1st class degree: Class I UK 2:1 degree: Class II, division A UK 2:2 degree: Class II, division B

Paraguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [professional title] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out fo 5

Peru We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado Academico de Bachiller or Titulo de Licenciado/ Titulo (Professional) de [subject area] from a recognised institution. UK 1st class degree: 17 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Philippines We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions or Juris Doctor; Bachelor of Laws; Doctor of Medicine; Doctor of Dentistry/ Optometry/ Veterinary Medicine; or Masters Degree from recognised institutions. UK 1st class degree: 3.6 out of 4.0; or 94%; or 1.25 out of 5 UK 2:1 degree: 3.0 out of 4.0; or 86%; or 1.75 out of 5 UK 2:2 degree: 2.5 out of 4.0; or 80%; or 2.5 out of 5

The above 'out of 5' scale assumes  1 is highest mark and 3 is the pass mark.

Poland We normally consider the following qualifications for entry to our postgraduate taught programmes: Licencjat or Inzynier (minimum 3 years) - these must be awarded after 2001 from a recognised institution. UK 1st class degree: 4.8 out of 5.0 UK 2:1 degree: 4.5 out of 5.0 UK 2:2 degree: 3.8 out of 5.0

The above grades are based on the 2 to 5 scale, where 3 is the pass mark and 5 is the highest mark.

Portugal We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado (minimum 180 ECTS credits) or Diploma de Estudos Superiores Especializados (DESE) from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Puerto Rico We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 90/100 or GPA 3.7 out of 4.0 UK 2:1 degree: 80/100 or GPA 3.0 out of 4.0 UK 2:2 degree: 70/100 or GPA 2.4 out of 4.0

Qatar We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.0 out of 4.0; or GPA 3.6 out of 5.0 UK 2:2 degree: GPA 2.4 out of 4.0; or GPA 2.8 out of 5.0

Romania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.75 out of 10 UK 2:1 degree: 8.0 out of 10 UK 2:2 degree: 7.0 out of 10

Russia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Rwanda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85%; or 17 out of 20 UK 2:1 degree: 70%; or 15 out of 20 UK 2:2 degree: 60%; or 13 out of 20

Saudi Arabia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.75 out of 5.0; or GPA 3.75 out of 4.0 UK 2:1 degree: GPA 3.75 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.0 out of 5.0; or GPA 2.4 out of 4.0

Senegal We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Master II; Diplôme d'Études Approfondies (DEA); Diplôme d'Études Supérieures Specialisées (DESS); Diplôme d'État de Docteur en Médecine; Diplôme d'Ingénieur; Diplôme de Docteur en Chirurgie Dentaire; or Diplôme de Pharmacien from a recognised institution. UK 1st class degree: 16/20 UK 2:1 degree: 14/20 UK 2:2 degree: 12/20

Serbia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Sierra Leone We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Honours) or a Masters degree from a recognised institution. UK 1st class degree: First Class honours; or GPA 4.7 out of 5; or GPA 3.75 out of 4 UK 2:1 degree: Upper Second Class honours; or GPA 4 out of 5; or GPA 3.25 out of 4 UK 2:2 degree: Lower Second Class Honours; or GPA 3.4 out of 5; or GPA 2.75 out of 4

Singapore We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from selected institutions. UK 1st class degree: GPA 4.3 out of 5.0; or GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.8 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.3 out of 5.0; or GPA 2.5 out of 4.0

Slovakia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 93%; or 1 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:1 degree: 86%; or 1.5 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:2 degree: 72%; or 2.5 overall (on 1 to 4 scale, where 1 is highest mark)

Slovenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Univerzitetni Diplomant (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Somalia Bachelor degrees from Somalia are not considered for direct entry to our postgraduate taught programmes. Holders of Bachelor degrees from Somali National University can be considered for our Pre-Masters programmes on a case by case basis.

South Africa We normally consider the following qualifications for entry to our postgraduate taught programmes: NQF Level 8 qualifications such as Bachelor Honours degrees or Professional Bachelor degrees from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 70% UK 2:2 degree: 60%

South Korea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 4.2 out of 4.5; or GPA 4.0 out of 4.3; or GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.5 out of 4.5; or GPA 3.3 out of 4.3; or GPA 3.2 out of 4.0 UK 2:2 degree: GPA 3.0 out of 4.5; or GPA 2.8 out of 4.3; or GPA 2.5 out of 4.0

Spain We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo Universitario Oficial de Graduado en [subject area] (Grado) or Titulo Universitario Oficial de Licenciado en [subject area] (Licenciatura) from a recognised institution. UK 1st class degree: 8.0 out of 10; or 2.5 out of 4.0 UK 2:1 degree: 7.0 out of 10; or 2.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or 1.5 out of 4.0

Sri Lanka We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Special or Honours) or Bachelor Degree (Professional) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.5 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Sudan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution or Bachelor degree in one of the following Professional subjects: Architecture; Dentistry; Engineering; Medicine/Surgery from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 65% UK 2:2 degree: 60%

Sweden We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Kandidatexamen) or Professional Bachelor Degree (Yrkesexamenfrom) (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS at grade A or above (180 ECTS minimum overall); or at least 65% of credits graded at VG overall UK 2:1 degree: Overall B grade (180 ECTS minimum overall); or at least 50% of credits graded at VG overall UK 2:2 degree: Overall C grade (180 ECTS minimum overall); or at least 20% of credits graded at VG overall.

Switzerland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.5 out of 6; or 9 out of 10 UK 2:1 degree: 5 out of 6; or 8 out of 10 UK 2:2 degree: 4.25 out of 6; or 7 out of 10

Syria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85% UK 2:1 degree: 75% UK 2:2 degree: 65%

Taiwan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85 to 90% UK 2:1 degree: 70 to 75% UK 2:2 degree: 65 to 70%

Tajikistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Specialist Diploma or Masters Degree from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Tanzania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.5 out of 5.0 UK 2:2 degree: GPA 2.7 out of 5.0

Thailand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 to 3.20 out of 4.00 UK 2:2 degree: GPA 2.40 to 2.60 out of 4.00

Offer conditions will vary depending on the institution you are applying from.

Trinidad and Tobago We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the University of West Indies UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the University of West Indies UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the University of West Indies

Tunisia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome National d'Architecture; Maitrise; Diplome National d'Ingeniuer; or Doctorat en Medecine / Veterinaire from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Turkey We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 2.80 to 3.00 out of 4.00 UK 2:2 degree: GPA 2.30 to 2.50 out of 4.00

Turkish Republic of Northern Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 out of 4.00 UK 2:2 degree: GPA 2.50 out of 4.00

Turkmenistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Diploma of Higher Education (awarded after 2007) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Turks and Caicos Islands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (accredited by the Council of Community Colleges of Jamaica) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 80% UK 2:1 degree: GPA 3.3 out of 4.0; or 75% UK 2:2 degree: GPA 2.7 out of 4.0; or 65%

Uganda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 4.0 out of 5.0 UK 2:2 degree: GPA 3.0 out of 5.0

Ukraine We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 10 out of 12; or 4.7 out of 5 UK 2:1 degree: 8 out of 12; or 4.0 out of 5 UK 2:2 degree: 6 out of 12; or 3.5 out of 5

United Arab Emirates We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

United States of America We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Uruguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 10 to 11 out of 12 UK 2:1 degree: 7 to 9 out of 12 UK 2:2 degree: 6 to 7 out of 12

Uzbekistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5 UK 2:1 degree: 80%; or 4.0 out of 5 UK 2:2 degree: 71%; or 3.5 out of 5

Venezuela We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] from a recognised institution. UK 1st class degree: 81% UK 2:1 degree: 71% UK 2:2 degree: 61%

Non-percentage grading scales, for example scales out of 20, 10, 9 or 5, will have different requirements. 

Vietnam We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8.0 out of 10; or GPA 3.7 out of 4 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4 UK 2:2 degree: 5.7 out of 10; or GPA 2.4 out of 4

Yemen We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters (Majister) degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Bachelor Degrees from Lebanese International University (in Yemen) can be considered for entry to postgraduate taught programmes - please see Lebanon for guidance on grade requirements for this.

Zambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 75%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA 2.4 out of 4.0

Zimbabwe We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 65% UK 2:2 degree: 60%

English language requirements

If you got your degree in an English speaking country or if it was taught in English, and you studied within the last five years, you might not need an English language qualification - find out more .

English language entry requirements  for programmes within the Institute of Dentistry

You may be able to meet the English language requirement for your programme by joining a  summer pre-sessional programme before starting your degree.

Visas and immigration

Find out how to apply for a student visa .

Academic queries

Postgraduate admissions, related courses, clinical oral microbiology dclindent, oral surgery dclindent, oral biology msc.

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• v.15(9); 2023 Sep
• PMC10591112

A Literature Review of the Future of Oral Medicine and Radiology, Oral Pathology, and Oral Surgery in the Hands of Technology

Ishita singhal.

1 Oral Pathology and Microbiology and Forensic Odontology, Shree Guru Gobind Singh Tricentenary (SGT) University, Gurugram, IND

Geetpriya Kaur

2 Oral Pathology and Microbiology, Paradise Diagnostics, New Delhi, IND

3 Dentistry, Dierick Dental Care, Antwerp, BEL

Aparna Pathak

4 Oral Pathology, Paradise Diagnostics, New Delhi, IND

In the realm of dentistry, a myriad of technological advancements, including teledentistry, virtual reality (VR), artificial intelligence (AI), and three-dimensional printing, have been extensively embraced and rigorously evaluated, consistently demonstrating their remarkable effectiveness. These innovations have ushered in a transformative era in dentistry, impacting every facet of the field. They encompass activities ranging from the diagnosis and exploration of oral health conditions to the formulation of treatment plans, execution of surgical procedures, fabrication of prosthetics, and even assistance in patient distraction, prognosis, and disease prevention. Despite the significant strides already taken, the relentless pursuit of new horizons fueled by human curiosity remains unabated. The future landscape of dentistry holds the promise of sweeping changes, notably characterized by enhanced accessibility to dental care and reduced treatment durations. In this comprehensive review article, we delve into the pivotal roles played by AI, VR, augmented reality, mixed reality, and extended reality within the realm of dentistry, with a particular emphasis on their applications in oral medicine, oral radiology, oral surgery, and oral pathology. These technologies represent just a fraction of the technological arsenal currently harnessed in the field of dentistry. A thorough comprehension of their advantages and limitations is imperative for informed decision-making in their utilization.

