Radiographic quality of root canal fillings performed in a postgraduate program in endodontics. (41/81)

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Augmented kinematic feedback from haptic virtual reality for dental skill acquisition. (42/81)

We have developed a haptic virtual reality system for dental skill training. In this study we examined several kinds of kinematic information about the movement provided by the system supplement knowledge of results (KR) in dental skill acquisition. The kinematic variables examined involved force utilization (F) and mirror view (M). This created three experimental conditions that received augmented kinematic feedback (F, M, FM) and one control condition that did not (KR-only). Thirty-two dental students were randomly assigned to four groups. Their task was to perform access opening on the upper first molar with the haptic virtual reality system. An acquisition session consisted of two days of ten trials of practice in which augmented kinematic feedback was provided for the appropriate experimental conditions after each trial. One week after, a retention test consisting of two trials without augmented feedback was completed. The results showed that the augmented kinematic feedback groups had larger mean performance scores than the KR-only group in Day 1 of the acquisition and retention sessions (ANOVA, p<0.05). The apparent differences among feedback groups were not significant in Day 2 of the acquisition session (ANOVA, p>0.05). The trends in acquisition and retention sessions suggest that the augmented kinematic feedback can enhance the performance earlier in the skill acquisition and retention sessions.  (+info)

The need and reasons for referrals to specialists among Lithuanian general dentists. (43/81)

OBJECTIVE: To analyze the need for referral to a specialist and to identify the reasons of referrals among Lithuanian general dental practitioners. MATERIAL AND METHODS: Questionnaires were sent to all 2879 Lithuanian dental practitioners registered on the Lithuanian Dental Chamber license registry. The questionnaire was made with multiple-choice answers. Respondents were asked to choose only one category of answer that best fitted their clinical attitude. Questions included in the questionnaire concerned general and specific information regarding the need and main reasons for endodontic referral. RESULTS: Of the 2879 questionnaires mailed, 1532 questionnaires containing useful information were returned. The response rate was 53.2%. Of the 1532 respondents, 1431 were general dental practitioners. Majority (72.1%) of the respondents performed complicated root canal treatment by themselves. Almost half (49.6%) of them would like to refer patients to an endodontist. Two of the reasons, which restricted their decision, were the shortage of endodontists and high cost of the procedures in the specialized clinics. Approximately 19% of the respondents referred patients to an endodontist. The main reasons for referral were fractured instruments (86.6%), dental trauma (83.6%), difficulties in diagnostics (79%) followed by persistent symptoms (78.1%). CONCLUSION: The findings of the present study suggest that the need for referral of patients to an endodontist among Lithuanian dental practitioners exists. The main reasons for referrals were complications of endodontic treatment, traumatic injuries, difficulties in diagnostic procedures, and persistent symptoms.  (+info)

A new predoctoral endodontic module: evaluating learning and effectiveness. (44/81)

The teaching of advanced endodontic courses at the predoctoral level is common, but it can be difficult to assess teaching effectiveness. Advanced modules placed later in the dental curriculum provide the opportunity to introduce a new topic, revisit and reinforce concepts learned previously, and instill the notion of lifelong learning. At any level, the introduction of new techniques to novices must be based on recognition of their prior knowledge and experience and their need for explicit direction, stepwise instruction, and comprehensive feedback. Assessment of students' performance should not only provide insights into what they know and can do, but also steer them towards desired outcomes. In addition, assessment can provide valuable feedback on teaching effectiveness. In this article, we describe a module piloted for inclusion in the University of Otago (New Zealand) fourth-year dental curriculum. This involved the use of tapered hand and rotary nickel-titanium files for root canal preparation and was taught through a didactic program (lectures and problem-based learning seminars) and a series of preclinical hands-on sessions. Findings from formative and summative assessments as well as student, peer, and self-evaluation indicated that the objectives of the module were met and that it was effective in both providing students with the basic skills for using this type of instrumentation and increasing their understanding and enthusiasm for endodontics. We conclude by discussing curriculum changes resulting from our module evaluation, directions for future research, and suggestions for teaching advanced endodontic techniques.  (+info)

Contribution of dentist anesthesiologists to dental anesthesiology research. (45/81)

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Regenerative endodontics: a state of the art. (46/81)

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Interpreting finite element results for brittle materials in endodontic restorations. (47/81)

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Introduction of implants into postdoctoral endodontic residency programs. (48/81)

The purpose of this study was to survey the directors of postdoctoral endodontic programs in the United States to ascertain their attitudes and approaches regarding incorporation of implants into the endodontic curriculum. We hypothesized that program directors would agree that implant training should be incorporated into the endodontic curriculum. We also hypothesized that they would all prefer apical surgeries and retreatment over implants when plausible. A twenty-item online survey was emailed to all fifty-two postdoctoral endodontic program directors in the United States. A 100 percent response was received. The results showed that 78.6 percent agreed that implant training should be incorporated, 85.7 percent preferred the didactic approach, and 42.9 percent preferred clinical implant training. One hundred percent preferred apical surgeries and retreatment over implants when plausible, and 53.8 percent did not prefer implants over endodontic treatment for teeth with a questionable prognosis. This survey indicates that implant training has been incorporated into postdoctoral endodontic programs and that the Commission on Dental Accreditation standards are being met. The trend may be to become more hands-on in the future if program directors believe there is a need to provide training in actual placement of implants.  (+info)