Introduction and background

The world has witnessed remarkable evolution across numerous domains, with technology standing as a pivotal driver of this transformation. In the realm of healthcare, technology has ushered in a wave of innovations that encompass artificial intelligence (AI), virtual reality (VR), augmented reality (AR), mixed reality (MR), extended reality (XR), and robotic applications, all aimed at enhancing patient care. While concerns about technology encroaching on human roles in healthcare persist, there is a prevailing belief that these advancements can empower healthcare professionals to deliver superior patient care. This empowerment comes in the form of augmented decision-making capabilities, improved long-term patient tracking, expedited image analysis, and exceptional predictive capabilities. Notably, AI and machine learning (ML) are seen as complementary tools that enhance human expertise rather than replace it. As with any innovation, these technologies come with their own set of advantages and challenges. In this comprehensive review article, we delve into the multifaceted roles of AI, VR, AR, MR, and XR within the field of dentistry. Our focus will be on their applications in oral medicine, oral radiology, oral surgery, and oral pathology, providing insights into how these technologies are reshaping and optimizing dental practice for both professionals and patients.

AI encompasses the theory and development of computer systems capable of performing tasks typically associated with human intelligence, such as visual perception, speech recognition, decision-making, and language translation [ 1 ]. In the realm of healthcare, AI finds practical applications in advanced online search engines, recommendation systems, and creative tools [ 2 ]. One subset of AI, known as ML, focuses on the development of computer algorithms and models that enable systems to learn from and make predictions or decisions based on data, without being explicitly programmed to perform specific tasks. In essence, ML allows computers to recognize patterns, make sense of data, and improve their performance or behavior over time through experience [ 3 ]. In the context of dentistry, AI has been harnessed to automatically analyze dental X-rays, yielding crucial insights such as X-ray type, potential tooth impact, precise degree of bone loss through color overlays, cavity location, and more [ 4 ]. Deep learning (DL), a specialized branch of ML characterized by multi-layered computational networks, has emerged as a game-changer, particularly in medical and dental image processing [ 5 , 6 ]. The promise of ML and DL in dentistry extends to enhanced diagnostic accuracy and treatment planning. For instance, a noteworthy development at the University of California involved the creation of an AI algorithm with a remarkable 94% accuracy rate in detecting periodontitis. This algorithm exhibited diagnostic accuracies of 73% for distinguishing normal from diseased cases and 59% for classifying the severity levels of bone loss. Further optimization of the periodontal dataset holds the potential to transform this computer-aided detection system into an efficient tool for periodontal disease detection and staging [ 7 ]. In addition to periodontitis, DL algorithms have also proven adept at accurately identifying dental caries in X-rays. These technologies, characterized by their objectivity and reduced bias, hold the promise of revolutionizing dentistry by standardizing and improving the diagnostic process [ 6 ].

VR is a computer-generated simulation of a hypothetical, immersive, three-dimensional (3D) world or picture that may be interacted with using certain technologies [ 8 ]. VR has been utilized in medicine to great effect as a distraction tool during operations as well as an acclimatization technique to prepare for an experience or procedure, as stated in systematic reviews and randomized control experiments [ 9 ]. Although it has not yet gained widespread acceptance in dentistry, it may potentially play a part in exposure-based acclimation to dental events. In comparison to no intervention, three trials employing VR in a dental context found reduced pain and anxiety. The perioperative phase served as the setting for all three of these studies [ 9 ]. VR may be employed to eradicate dental phobia in pediatric and geriatric patients and further enhance patient education. Before performing procedures on actual patients, dentists, and dental students can practice and test them on mannequins using VR technology by utilizing 3D models of teeth or a human head. Additionally, VR may be used to teach new dentists and make sure seasoned dentists maintain their skill sets [ 10 ].

AR is a technique that superimposes digital data over the physical environment. Incorporating computer-generated sensory input like audio, video, graphics, or GPS data improves the user's impression of reality [ 11 ]. By immediately displaying healthcare data on the patient and merging the physical and digital worlds, AR primarily seeks to improve clinical practice. By adopting interactive approaches, AR and VR technology can help dentists explain various dental operations to their patients, establish a diagnosis, create a treatment plan, and clearly illustrate predicted results by using 3D models of their patient's teeth, gums, and oral cavities [ 12 ].

VR and AR are both combined in MR. It makes it feasible to embed features in a real setting by enabling digital things to interact with the physical world. MR equipment can be utilized in dentistry for surgical planning and training. It could offer a fresh idea for people getting dental treatment when it comes to giving consent. The Microsoft HoloLens is an MR device that can display information and potentially create a virtual environment utilizing a real-time, 3D platform employing several sensors and holographic processing. The HoloLens technology may be utilized as an essential tool for dentistry education and surgery planning, given how quickly technology is developing and how popular virtual learning is becoming [ 13 , 14 ].

XR is an umbrella term that encompasses all types of technologies that enhance our senses, including VR, AR, and MR [ 15 ]. Additionally, these technologies have been applied in several industries, including entertainment, education, and health care. It is a notion that covers both tangible and fictitious hybrid worlds, as well as human-machine interactions produced through wearables and computer technologies. Implantology and orthognathic procedures are the two dental uses of XR that occur most frequently. The development of reality gadgets makes it possible for users to mix and include both medical data and graphical information. Dental implant virtual planning, which transposes 3D virtual planning into the surgical field, has increased the precision of dental implants being inserted using either static guiding or dynamic navigation. Dental static-guided devices may not offer as many benefits in dental implantology as computer-assisted surgery with dynamic navigation. These kinds of technologies overlay computed cone-beam tomography (CBCT) depth, angle, and drill position on the pictures, assisting dentists in performing minimally invasive procedures and avoiding damage to important structures. Because computer-aided navigation increases treatment precision while lowering operational hazards, the adoption of such technology is also beneficial in oral and maxillofacial surgery. Users may occasionally wear a head-mounted display or a glove that stimulates their visual, auditory, and tactile senses, as well as their sense of touch, to create an immersive virtual experience.

Currently, mock-ups, video analysis, and 3D face conceptions have all been employed to help with the technique of reconstructing smiles during dental rehabilitation. The development of new technology improves this program and cuts down on the amount of time and chance of mistakes involved in knowledge exchange between patients, physicians, and laboratories. Increased realism grin programs locate the smile in the photograph and replace it with a different smile for the greatest fit [ 15 ].

Technology has indeed revolutionized the field of dentistry, making it more comfortable, efficient, and effective for patients. Other technical developments that have influenced modern dentistry include laser dentistry, CAD/CAM, 3D printing, and regenerative dentistry. In addition to these developments in dentistry, these technologies are also having a big impact on how dental care is provided.

In the current decade, we are gradually entering the realm of the fourth dimension, where experiences previously unattainable in the physical world become accessible. The history of AI can be traced back to 1956, while the origins of VR reach back to 1960 [ 16 ]. Notably, in 1962, Morton Heiling pioneered the Sensorama technology, a multisensory stimulator that incorporated color and stereo-prerecorded films, augmented by binaural scents, sound, wind, and vibration backgrounds. However, Sensorama's interactivity was limited [ 17 ]. In 1965, Ivan Sutherland demonstrated "The Ultimate Display" technology, based on the concept of constructing an artificial world that integrated interactive graphics, force feedback, olfactory, gustatory, and auditory elements [ 18 ]. Furthermore, in 1968, Sutherland introduced the first head-mounted display (HMD) system with a three-dimensional head-tracking method, aptly named "The Sword of Damocles" [ 19 ]. The year 1971 marked the development of GROPE, the first prototype of a force-feedback system at the University of North Carolina (UNC). GROPE combined haptic display and visual models [ 16 ]. In 1975, Myron Krueger established an artificial reality laboratory known as the Videoplace, creating a "conceptual environment that did not exist." This system displayed user silhouettes captured by cameras on a large screen, enabling user interaction [ 20 ]. In 1982, Thomas Furness pioneered the Visually Coupled Airborne System Simulator (VCASS), an advanced flight simulator demonstrated at the US Air Force’s Armstrong Medical Research Laboratories. Fighter pilots utilized an HMD that integrated the outside view with graphics displaying precise flight path information [ 16 ]. In 1984, NASA Ames developed the Virtual Visual Environment Display (VIVED), featuring a stereoscopic monochrome HMD [ 21 ]. The VPL company made significant strides in commercial VR technology, introducing the iconic Data Glove technology in 1985 and the marketable Eyephone HMD in 1988 [ 16 ]. In 1989, Fake Space Labs introduced the BOOM technology, a compact device composed of two CRT monitors viewable through eye holes [ 16 ]. The latter part of the 1980s witnessed the creation of numerous VR devices, including optical trackers, HMDs, and the Pixel-Plane graphics engine at UNC. The architectural walkthrough was a notable application of these technologies. In 1992, the CAVE Automatic Virtual Environment emerged, amalgamating VR and scientific visualization systems. Users wore LCD shutter glasses, and stereoscopic images were projected onto the room's walls, offering high-resolution images and a wider field of view compared to HMDs [ 21 ]. In 1994, Milgram and Kishino introduced the concept of the VR continuum, encompassing five systems: AI, AR, VR, MR, and XR (Figure ​ (Figure1) 1 ) [ 16 ]. AR technology, within this continuum, enhances rather than replaces the real world. AR employs see-through HMDs to overlay virtual three-dimensional objects onto the real environment. AR holds substantial potential for enhancing human perception and facilitating complex tasks, making it a focal point of various research endeavors [ 22 ].

Image Credits: Geetpriya Kaur

Oral medicine

Virtual Reality and Augmented Reality in Oral Medicine

Conventionally, oral cavity examinations and clinical diagnostic investigations of oral lesions were either explained orally or with visual presentations. The oral medicine residents are expected to take a proper clinical history of the patient with a thorough oral cavity examination. A case history can be described as a planned professional conversation that enables the patient to communicate his or her symptoms and past personal, dental, and medical histories [ 23 ]. A 3D-augmented clinical history format can be created to record the chief complaint, medical and dental histories, as well as previous investigations. Hence, utilizing this platform will greatly help in making a provisional diagnosis of the patient and explaining the patient with the help of images.

The most common types of oral lesions encountered by an oral medicine resident are red and white lesions, vesiculobullous lesions, and ulcerative lesions. The conventional chairside diagnostic techniques include vital staining, exfoliative cytology, and optical imaging. A demonstration of these methods can be explained through a 3D-augmented platform. Haptic-based VR training stimulators can be used by oral medicine residents for the practice of these traditional techniques. Additionally, VR can also assist the dentist in ruling out false-positive and false-negative results of several vital staining procedures, including toluidine blue, methylene blue, and Lugol’s iodine.

Some oral lesions are treated with medication, while other oral lesions are recommended for biopsy. An oral premalignant condition such as oral submucous fibrosis is generally treated with hyaluronidase injections. The placement of injections and dosage can be demonstrated with the help of VR training stimulators. In the case of white lesions, the application of medications or oral intake of medicines can be explained with stimulators [ 23 ].

Incisional and punch biopsy techniques are generally preferred to evaluate potentially malignant oral disorders and oral squamous cell carcinoma. Excisional biopsy procedures are performed in cases of exophytic growth, pyogenic granuloma, and mucocele. The AR stimulators can be used for explaining and practicing biopsy procedures to oral medicine residents. Moreover, the tactile feedback mechanisms can be deeply studied to enhance biopsy procedures (Figure ​ (Figure2 2 ).

Image Credits: Geetpriya Kaur and Ishita Singhal

Artificial Intelligence in Oral Medicine

AI is nowadays a popular diagnostic modality that is being used for precise image analysis by making use of various body systems. The various AI techniques that are currently being utilized are artificial neural networks (ANNs) and genetic algorithms. In the recent decade, ANNs have been used to elucidate the findings of various investigative modalities like USG, dental radiographs, CBCT, computed tomography (CT) scans, and magnetic resonance imaging (MRI). Moreover, by using ANNs, we can manage precise generalization of settings by optimizing the goodness of fit between the input data (text or image fed into the algorithm) and output data (working classification). Additionally, ML algorithms can also provide accurate clinical findings by analyzing hospital medical records that have been hand-labeled [ 24 ].

Additionally, AI can be used as an adjunct for diagnosing oral lesions as well as planning efficacious treatment based on clinical findings. For example, AI algorithms can help in the classification of various suspicious lesions that might be undergoing malignant changes. Thus, in future research, AI can also be judiciously used for screening larger populations for genetic predisposition to oral cancer. Moreover, AI can also provide supportive diagnostic acumen along with other chief diagnostic techniques like CT, MRI, and CBCT to determine certain deviations from the normal anatomical arrangement that might have been missed by the human eye [ 24 ].

Oral radiology

Oral radiology is a specialized field of dentistry that employs various imaging methods to diagnose and treat oral diseases. Its primary role is to identify pathologies such as cysts, tumors, and infections in the oral cavity. In oral radiology, a range of imaging techniques are utilized, including radiographs, CBCT, CT scans, MRI, positron emission tomography (PET) scans, and ultrasound (USG). Radiographs are commonly employed for the detection of dental caries, periodontal disease, cysts, benign and malignant tumors, and other dental abnormalities. CT scans are particularly useful in assessing bone loss, fractures, and tumors, while MRI is effective in detecting soft tissue abnormalities such as cysts and tumors. Ultrasound is primarily utilized to evaluate salivary gland irregularities. This branch of dentistry plays a critical role in effectively diagnosing and treating oral ailments [ 25 ].

Artificial Intelligence in Oral Radiology

In the field of oral and maxillofacial radiology, AI applications hold considerable promise. CNNs, which can perform image categorization, detection, segmentation, registration, creation, and refinement, have been primarily employed in recent research on AI in oral and maxillofacial radiology. In this area, AI algorithms have been created for image analysis, forensic dentistry, radiographic diagnostics, and picture quality enhancement. Dental radiology is steadily integrating AI, with a focus on diagnostic records in CBCT and digital 3D images. To develop AI for quick diagnosis and improved treatment planning, a lot of data may be gathered and calculated. To get good results, a ton of data is required, and oral radiologists must be involved in this labor-intensive process of creating accurate and consistent data sets. There are several issues that need to be resolved before AI is extensively used in current clinical practice, including the need to build up enormous amounts of finely labeled open data sets, comprehend AI's judgment standards, and identify potential AI-based threats to DICOM. AI will advance further in the future and is anticipated to play a significant role in the creation of automatic diagnosis systems, the establishment of treatment plans, and the manufacture of treatment instruments if answers to these issues are offered with the growth of AI. As specialists who are well-versed in the properties of radiographic pictures, oral radiologists will be especially crucial in the development of AI applications in this area (Figure ​ (Figure3) 3 ) [ 25 ].

Image Credits: Dirk Neefs, DD-Care, Belgium

Virtual Reality and Augmented Reality in Oral Radiology

The use of virtual and augmented reality technology is a cutting-edge method of communication that has the potential to enhance radiology education, improve communication with coworkers, refer physicians and patients, and support interventional radiology operations. Currently, AR and VR technologies only allow the user to view content; they do not allow them to interact with the environment or receive tactile input from it. New technologies enable interaction and manipulation of the environment by people. Anatomical holograms may be "tagged" to manipulable actual items using low-cost, commercially accessible equipment like the MERGE Cube (Merge VR, San Antonio, Texas). Although VR and AR have a lot of potential for radiography, they currently have certain drawbacks, such as ergonomic issues from extended usage, relatively high adoption and use costs, and a lack of content. For instance, it has been noted that continuous usage of HMDs might result in neck discomfort, nausea, and disorientation from prolonged delay (Figure ​ (Figure4) 4 ) [ 26 ].

Oral surgery

Virtual Reality, Augmented Reality, and Mixed Reality in Oral Surgery

An oral and maxillofacial surgeon should have precise knowledge of anatomical structures and their normal physiological movements [ 27 ]. For better surgical results, AR-VR technology can provide visual access and detailed knowledge of important anatomical structures, muscles, and joint movements of the oral cavity to oral surgery residents. Based on clinical and radiological investigations, VR devices can be used to plan customized patient treatment. The Holomedicine® Association is a global network of individual experts from medicine, science, technology, and policy. They work to build new methods for delivering mixed reality technologies in medicine and surgery, ensuring they have maximum clinical impact.

Oral surgeons can be taught the administration of dental anesthesia with the help of the AR-VR platform. The main reasons for anesthesia failures are anatomical, pathological, physiological, or inappropriate techniques [ 28 ]. Additionally, anatomical and inappropriate insertion techniques can be further improved by imparting a deep knowledge of intraoral and extraoral anatomies [ 27 ]. This technology, if integrated with a feedback mechanism, can be greatly beneficial in handling larger groups of patients in a short period. A study determined the dentist feedback of haptic-based VR anesthesia injection training stimulators on two different virtual models. Although the results were satisfactory, the enhancement of tactile feedback was the main concern [ 28 ]. Another study compared inferior alveolar nerve block (IANB) teaching methods in an AR stimulator-based experimental group and a conventional technique-based control group. However, the researchers did not discuss the limitations of the feedback system [ 29 ].

In the recent decade, AR techniques have been used to assist in several oral and maxillofacial surgeries, such as orthognathic surgery, osteotomies, prosthetic surgeries, cancer surgery, temporomandibular joint analysis, excisional biopsy procedures, and dental implants [ 30 ]. An image-guided surgery system was developed using AR technology. A computer-assisted system consisted of a gadget that could monitor the instrument, whose position and direction were depicted in virtual space using a picture registration process [ 31 ]. Computer design methods were used to connect the instrument to the surgical field. Generally, oral surgeons use a pointer to connect preoperative patient images and the surgical treatment plan. Moreover, AR-based technology was developed to project pictures directly onto the surgical site. This technique uses mononuclear projection in the working microscope and head-up displays. The projections were further built on the semi-clear screens and placed between the working screen and the oral surgeon, or they were constructed on the binocular optics of a following surgical microscope [ 32 ].

In the latest study, oral surgeons used HMD to understand the superimposition of bone segments or soft tissues. This technique helped to accomplish a smoother surgical performance [ 33 ]. In another study, Oculus Rift and Leap Motion equipment were used by residents to interact with the equipment and understand its operations [ 34 ]. The Leap Motion system integrates a multi-sensory learning experience by using a particular application and zooming in on some treatment techniques within possible oral surgical procedures. This VR technology incorporated a 360-degree operating room, spherical videos, and computer-generated three-dimensional operating room models [ 27 ]. Still, further studies are required to understand the haptic force feedback and its association with the three-dimensional instrument models.

Some researchers utilized the VR platform to perform virtually simulated orthognathic surgeries and later carried out these surgical interventions on patients. The major benefit of this technology was that oral surgeons could predict patients’ aesthetic and surgical progress [ 35 ]. The AR framework was used for tracing points, lines, and planes that could be moved from the stereolithographic skull model on the facial skeleton during osteotomy and splint procedures [ 31 ]. The VR devices were also used to study the placement of dental implants. Proper surgical navigation can be used by dental surgeons to place the implants at specific locations with sufficient bone thickness, thereby preventing implant failure [ 18 ]. Thus, VR technology has been judiciously incorporated to provide proper treatment planning and determine a precise location [ 36 ].

Siepel et al. examined the application of a low-cost stereoscopic display system and six degrees of freedom in implant placement and compared it with the three degrees of freedom in the virtual world. During the follow-up research, the treatment planning was enhanced so that the dentist was provided with six degrees of freedom using CT images at the voxel level in real time [ 37 ]. The latest studies demonstrated VR systems that integrated CT images of the jawbone along with haptic force feedback technology to train beginners by simulating the sounds and vibrations of bone drilling and contra-angled handpieces [ 38 , 39 ]. In oncology cases, the oral and maxillofacial consultant can use VR technology to physically draw the tumor borders with the help of programming apparatuses onto the processed tomographic informational index (Figure ​ (Figure5) 5 ) [ 40 ].

Image Credits: Yujia Gao (NUHS, Singapore) provided their original images for publication. 

Artificial Intelligence in Oral Surgery

In many recent studies, machine learning algorithms have been utilized for faster and more reproducible interpretation of several bone and skin landmarks that are necessary for a complete 3D analysis of facial structures. Thus, this technique has more potential than other computational techniques [ 41 ].

For managing orofacial deformities, the choice of surgery is important, along with the expertise of the orthodontist and the surgeon. Hence, training algorithms on cephalometric values as well as interpreted images can help in providing treatment support tools that can easily predict the requirement for surgical interventions during orthodontic treatment. Moreover, these AI-based tools can lend a helping hand to the assisting practitioner to either verify or revise his treatment plans accordingly to minimize orthodontic camouflage with adverse aesthetic and functional results [ 41 ].

The extraction of impacted third molars is a routine procedure performed by oral surgeons and general dentists. The use of AI-based tools can help optimize the various stages of diagnosis and treatment planning. Moreover, taking the support of a predictive AI-based model based on the eruption potential of the third molars by means of mechanized calculations of their angulation on panoramic radiographs can judiciously help in making crucial decisions pertaining to tooth extraction, which might turn out to be debatable in a few cases [ 40 , 41 ].

Oral pathology

Artificial Intelligence, Virtual Reality, and Augmented Reality in Oral Pathology

An oral pathologist evaluates the relevant stained tissue slides under a microscope and provides the patient with a histopathology report. The final diagnosis of oral lesions greatly depends on accurate clinical and radiological patient details. Furthermore, oral surgeons can further provide the required treatment to patients based on their histopathology reports.

In recent decades, light microscopy has been replaced by digital scanning techniques. However, hematoxylin and eosin (H&E) staining is still used as the standard method. It is predicted that an oral pathologist will soon be able to directly examine the oral tissues without any tissue processing steps. Thus, 3D AR or MR technology could be precisely applied in this research area for better patient outcomes. In the future, the oral tissues could be directly viewed in the patient’s mouth by utilizing in vivo microscopy to ultimately connect relevant cellular features to matching radiological images [ 42 ].

To date, microscopic morphology is regarded as the gold standard for diagnosis [ 43 ]. Worldwide, researchers are working on AI-based image analysis for the diagnosis of several oral lesions. Hence, this technology can assist an oral pathologist in making fast decisions regarding patient's histopathology reports and further investigative examinations. AI was introduced in the oral pathology domain to overcome the variability of morphologic diagnosis and to provide consistent and reliable diagnostic reports [ 44 ].

Recent research has demonstrated the role of ML in identifying, classifying, diagnosing, and differentiating different oral lesions [ 45 ]. A recent study employed CNN for the detection of keratin pearls. The researchers suggested a two-stage method for computing oral histology images. The first stage involved a 12-layered deep CNN for the segmentation of constituent layers. The keratin pearls were diagnosed in the second stage with the help of texture-based feature-trained random forests. The keratin pearls were diagnosed with 96.88% accuracy [ 46 ]. Farahani et al. examined the utilization of the Oculus Rift device for the evaluation of digital pathology slides. In their study, all three reviewers established that digital pathology slides were viewed on a VR platform with the Oculus Rift DK2 [ 47 ].

Datasets used in AI and oral cancer research are clinical photographic images, patient’s geographic data and habit history, H&E-stained histopathological images, immunostained images, saliva metabolite data, and gene expression data [ 48 ]. The limitation of the AI approach is its two-dimensional format. However, the main advantage of the AI approach in image diagnosis is that it overcomes the inconsistency of inter- and intra-observer variability [ 49 ].

The oral pathologist can be taught laboratory techniques such as tissue processing, H&E staining, and special staining techniques with the VR training stimulators. Additionally, the common diagnostic techniques at the microscopic level, such as immunohistochemistry (IHC), fine needle aspiration cytology, and fluorescence in situ hybridization (FISH), can also be duly explained with VR stimulators. The mixed reality systems can also be incorporated into dental schools to explain detailed and labeled histopathological features as well as images of various oral diseases. Moreover, the AR technology can also be used for teaching cytology slides of oral potentially malignant disorders and oral cancer cases to undergraduate and postgraduate students (Figure ​ (Figure6 6 ).

Image Credits: Ishita Singhal and Geetpriya Kaur

Advantages and drawbacks of AI, VR, AR, and MR in oral diagnostics

In the context of a growing global population and the resulting surge in healthcare demands, digital technologies have emerged as indispensable resources for managing the impending influx of patients. Notably, VR and AR platforms offer several advantages across various diagnostic fields. Their applications carry significant potential, particularly in the education of undergraduate and postgraduate students, through the implementation of interactive learning methodologies with clear, objective evaluation criteria. Furthermore, the integration of AI and automation can assume a critical role in safeguarding our healthcare workforce, especially in light of the sacrifices made by many during the COVID-19 crisis.

VR, in particular, holds promise in delivering training to healthcare professionals, covering a spectrum of procedures, from laparoscopic surgery to the evaluation of medical databases. It also plays a pivotal role in formulating treatment strategies and facilitating the rehabilitation of patients dealing with conditions such as autism, cancer, and psychiatric disorders. Moreover, these technologies facilitate advanced learning opportunities for remote students who may lack the means to travel to different cities for specialized studies. They enable the creation of interactive and engaging clinical modules, particularly beneficial in the context of ruling out differential diagnoses in complex medical cases.

However, it is essential to acknowledge that these novel technologies do come with certain limitations when applied in clinical settings. Independent research teams focusing on VR and AR may face challenges when relying on customized augmented systems in intricate experimental models, limiting their widespread applicability. While these technologies can find utility in simpler experimental models, their comprehensive integration into complex scenarios remains a subject of ongoing exploration.

Furthermore, it is worth noting that the current body of research predominantly emphasizes technical skills, particularly in the realm of dentistry, where virtual oral surgery stimulators offer some degree of skill development. Nevertheless, a critical gap exists when it comes to addressing non-technical skills, such as cognitive development, teamwork, interpersonal communication, and emergency management, which are equally vital in clinical practice. To fully harness the potential of VR and AR in health care and dentistry, there is a pressing need for additional research efforts to validate their efficacy and enhance the overall quality of treatment and healthcare delivery through augmented techniques.

Conclusions

Technological advancements in AI, VR, AR, MR, and XR have revolutionized dentistry, ushering in an era of precision, enhanced patient care, and improved education. These innovations are not here to replace human jobs but rather serve as vital tools in delivering more efficient and cost-effective patient care. These technologies have already transformed various aspects of oral health care, from diagnostics and treatment planning to surgeries and patient experiences, with the potential to eliminate traditional tools like drills and injections. In oral medicine, VR and AR enable 3D-augmented clinical histories, aid in provisional diagnoses, and enhance treatment plan explanations, while haptic-based VR training enhances diagnostic skills. AI, particularly through convolutional neural networks, has improved image interpretation and diagnostic accuracy in oral radiology, leading to precise treatment planning. Oral surgery benefits from AR, VR, and MR in resident training, surgical procedures, and patient education, allowing for greater precision in surgery planning and ensuring patients comprehend expected outcomes. In oral pathology, AI-based image analysis provides consistent diagnostic reports, while VR and AR stimulators assist in teaching laboratory techniques and explaining histopathological features. However, these technologies have limitations, including the need for further validation and addressing ergonomic challenges and high costs. In conclusion, the integration of AI, VR, AR, MR, and XR into dentistry represents a transformative moment, empowering healthcare professionals to deliver superior care and cost savings. Ongoing research should focus on harnessing these tools in oral medicine, radiology, surgery, and pathology to fully unlock their potential in oral health care, promising a brighter, technologically enhanced future for dentistry.

The authors have declared that no competing interests exist.

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• Radiology Thesis – More than 400 Research Topics (2022)!

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Introduction

A thesis or dissertation, as some people would like to call it, is an integral part of the Radiology curriculum, be it MD, DNB, or DMRD. We have tried to aggregate radiology thesis topics from various sources for reference.

Not everyone is interested in research, and writing a Radiology thesis can be daunting. But there is no escape from preparing, so it is better that you accept this bitter truth and start working on it instead of cribbing about it (like other things in life. #PhilosophyGyan!)

Start working on your thesis as early as possible and finish your thesis well before your exams, so you do not have that stress at the back of your mind. Also, your thesis may need multiple revisions, so be prepared and allocate time accordingly.

Tips for Choosing Radiology Thesis and Research Topics

Keep it simple silly (kiss).

Retrospective > Prospective

Retrospective studies are better than prospective ones, as you already have the data you need when choosing to do a retrospective study. Prospective studies are better quality, but as a resident, you may not have time (, energy and enthusiasm) to complete these.

Choose a simple topic that answers a single/few questions

Original research is challenging, especially if you do not have prior experience. I would suggest you choose a topic that answers a single or few questions. Most topics that I have listed are along those lines. Alternatively, you can choose a broad topic such as “Role of MRI in evaluation of perianal fistulas.”

You can choose a novel topic if you are genuinely interested in research AND have a good mentor who will guide you. Once you have done that, make sure that you publish your study once you are done with it.

Get it done ASAP.

In most cases, it makes sense to stick to a thesis topic that will not take much time. That does not mean you should ignore your thesis and ‘Ctrl C + Ctrl V’ from a friend from another university. Thesis writing is your first step toward research methodology so do it as sincerely as possible. Do not procrastinate in preparing the thesis. As soon as you have been allotted a guide, start researching topics and writing a review of the literature.

At the same time, do not invest a lot of time in writing/collecting data for your thesis. You should not be busy finishing your thesis a few months before the exam. Some people could not appear for the exam because they could not submit their thesis in time. So DO NOT TAKE thesis lightly.

Do NOT Copy-Paste

Reiterating once again, do not simply choose someone else’s thesis topic. Find out what are kind of cases that your Hospital caters to. It is better to do a good thesis on a common topic than a crappy one on a rare one.

Books to help you write a Radiology Thesis

Event country/university has a different format for thesis; hence these book recommendations may not work for everyone.

• Amazon Kindle Edition
• Gupta, Piyush (Author)
• English (Publication Language)
• 206 Pages - 10/12/2020 (Publication Date) - Jaypee Brothers Medical Publishers (P) Ltd. (Publisher)

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List of Radiology Research /Thesis / Dissertation Topics

• State of the art of MRI in the diagnosis of hepatic focal lesions
• Multimodality imaging evaluation of sacroiliitis in newly diagnosed patients of spondyloarthropathy
• Multidetector computed tomography in oesophageal varices
• Role of positron emission tomography with computed tomography in the diagnosis of cancer Thyroid
• Evaluation of focal breast lesions using ultrasound elastography
• Role of MRI diffusion tensor imaging in the assessment of traumatic spinal cord injuries
• Sonographic imaging in male infertility
• Comparison of color Doppler and digital subtraction angiography in occlusive arterial disease in patients with lower limb ischemia
• The role of CT urography in Haematuria
• Role of functional magnetic resonance imaging in making brain tumor surgery safer
• Prediction of pre-eclampsia and fetal growth restriction by uterine artery Doppler
• Role of grayscale and color Doppler ultrasonography in the evaluation of neonatal cholestasis
• Validity of MRI in the diagnosis of congenital anorectal anomalies
• Role of sonography in assessment of clubfoot
• Role of diffusion MRI in preoperative evaluation of brain neoplasms
• Imaging of upper airways for pre-anaesthetic evaluation purposes and for laryngeal afflictions.
• A study of multivessel (arterial and venous) Doppler velocimetry in intrauterine growth restriction
• Multiparametric 3tesla MRI of suspected prostatic malignancy.
• Role of Sonography in Characterization of Thyroid Nodules for differentiating benign from
• Role of advances magnetic resonance imaging sequences in multiple sclerosis
• Role of multidetector computed tomography in evaluation of jaw lesions
• Role of Ultrasound and MR Imaging in the Evaluation of Musculotendinous Pathologies of Shoulder Joint
• Role of perfusion computed tomography in the evaluation of cerebral blood flow, blood volume and vascular permeability of cerebral neoplasms
• MRI flow quantification in the assessment of the commonest csf flow abnormalities
• Role of diffusion-weighted MRI in evaluation of prostate lesions and its histopathological correlation
• CT enterography in evaluation of small bowel disorders
• Comparison of perfusion magnetic resonance imaging (PMRI), magnetic resonance spectroscopy (MRS) in and positron emission tomography-computed tomography (PET/CT) in post radiotherapy treated gliomas to detect recurrence
• Role of multidetector computed tomography in evaluation of paediatric retroperitoneal masses
• Role of Multidetector computed tomography in neck lesions
• Estimation of standard liver volume in Indian population
• Role of MRI in evaluation of spinal trauma
• Role of modified sonohysterography in female factor infertility: a pilot study.
• The role of pet-CT in the evaluation of hepatic tumors
• Role of 3D magnetic resonance imaging tractography in assessment of white matter tracts compromise in supratentorial tumors
• Role of dual phase multidetector computed tomography in gallbladder lesions
• Role of multidetector computed tomography in assessing anatomical variants of nasal cavity and paranasal sinuses in patients of chronic rhinosinusitis.
• magnetic resonance spectroscopy in multiple sclerosis
• Evaluation of thyroid nodules by ultrasound elastography using acoustic radiation force impulse (ARFI) imaging
• Role of Magnetic Resonance Imaging in Intractable Epilepsy
• Evaluation of suspected and known coronary artery disease by 128 slice multidetector CT.
• Role of regional diffusion tensor imaging in the evaluation of intracranial gliomas and its histopathological correlation
• Role of chest sonography in diagnosing pneumothorax
• Role of CT virtual cystoscopy in diagnosis of urinary bladder neoplasia
• Role of MRI in assessment of valvular heart diseases
• High resolution computed tomography of temporal bone in unsafe chronic suppurative otitis media
• Multidetector CT urography in the evaluation of hematuria
• Contrast-induced nephropathy in diagnostic imaging investigations with intravenous iodinated contrast media
• Comparison of dynamic susceptibility contrast-enhanced perfusion magnetic resonance imaging and single photon emission computed tomography in patients with little’s disease
• Role of Multidetector Computed Tomography in Bowel Lesions.
• Role of diagnostic imaging modalities in evaluation of post liver transplantation recipient complications.
• Role of multislice CT scan and barium swallow in the estimation of oesophageal tumour length
• Malignant Lesions-A Prospective Study.
• Value of ultrasonography in assessment of acute abdominal diseases in pediatric age group
• Role of three dimensional multidetector CT hysterosalpingography in female factor infertility
• Comparative evaluation of multi-detector computed tomography (MDCT) virtual tracheo-bronchoscopy and fiberoptic tracheo-bronchoscopy in airway diseases
• Role of Multidetector CT in the evaluation of small bowel obstruction
• Sonographic evaluation in adhesive capsulitis of shoulder
• Utility of MR Urography Versus Conventional Techniques in Obstructive Uropathy
• MRI of the postoperative knee
• Role of 64 slice-multi detector computed tomography in diagnosis of bowel and mesenteric injury in blunt abdominal trauma.
• Sonoelastography and triphasic computed tomography in the evaluation of focal liver lesions
• Evaluation of Role of Transperineal Ultrasound and Magnetic Resonance Imaging in Urinary Stress incontinence in Women
• Multidetector computed tomographic features of abdominal hernias
• Evaluation of lesions of major salivary glands using ultrasound elastography
• Transvaginal ultrasound and magnetic resonance imaging in female urinary incontinence
• MDCT colonography and double-contrast barium enema in evaluation of colonic lesions
• Role of MRI in diagnosis and staging of urinary bladder carcinoma
• Spectrum of imaging findings in children with febrile neutropenia.
• Spectrum of radiographic appearances in children with chest tuberculosis.
• Role of computerized tomography in evaluation of mediastinal masses in pediatric
• Diagnosing renal artery stenosis: Comparison of multimodality imaging in diabetic patients
• Role of multidetector CT virtual hysteroscopy in the detection of the uterine & tubal causes of female infertility
• Role of multislice computed tomography in evaluation of crohn’s disease
• CT quantification of parenchymal and airway parameters on 64 slice MDCT in patients of chronic obstructive pulmonary disease
• Comparative evaluation of MDCT  and 3t MRI in radiographically detected jaw lesions.
• Evaluation of diagnostic accuracy of ultrasonography, colour Doppler sonography and low dose computed tomography in acute appendicitis
• Ultrasonography , magnetic resonance cholangio-pancreatography (MRCP) in assessment of pediatric biliary lesions
• Multidetector computed tomography in hepatobiliary lesions.
• Evaluation of peripheral nerve lesions with high resolution ultrasonography and colour Doppler
• Multidetector computed tomography in pancreatic lesions
• Multidetector Computed Tomography in Paediatric abdominal masses.
• Evaluation of focal liver lesions by colour Doppler and MDCT perfusion imaging
• Sonographic evaluation of clubfoot correction during Ponseti treatment
• Role of multidetector CT in characterization of renal masses
• Study to assess the role of Doppler ultrasound in evaluation of arteriovenous (av) hemodialysis fistula and the complications of hemodialysis vasular access
• Comparative study of multiphasic contrast-enhanced CT and contrast-enhanced MRI in the evaluation of hepatic mass lesions
• Sonographic spectrum of rheumatoid arthritis
• Diagnosis & staging of liver fibrosis by ultrasound elastography in patients with chronic liver diseases
• Role of multidetector computed tomography in assessment of jaw lesions.
• Role of high-resolution ultrasonography in the differentiation of benign and malignant thyroid lesions
• Radiological evaluation of aortic aneurysms in patients selected for endovascular repair
• Role of conventional MRI, and diffusion tensor imaging tractography in evaluation of congenital brain malformations
• To evaluate the status of coronary arteries in patients with non-valvular atrial fibrillation using 256 multirow detector CT scan
• A comparative study of ultrasonography and CT – arthrography in diagnosis of chronic ligamentous and meniscal injuries of knee
• Multi detector computed tomography evaluation in chronic obstructive pulmonary disease and correlation with severity of disease
• Diffusion weighted and dynamic contrast enhanced magnetic resonance imaging in chemoradiotherapeutic response evaluation in cervical cancer.
• High resolution sonography in the evaluation of non-traumatic painful wrist
• The role of trans-vaginal ultrasound versus magnetic resonance imaging in diagnosis & evaluation of cancer cervix
• Role of multidetector row computed tomography in assessment of maxillofacial trauma
• Imaging of vascular complication after liver transplantation.
• Role of magnetic resonance perfusion weighted imaging & spectroscopy for grading of glioma by correlating perfusion parameter of the lesion with the final histopathological grade
• Magnetic resonance evaluation of abdominal tuberculosis.
• Diagnostic usefulness of low dose spiral HRCT in diffuse lung diseases
• Role of dynamic contrast enhanced and diffusion weighted magnetic resonance imaging in evaluation of endometrial lesions
• Contrast enhanced digital mammography anddigital breast tomosynthesis in early diagnosis of breast lesion
• Evaluation of Portal Hypertension with Colour Doppler flow imaging and magnetic resonance imaging
• Evaluation of musculoskeletal lesions by magnetic resonance imaging
• Role of diffusion magnetic resonance imaging in assessment of neoplastic and inflammatory brain lesions
• Radiological spectrum of chest diseases in HIV infected children High resolution ultrasonography in neck masses in children
• with surgical findings
• Sonographic evaluation of peripheral nerves in type 2 diabetes mellitus.
• Role of perfusion computed tomography in the evaluation of neck masses and correlation
• Role of ultrasonography in the diagnosis of knee joint lesions
• Role of ultrasonography in evaluation of various causes of pelvic pain in first trimester of pregnancy.
• Role of Magnetic Resonance Angiography in the Evaluation of Diseases of Aorta and its Branches
• MDCT fistulography in evaluation of fistula in Ano
• Role of multislice CT in diagnosis of small intestine tumors
• Role of high resolution CT in differentiation between benign and malignant pulmonary nodules in children
• A study of multidetector computed tomography urography in urinary tract abnormalities
• Role of high resolution sonography in assessment of ulnar nerve in patients with leprosy.
• Pre-operative radiological evaluation of locally aggressive and malignant musculoskeletal tumours by computed tomography and magnetic resonance imaging.
• The role of ultrasound & MRI in acute pelvic inflammatory disease
• Ultrasonography compared to computed tomographic arthrography in the evaluation of shoulder pain
• Role of Multidetector Computed Tomography in patients with blunt abdominal trauma.
• The Role of Extended field-of-view Sonography and compound imaging in Evaluation of Breast Lesions
• Evaluation of focal pancreatic lesions by Multidetector CT and perfusion CT
• Evaluation of breast masses on sono-mammography and colour Doppler imaging
• Role of CT virtual laryngoscopy in evaluation of laryngeal masses
• Triple phase multi detector computed tomography in hepatic masses
• Role of transvaginal ultrasound in diagnosis and treatment of female infertility
• Role of ultrasound and color Doppler imaging in assessment of acute abdomen due to female genetal causes
• High resolution ultrasonography and color Doppler ultrasonography in scrotal lesion
• Evaluation of diagnostic accuracy of ultrasonography with colour Doppler vs low dose computed tomography in salivary gland disease
• Role of multidetector CT in diagnosis of salivary gland lesions
• Comparison of diagnostic efficacy of ultrasonography and magnetic resonance cholangiopancreatography in obstructive jaundice: A prospective study
• Evaluation of varicose veins-comparative assessment of low dose CT venogram with sonography: pilot study
• Role of mammotome in breast lesions
• The role of interventional imaging procedures in the treatment of selected gynecological disorders
• Role of transcranial ultrasound in diagnosis of neonatal brain insults
• Role of multidetector CT virtual laryngoscopy in evaluation of laryngeal mass lesions
• Evaluation of adnexal masses on sonomorphology and color Doppler imaginig
• Role of radiological imaging in diagnosis of endometrial carcinoma
• Comprehensive imaging of renal masses by magnetic resonance imaging
• The role of 3D & 4D ultrasonography in abnormalities of fetal abdomen
• Diffusion weighted magnetic resonance imaging in diagnosis and characterization of brain tumors in correlation with conventional MRI
• Role of diffusion weighted MRI imaging in evaluation of cancer prostate
• Role of multidetector CT in diagnosis of urinary bladder cancer
• Role of multidetector computed tomography in the evaluation of paediatric retroperitoneal masses.
• Comparative evaluation of gastric lesions by double contrast barium upper G.I. and multi detector computed tomography
• Evaluation of hepatic fibrosis in chronic liver disease using ultrasound elastography
• Role of MRI in assessment of hydrocephalus in pediatric patients
• The role of sonoelastography in characterization of breast lesions
• The influence of volumetric tumor doubling time on survival of patients with intracranial tumours
• Role of perfusion computed tomography in characterization of colonic lesions
• Role of proton MRI spectroscopy in the evaluation of temporal lobe epilepsy
• Role of Doppler ultrasound and multidetector CT angiography in evaluation of peripheral arterial diseases.
• Role of multidetector computed tomography in paranasal sinus pathologies
• Role of virtual endoscopy using MDCT in detection & evaluation of gastric pathologies
• High resolution 3 Tesla MRI in the evaluation of ankle and hindfoot pain.
• Transperineal ultrasonography in infants with anorectal malformation
• CT portography using MDCT versus color Doppler in detection of varices in cirrhotic patients
• Role of CT urography in the evaluation of a dilated ureter
• Characterization of pulmonary nodules by dynamic contrast-enhanced multidetector CT
• Comprehensive imaging of acute ischemic stroke on multidetector CT
• The role of fetal MRI in the diagnosis of intrauterine neurological congenital anomalies
• Role of Multidetector computed tomography in pediatric chest masses
• Multimodality imaging in the evaluation of palpable & non-palpable breast lesion.
• Sonographic Assessment Of Fetal Nasal Bone Length At 11-28 Gestational Weeks And Its Correlation With Fetal Outcome.
• Role Of Sonoelastography And Contrast-Enhanced Computed Tomography In Evaluation Of Lymph Node Metastasis In Head And Neck Cancers
• Role Of Renal Doppler And Shear Wave Elastography In Diabetic Nephropathy
• Evaluation Of Relationship Between Various Grades Of Fatty Liver And Shear Wave Elastography Values
• Evaluation and characterization of pelvic masses of gynecological origin by USG, color Doppler and MRI in females of reproductive age group
• Radiological evaluation of small bowel diseases using computed tomographic enterography
• Role of coronary CT angiography in patients of coronary artery disease
• Role of multimodality imaging in the evaluation of pediatric neck masses
• Role of CT in the evaluation of craniocerebral trauma
• Role of magnetic resonance imaging (MRI) in the evaluation of spinal dysraphism
• Comparative evaluation of triple phase CT and dynamic contrast-enhanced MRI in patients with liver cirrhosis
• Evaluation of the relationship between carotid intima-media thickness and coronary artery disease in patients evaluated by coronary angiography for suspected CAD
• Assessment of hepatic fat content in fatty liver disease by unenhanced computed tomography
• Correlation of vertebral marrow fat on spectroscopy and diffusion-weighted MRI imaging with bone mineral density in postmenopausal women.
• Comparative evaluation of CT coronary angiography with conventional catheter coronary angiography
• Ultrasound evaluation of kidney length & descending colon diameter in normal and intrauterine growth-restricted fetuses
• A prospective study of hepatic vein waveform and splenoportal index in liver cirrhosis: correlation with child Pugh’s classification and presence of esophageal varices.
• CT angiography to evaluate coronary artery by-pass graft patency in symptomatic patient’s functional assessment of myocardium by cardiac MRI in patients with myocardial infarction
• MRI evaluation of HIV positive patients with central nervous system manifestations
• MDCT evaluation of mediastinal and hilar masses
• Evaluation of rotator cuff & labro-ligamentous complex lesions by MRI & MRI arthrography of shoulder joint
• Role of imaging in the evaluation of soft tissue vascular malformation
• Role of MRI and ultrasonography in the evaluation of multifidus muscle pathology in chronic low back pain patients
• Role of ultrasound elastography in the differential diagnosis of breast lesions
• Role of magnetic resonance cholangiopancreatography in evaluating dilated common bile duct in patients with symptomatic gallstone disease.
• Comparative study of CT urography & hybrid CT urography in patients with haematuria.
• Role of MRI in the evaluation of anorectal malformations
• Comparison of ultrasound-Doppler and magnetic resonance imaging findings in rheumatoid arthritis of hand and wrist
• Role of Doppler sonography in the evaluation of renal artery stenosis in hypertensive patients undergoing coronary angiography for coronary artery disease.
• Comparison of radiography, computed tomography and magnetic resonance imaging in the detection of sacroiliitis in ankylosing spondylitis.
• Mr evaluation of painful hip
• Role of MRI imaging in pretherapeutic assessment of oral and oropharyngeal malignancy
• Evaluation of diffuse lung diseases by high resolution computed tomography of the chest
• Mr evaluation of brain parenchyma in patients with craniosynostosis.
• Diagnostic and prognostic value of cardiovascular magnetic resonance imaging in dilated cardiomyopathy
• Role of multiparametric magnetic resonance imaging in the detection of early carcinoma prostate
• Role of magnetic resonance imaging in white matter diseases
• Role of sonoelastography in assessing the response to neoadjuvant chemotherapy in patients with locally advanced breast cancer.
• Role of ultrasonography in the evaluation of carotid and femoral intima-media thickness in predialysis patients with chronic kidney disease
• Role of H1 MRI spectroscopy in focal bone lesions of peripheral skeleton choline detection by MRI spectroscopy in breast cancer and its correlation with biomarkers and histological grade.
• Ultrasound and MRI evaluation of axillary lymph node status in breast cancer.
• Role of sonography and magnetic resonance imaging in evaluating chronic lateral epicondylitis.
• Comparative of sonography including Doppler and sonoelastography in cervical lymphadenopathy.
• Evaluation of Umbilical Coiling Index as Predictor of Pregnancy Outcome.
• Computerized Tomographic Evaluation of Azygoesophageal Recess in Adults.
• Lumbar Facet Arthropathy in Low Backache.
• “Urethral Injuries After Pelvic Trauma: Evaluation with Uretrography
• Role Of Ct In Diagnosis Of Inflammatory Renal Diseases
• Role Of Ct Virtual Laryngoscopy In Evaluation Of Laryngeal Masses
• “Ct Portography Using Mdct Versus Color Doppler In Detection Of Varices In
• Cirrhotic Patients”
• Role Of Multidetector Ct In Characterization Of Renal Masses
• Role Of Ct Virtual Cystoscopy In Diagnosis Of Urinary Bladder Neoplasia
• Role Of Multislice Ct In Diagnosis Of Small Intestine Tumors
• “Mri Flow Quantification In The Assessment Of The Commonest CSF Flow Abnormalities”
• “The Role Of Fetal Mri In Diagnosis Of Intrauterine Neurological CongenitalAnomalies”
• Role Of Transcranial Ultrasound In Diagnosis Of Neonatal Brain Insults
• “The Role Of Interventional Imaging Procedures In The Treatment Of Selected Gynecological Disorders”
• Role Of Radiological Imaging In Diagnosis Of Endometrial Carcinoma
• “Role Of High-Resolution Ct In Differentiation Between Benign And Malignant Pulmonary Nodules In Children”
• Role Of Ultrasonography In The Diagnosis Of Knee Joint Lesions
• “Role Of Diagnostic Imaging Modalities In Evaluation Of Post Liver Transplantation Recipient Complications”
• “Diffusion-Weighted Magnetic Resonance Imaging In Diagnosis And
• Characterization Of Brain Tumors In Correlation With Conventional Mri”
• The Role Of PET-CT In The Evaluation Of Hepatic Tumors
• “Role Of Computerized Tomography In Evaluation Of Mediastinal Masses In Pediatric patients”
• “Trans Vaginal Ultrasound And Magnetic Resonance Imaging In Female Urinary Incontinence”
• Role Of Multidetector Ct In Diagnosis Of Urinary Bladder Cancer
• “Role Of Transvaginal Ultrasound In Diagnosis And Treatment Of Female Infertility”
• Role Of Diffusion-Weighted Mri Imaging In Evaluation Of Cancer Prostate
• “Role Of Positron Emission Tomography With Computed Tomography In Diagnosis Of Cancer Thyroid”
• The Role Of CT Urography In Case Of Haematuria
• “Value Of Ultrasonography In Assessment Of Acute Abdominal Diseases In Pediatric Age Group”
• “Role Of Functional Magnetic Resonance Imaging In Making Brain Tumor Surgery Safer”
• The Role Of Sonoelastography In Characterization Of Breast Lesions
• “Ultrasonography, Magnetic Resonance Cholangiopancreatography (MRCP) In Assessment Of Pediatric Biliary Lesions”
• “Role Of Ultrasound And Color Doppler Imaging In Assessment Of Acute Abdomen Due To Female Genital Causes”
• “Role Of Multidetector Ct Virtual Laryngoscopy In Evaluation Of Laryngeal Mass Lesions”
• MRI Of The Postoperative Knee
• Role Of Mri In Assessment Of Valvular Heart Diseases
• The Role Of 3D & 4D Ultrasonography In Abnormalities Of Fetal Abdomen
• State Of The Art Of Mri In Diagnosis Of Hepatic Focal Lesions
• Role Of Multidetector Ct In Diagnosis Of Salivary Gland Lesions
• “Role Of Virtual Endoscopy Using Mdct In Detection & Evaluation Of Gastric Pathologies”
• The Role Of Ultrasound & Mri In Acute Pelvic Inflammatory Disease
• “Diagnosis & Staging Of Liver Fibrosis By Ultraso Und Elastography In
• Patients With Chronic Liver Diseases”
• Role Of Mri In Evaluation Of Spinal Trauma
• Validity Of Mri In Diagnosis Of Congenital Anorectal Anomalies
• Imaging Of Vascular Complication After Liver Transplantation
• “Contrast-Enhanced Digital Mammography And Digital Breast Tomosynthesis In Early Diagnosis Of Breast Lesion”
• Role Of Mammotome In Breast Lesions
• “Role Of MRI Diffusion Tensor Imaging (DTI) In Assessment Of Traumatic Spinal Cord Injuries”
• “Prediction Of Pre-eclampsia And Fetal Growth Restriction By Uterine Artery Doppler”
• “Role Of Multidetector Row Computed Tomography In Assessment Of Maxillofacial Trauma”
• “Role Of Diffusion Magnetic Resonance Imaging In Assessment Of Neoplastic And Inflammatory Brain Lesions”
• Role Of Diffusion Mri In Preoperative Evaluation Of Brain Neoplasms
• “Role Of Multidetector Ct Virtual Hysteroscopy In The Detection Of The
• Uterine & Tubal Causes Of Female Infertility”
• Role Of Advances Magnetic Resonance Imaging Sequences In Multiple Sclerosis Magnetic Resonance Spectroscopy In Multiple Sclerosis
• “Role Of Conventional Mri, And Diffusion Tensor Imaging Tractography In Evaluation Of Congenital Brain Malformations”
• Role Of MRI In Evaluation Of Spinal Trauma
• Diagnostic Role Of Diffusion-weighted MR Imaging In Neck Masses
• “The Role Of Transvaginal Ultrasound Versus Magnetic Resonance Imaging In Diagnosis & Evaluation Of Cancer Cervix”
• “Role Of 3d Magnetic Resonance Imaging Tractography In Assessment Of White Matter Tracts Compromise In Supra Tentorial Tumors”
• Role Of Proton MR Spectroscopy In The Evaluation Of Temporal Lobe Epilepsy
• Role Of Multislice Computed Tomography In Evaluation Of Crohn’s Disease
• Role Of MRI In Assessment Of Hydrocephalus In Pediatric Patients
• The Role Of MRI In Diagnosis And Staging Of Urinary Bladder Carcinoma
• USG and MRI correlation of congenital CNS anomalies
• HRCT in interstitial lung disease
• X-Ray, CT and MRI correlation of bone tumors
• “Study on the diagnostic and prognostic utility of X-Rays for cases of pulmonary tuberculosis under RNTCP”
• “Role of magnetic resonance imaging in the characterization of female adnexal  pathology”
• “CT angiography of carotid atherosclerosis and NECT brain in cerebral ischemia, a correlative analysis”
• Role of CT scan in the evaluation of paranasal sinus pathology
• USG and MRI correlation on shoulder joint pathology
• “Radiological evaluation of a patient presenting with extrapulmonary tuberculosis”
• CT and MRI correlation in focal liver lesions”
• Comparison of MDCT virtual cystoscopy with conventional cystoscopy in bladder tumors”
• “Bleeding vessels in life-threatening hemoptysis: Comparison of 64 detector row CT angiography with conventional angiography prior to endovascular management”
• “Role of transarterial chemoembolization in unresectable hepatocellular carcinoma”
• “Comparison of color flow duplex study with digital subtraction angiography in the evaluation of peripheral vascular disease”
• “A Study to assess the efficacy of magnetization transfer ratio in differentiating tuberculoma from neurocysticercosis”
• “MR evaluation of uterine mass lesions in correlation with transabdominal, transvaginal ultrasound using HPE as a gold standard”
• “The Role of power Doppler imaging with trans rectal ultrasonogram guided prostate biopsy in the detection of prostate cancer”
• “Lower limb arteries assessed with doppler angiography – A prospective comparative study with multidetector CT angiography”
• “Comparison of sildenafil with papaverine in penile doppler by assessing hemodynamic changes”
• “Evaluation of efficacy of sonosalphingogram for assessing tubal patency in infertile patients with hysterosalpingogram as the gold standard”
• Role of CT enteroclysis in the evaluation of small bowel diseases
• “MRI colonography versus conventional colonoscopy in the detection of colonic polyposis”
• “Magnetic Resonance Imaging of anteroposterior diameter of the midbrain – differentiation of progressive supranuclear palsy from Parkinson disease”
• “MRI Evaluation of anterior cruciate ligament tears with arthroscopic correlation”
• “The Clinicoradiological profile of cerebral venous sinus thrombosis with prognostic evaluation using MR sequences”
• “Role of MRI in the evaluation of pelvic floor integrity in stress incontinent patients” “Doppler ultrasound evaluation of hepatic venous waveform in portal hypertension before and after propranolol”
• “Role of transrectal sonography with colour doppler and MRI in evaluation of prostatic lesions with TRUS guided biopsy correlation”
• “Ultrasonographic evaluation of painful shoulders and correlation of rotator cuff pathologies and clinical examination”
• “Colour Doppler Evaluation of Common Adult Hepatic tumors More Than 2 Cm  with HPE and CECT Correlation”
• “Clinical Relevance of MR Urethrography in Obliterative Posterior Urethral Stricture”
• “Prediction of Adverse Perinatal Outcome in Growth Restricted Fetuses with Antenatal Doppler Study”
• Radiological evaluation of spinal dysraphism using CT and MRI
• “Evaluation of temporal bone in cholesteatoma patients by high resolution computed tomography”
• “Radiological evaluation of primary brain tumours using computed tomography and magnetic resonance imaging”
• “Three dimensional colour doppler sonographic assessment of changes in  volume and vascularity of fibroids – before and after uterine artery embolization”
• “In phase opposed phase imaging of bone marrow differentiating neoplastic lesions”
• “Role of dynamic MRI in replacing the isotope renogram in the functional evaluation of PUJ obstruction”
• Characterization of adrenal masses with contrast-enhanced CT – washout study
• A study on accuracy of magnetic resonance cholangiopancreatography
• “Evaluation of median nerve in carpal tunnel syndrome by high-frequency ultrasound & color doppler in comparison with nerve conduction studies”
• “Correlation of Agatston score in patients with obstructive and nonobstructive coronary artery disease following STEMI”
• “Doppler ultrasound assessment of tumor vascularity in locally advanced breast cancer at diagnosis and following primary systemic chemotherapy.”
• “Validation of two-dimensional perineal ultrasound and dynamic magnetic resonance imaging in pelvic floor dysfunction.”
• “Role of MR urethrography compared to conventional urethrography in the surgical management of obliterative urethral stricture.”

Search Diagnostic Imaging Research Topics

You can also search research-related resources on our custom search engine .

Free Resources for Preparing Radiology Thesis

• Radiology thesis topics- Benha University – Free to download thesis
• Radiology thesis topics – Faculty of Medical Science Delhi
• Radiology thesis topics – IPGMER
• Fetal Radiology thesis Protocols
• Radiology thesis and dissertation topics
• Radiographics

Proofreading Your Thesis:

Make sure you use Grammarly to correct your spelling ,  grammar , and plagiarism for your thesis. Grammarly has affordable paid subscriptions, windows/macOS apps, and FREE browser extensions. It is an excellent tool to avoid inadvertent spelling mistakes in your research projects. It has an extensive built-in vocabulary, but you should make an account and add your own medical glossary to it.

Guidelines for Writing a Radiology Thesis:

These are general guidelines and not about radiology specifically. You can share these with colleagues from other departments as well. Special thanks to Dr. Sanjay Yadav sir for these. This section is best seen on a desktop. Here are a couple of handy presentations to start writing a thesis:

Read the general guidelines for writing a thesis (the page will take some time to load- more than 70 pages!

A format for thesis protocol with a sample patient information sheet, sample patient consent form, sample application letter for thesis, and sample certificate.

Resources and References:

• Guidelines for thesis writing.
• Format for thesis protocol
• Thesis protocol writing guidelines DNB
• Informed consent form for Research studies from AIIMS 
• Radiology Informed consent forms in local Indian languages.
• Sample Informed Consent form for Research in Hindi
• Guide to write a thesis by Dr. P R Sharma
• Guidelines for thesis writing by Dr. Pulin Gupta.
• Preparing MD/DNB thesis by A Indrayan
• Another good thesis reference protocol

Hopefully, this post will make the tedious task of writing a Radiology thesis a little bit easier for you. Best of luck with writing your thesis and your residency too!

More guides for residents :

• Guide for the MD/DMRD/DNB radiology exam!
• Guide for First-Year Radiology Residents

FRCR Exam: THE Most Comprehensive Guide (2022)!

• Radiology Practical Exams Questions compilation for MD/DNB/DMRD !
• Radiology Exam Resources (Oral Recalls, Instruments, etc )!
• Tips and Tricks for DNB/MD Radiology Practical Exam

FRCR 2B exam- Tips and Tricks !

• FRCR exam preparation – An alternative take!
• Why did I take up Radiology?
• Radiology Conferences – A comprehensive guide!
• ECR (European Congress Of Radiology)
• European Diploma in Radiology (EDiR) – The Complete Guide!
• Radiology NEET PG guide – How to select THE best college for post-graduation in Radiology (includes personal insights)!
• Interventional Radiology – All Your Questions Answered!
• What It Means To Be A Radiologist: A Guide For Medical Students!
• Radiology Mentors for Medical Students (Post NEET-PG)
• MD vs DNB Radiology: Which Path is Right for Your Career?
• DNB Radiology OSCE – Tips and Tricks

More radiology resources here: Radiology resources This page will be updated regularly. Kindly leave your feedback in the comments or send us a message here . Also, you can comment below regarding your department’s thesis topics.

Note: All topics have been compiled from available online resources. If anyone has an issue with any radiology thesis topics displayed here, you can message us here , and we can delete them. These are only sample guidelines. Thesis guidelines differ from institution to institution.

Image source: Thesis complete! (2018). Flickr. Retrieved 12 August 2018, from https://www.flickr.com/photos/cowlet/354911838 by Victoria Catterson

About The Author

Dr. amar udare, md, related posts ↓.

7 thoughts on “Radiology Thesis – More than 400 Research Topics (2022)!”

Amazing & The most helpful site for Radiology residents…

Thank you for your kind comments 🙂

Dr. I saw your Tips is very amazing and referable. But Dr. Can you help me with the thesis of Evaluation of Diagnostic accuracy of X-ray radiograph in knee joint lesion.

Wow! These are excellent stuff. You are indeed a teacher. God bless

Glad you liked these!

happy to see this

Glad I could help :).

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Programme Level

Course type.

• Interdisciplinary
• University Offered Course

Ph. D. – Oral Medicine & Radiology

Introduction | programme overview.

Annual Intake - 5

Eligibility -

• Candidates for admission to the Ph.D. programme shall have a Master’s degree or a professional degree declared equivalent to the Master’s degree by the corresponding statutory regulatory body, with at least 55% marks in aggregate.
• Provided that the relaxation of 5% of marks from 55% to 50% or an equivalent relaxation of grade shall be allowed for those belonging to SC/ST/VJ-NT (Non- creamy layer)/OBC (Non- creamy layer)/differently – Abled and other category of candidates as per the decision of the UGC.
• All the candidates for Ph.D. programme shall be selected on the basis of an All Indian Ph.D. CET (AIPHDCET) and an Interview process administrated by the University.
• In the interview the candidates are required to discuss their research interest/area through a presentation before a duly constituted Committee.
• The competence for the propose research.
• The research work can be suitably undertaken at the institute.
• The proposed area of research can contribute to new/additional knowledge.
• The candidate register to Ph.D. Programme on the basis of the academic records, the performance of the candidate in the All India Ph. D. CET, and interview.

Duration - 3 Years

Annual Fee - 40000/-

Kacena Named a 2024 Chancellor's Professor

Keeley Higley May 13, 2024

18628-Kacena, Melissa

Melissa Kacena, PhD, MS, Vice Chair for Research and Edward H. and Yvonne J. Boseker Professor of Orthopaedics, has been named a 2024 IUPUI Chancellor’s Professor . This is the most distinguished appointment an IUPUI faculty member can attain. Kacena was bestowed this honor in recognition of her career-long record of high-level achievement in teaching, research and service; demonstrated commitment to the university mission; and concrete, demonstrable contributions to developing IUPUI as an academic community. This prestigious award recognizes her significant contributions to the department, school and research community. 

Research by the numbers 

Kacena’s educational background in aerospace engineering and commitment to problem-solving have made her a collaborative, creative researcher. Kacena has an impressive record of securing more than $21 million in grant funding. She is one of only 12 Indiana University School of Medicine faculty with three or more R01s, highlighting her research excellence. Additionally, she has more than 160 peer-reviewed publications and holds a patent with several pending patent applications. These accolades and awards capture the extent of her prolific research.  

Breakthroughs and discoveries 

Kacena and her team are responsible for several breakthrough discoveries regarding thrombopoietin and thrombopoietic agents. Additionally, she has worked with two spaceflight missions to examine bone healing in microgravity and is currently engaged in studies to develop novel fracture-targeting drugs to improve bone healing while reducing pain. She has also expanded her bone healing studies into Alzheimer’s disease because of the important connection between it and fractures. 

Excellence in mentorship 

Keeley Higley

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About Genital Herpes

Genital herpes is a common sexually transmitted infection (STI) that can be treated.

• People who are sexually active can get genital herpes.
• This fact sheet answers basic questions about genital herpes.

What is genital herpes?

Genital herpes is an STI caused by two types of viruses – herpes simplex virus type 1 (HSV-1) and herpes simplex virus type 2 (HSV-2).

Oral herpes

HSV-1 often causes oral herpes, which can result in cold sores or fever blisters on or around the mouth. However, most people with oral herpes do not have any symptoms. Most people with oral herpes get it during childhood or young adulthood from non-sexual contact with saliva.

Genital herpes is common in the United States (U.S.). In 2018, CDC estimates show there were 572,000 new genital herpes infections in the U.S. among people aged 14 to 49. 1

Signs and symptoms

Genital herpes often has no symptoms, but it can cause serious health problems, even without symptoms., how do i know i have genital herpes.

Most people with genital herpes have no symptoms or have very mild symptoms. Mild symptoms may go unnoticed or be mistaken for other skin conditions like a pimple or ingrown hair. Because of this, most people do not know they have a herpes infection.

Herpes Outbreak

Herpes sores usually appear as one or more blisters on or around the genitals, rectum or mouth. This is known as having an "outbreak". The blisters break and leave painful sores that may take a week or more to heal. Flu-like symptoms (e.g., fever, body aches, or swollen glands) also may occur during the first outbreak.

People who experience an initial outbreak of herpes can have repeated outbreaks, especially if they have HSV-2. However, repeat outbreaks are usually shorter and less severe than the first outbreak. Although genital herpes is a lifelong infection, the number of outbreaks may decrease over time.

See your healthcare provider if you notice any of these symptoms. You should also see a provider if your partner has an STI or symptoms of one. Symptoms can include an unusual sore, a smelly genital discharge, burning when peeing, or bleeding between periods.

Risk factors

What is the link between genital herpes and hiv.

Herpes infection can cause sores or breaks in the skin or lining of the mouth, vagina, and rectum. This provides a way for HIV to enter the body. Even without visible sores, herpes increases the number of immune cells in the lining of the genitals. HIV targets immune cells for entry into the body. Having both HIV and genital herpes increases the chance of spreading HIV to a HIV-negative partner during oral, vagina, or anal sex.

How it spreads

How is genital herpes spread.

You can get genital herpes by having vaginal, anal, or oral sex with someone who has the infection. You can get herpes if you have contact with:

• A herpes sore
• Saliva from a partner with an oral herpes infection
• Genital fluids from a partner with a genital herpes infection
• Skin in the oral area of a partner with oral herpes
• Skin in the genital area of a partner with genital herpes

You also can get genital herpes from a sex partner who does not have a visible sore or is unaware of their infection. It is also possible to get genital herpes if you receive oral sex from a partner with oral herpes.

You will not get herpes from toilet seats, bedding, or swimming pools. You also will not get it from touching objects, such as silverware, soap, or towels.

If you have more questions about herpes, consider discussing your concerns with a healthcare provider.

Is there a link between genital herpes and oral herpes?

Yes. Oral herpes caused by HSV-1 can spread from the mouth to the genitals through oral sex . This is why some cases of genital herpes are due to HSV-1.

How can I prevent genital herpes?

The only way to completely avoid STIs is to not have vaginal, anal, or oral sex.

If you are sexually active, you can do the following things to lower your chances of getting genital herpes:

• Being in a long-term mutually monogamous relationship with a partner who does not have herpes.
• Using condoms the right way every time you have sex.

Be aware that not all herpes sores occur in areas that a condom can cover. Also, the skin can release the virus (shed) from areas that do not have a visible herpes sore. For these reasons, condoms may not fully protect you from getting herpes.

If your sex partner(s) has/have genital herpes, you can lower your risk of getting it if:

• Your partner takes an anti-herpes medicine every day. This is something your partner should discuss with his or her healthcare provider.
• You avoid having vaginal, anal, or oral sex when your partner has herpes symptoms (i.e., during an "outbreak").

I'm pregnant. If I have genital herpes, how can I protect my baby from getting it?

If you are pregnant and have genital herpes, prenatal care visits are very important. Some research suggest that a genital herpes infection may lead to miscarriage or make it more likely to deliver your baby too early. You can pass herpes to your unborn child before birth, but it more commonly passes during delivery. This can lead to a deadly infection in your baby (called neonatal herpes). It is important that you avoid getting genital herpes during pregnancy. Tell your healthcare provider if you have ever had a genital herpes diagnosis or symptoms. Also tell them about any possible exposure to genital herpes.

If you have genital herpes, you may need to take anti-herpes medicine towards the end of your pregnancy. This medicine may reduce your risk of having signs or symptoms of genital herpes when you deliver. At the time of delivery, your healthcare provider should carefully examine you for herpes sores. If you have signs or symptoms of genital herpes at delivery, a 'C-section' is likely to occur.

Testing and diagnosis

How will my healthcare provider know if i have genital herpes.

Your healthcare provider may diagnose genital herpes by simply looking at any sores that are present. Providers can also take a sample from the sore(s) and test it. If sores are not present, a blood test may be used to look for HSV antibodies.

Have an honest and open talk with your healthcare provider about herpes testing and other STDs.

Please note: A herpes blood test can help determine if you have herpes infection. It cannot tell you who gave you the infection or when you got the infection.

Treatment and recovery

Is there a cure for genital herpes.

There is no cure for genital herpes. However, there are medicines that can prevent or shorten outbreaks. A daily anti-herpes medicine can make it less likely to pass the infection on to your sex partner(s).

Can I still have sex if I have herpes?

If you have herpes, you should talk to your sex partner(s) about their risk. Using condoms may help lower this risk but it will not get rid of the risk completely. Having sores or other symptoms of herpes can increase your risk of spreading the disease. Even if you do not have any symptoms, you can still infect your sex partners.

You may have concerns about how genital herpes will impact your health, sex life, and relationships. While herpes is not curable, it is important to know that it is manageable with medicine. Daily suppressive therapy (i.e., daily use of antiviral medication) can lower your risk of spreading the virus to others. Talk to a healthcare provider about your concerns and treatment options.

A genital herpes diagnosis may affect how you will feel about current or future sexual relationships. Knowing how to talk to sexual partners about STIs is important.

What happens if I don't get treated?

Genital herpes can cause painful genital sores and can be severe in people with suppressed immune systems.

If you touch your sores or fluids from the sores, you may transfer herpes to another body part like your eyes. Do not touch the sores or fluids to avoid spreading herpes to another part of your body. If you do touch the sores or fluids, quickly wash your hands thoroughly to help avoid spreading the infection.

If you are pregnant, there can be problems for you and your unborn fetus, or newborn baby. See "I'm pregnant. How could genital herpes affect my baby?" for information about this.

• Mertz GJ. Asymptomatic shedding of herpes simplex virus 1 and 2: implications for prevention of transmission. J Infect Dis , 2008. 198(8): 1098–1100.