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OBJECTIVE: This study aimed to address the lack of comparative analyses of newly developed bioceramic materials by examining the chemical composition, thermodynamic profile, and microscopic surface features of three bioceramic putties: EndoSequence BC Root Repair Material Fast Set Putty (ESRRM-FS), BIO-C Repair (BCR), and Cera Putty (CP). METHODS: Samples of each of the three bioceramic putty obtained directly from manufacturers were prepared for analysis of physicochemical composition and microscopic features by differential scanning calorimetry (DSC), thermogravimetric analysis (TGA), scanning electron microscopy (SEM) imagery, and energy-disper-sive X-ray spectroscopy (EDS). The data obtained was qualitatively and statistically analysed. Statistical signif-icance was determined at p≤0.05. RESULTS: DSC analysis indicated a standard polymeric vehicle for BCR and CP, coinciding with the polyethene glycol (PEG) thermal profile; the polymeric vehicle in ESRRM-FS remains to be identified. The material with the highest heat capacity was CP (p<0.05), followed by ESRRM-FS and BCR. TGA revealed an inflexion point at 394.12 ºC for ESRRM-FS, which may correspond to the mass loss of dihydroxylation of calcium hydroxide. A more homogenous structure was observed in scanning electron microscopy (SEM) images for ESRRM-FS. EDS analysis indicated BCR had minimal amounts of aluminium (2.06+-0.44%) and a lower percentage of cal-cium than ESRRM-FS (9.11+-1.38% vs. 11.3+-0.87%). CP was composed of aluminium (49.35+-7.01%), carbon (30.65+-5.62%), and oxygen (16.75+-2.44%); no silicon was identified. ESRRM-FS had no aluminium present and the highest calcium percentage (11.3+-0.87%) (p<0.05). CONCLUSION: BCR is a Portland cement-derived material with a lower percentage of calcium than ESRRM-FS and minimal amounts of aluminium. CP is a monocalcium aluminate cement, mainly composed of aluminium, carbon, and oxygen. ESRRM-FS is a biphasic material with the highest calcium percentage among all materials studied and no aluminium.
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Cerámica , Microscopía Electrónica de Rastreo , Microscopía Electrónica de Rastreo/métodos , Rastreo Diferencial de Calorimetría , Materiales de Obturación del Conducto Radicular/química , Espectrometría por Rayos X/métodos , Termogravimetría/métodos , Materiales Biocompatibles/química , Ensayo de Materiales/métodos , Propiedades de Superficie , Fosfatos de Calcio , Combinación de Medicamentos , Óxidos , SilicatosRESUMEN
ABSTRACT We evaluated an infiltration anesthesia simulation model (IAM) and a conduction anesthesia simulation model (CAM) on the perception of learning by Mexican dental students. Our aim was to compare the perception of learning by dental students trained with two distinct dental anesthesia simulation model (DASM) with dental students who were not trained with a DASM. 3 groups participated in the study: G1 (N=12 students) learned to block the mental nerve (BMN) by participating in a theoretical lecture (stage 1) and a clinical demonstration (stage 2); G2 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the CAM; G3 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the IAM. The groups performed the BMN in a clinical exercise. Working-time of all participants was timed. Perception of learning for all participants was evaluated with a 5-point Likert Scale. The results showed that statistically significant differences were found between score of G1 and score of G2 and score of G3 (P<0.05). No statistically significant differences were found between scores of G2 and scores of G3. G1, G2 and G3 showed an average working-time of 12:42 minutes, 9.75 minutes and 8:03 minutes, respectively (P<0.05). We concluded that the IAM and CAM showed a positive impact on the perception of learning, and the students trained with the IAM showed a shorter working time compared with the students trained with the CAM.
RESUMEN En este estudio se evaluó el impacto de un modelo de simulación de anestesia dental por infiltración (IAM) y de un modelo de simulación de anestesia dental por bloqueo (CAM) en la percepción del aprendizaje en estudiantes mexicanos en estomatología. El objetivo fue comparar la percepción en el aprendizaje de estudiantes que entrenaron empleando dos distintos modelos de simulación de anestesia dental con estudiantes que no recibieron entrenamiento empleando algún modelo de simulación de anestesia dental. Participaron 3 grupos en el estudio: G1 (n=12) aprendieron el bloqueo del nervio mentoniano (BNM) al participar en una clase teórica (sesión 1) y en una demostración clínica (sesión 2); G2 (n=12) aprendieron la técnica de anestesia del BNM al participar en la sesión 1, sesión 2 y entrenando con el CAM; G3 (n=12) aprendieron la técnica del BNM al participar en la sesión 1, sesión 2 y entrenando con el IAM. Los grupos aplicaron la técnica del BNM en un ejercicio clínico. Se midió el tiempo de trabajo de los participantes. La percepción del aprendizaje de los participantes se evaluó con una Escala de Likert de 5 ítems. Los resultados mostraron diferencias estadísticamente significativas entre los valores del G2 y del G3 en comparación con el G1. No se encontraron diferencias estadísticas entre los valores del G2 y del G3. El tiempo de trabajo para el G1, G2 y G3 fue respectivamente de: 12:42 minutos, 9.75 minutos y 8:03 minutos, (P<0.05). Se concluyó que el IAM y el CAM mostraron un impacto positivo en la percepción del aprendizaje; los estudiantes entrenados con el IAM mostraron un tiempo de trabajo más corto en comparación con los estudiantes entrenados con el CAM.
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Estudiantes de Odontología , Anestesia Dental , Ejercicio de Simulación , MéxicoRESUMEN
Calcium hydroxide (CH) loaded poly(DL-lactide-co-glycolide) acid (PLGA) microspheres (MS) might be used for apexification requiring a sustained release of Ca(2+). The aim of this study was to formulate and characterize CH-PLGA-MS. The CH-loaded MS were prepared by either oil-in-water (O/W) or water-in-oil/in-water (W/O/W) emulsion solvent evaporation technique. MS produced by the O/W technique exhibited a larger diameter (18.63 ± 7.23 µm) than the MS produced by the W/O/W technique (15.25 ± 7.37 µm) (Mann-Whitney U test P < 0.001). The CH encapsulation efficiency (E e) and Ca(2+) release were calculated from data obtained by absorption techniques. Ca(2+) release profile was evaluated for 30 days. To know the E e, the CH-loaded MS were dissolved in 1 M NaOH to release all its content and a Ca(2+) colorimetric marker was added to this solution. The reagent marked the Ca(2+) in blue color, which was then measured by a UV-Vis system (650 nm). The percentage of E e was calculated on the basis of the theoretical loading. The E e of the O/W-produced MS was higher (24 %) than the corresponding percentage of the W/O/W-produced MS (11 %). O/W- and W/O/W-produced MS released slower and lower Ca(2+) than a control CH paste with polyethylene glycol 400 (Kruskal-Wallis test). O/W-produced MS released higher Ca(2+) than W/O/W-produced MS (statistically significant differences; P < 0.05). In conclusion, the CH-PLGA-MS were successfully formulated; the technique of formulation influenced the size, encapsulation efficiency and release profile. The MS were better sustained release system than the CH paste.
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Apexificación , Materiales Biocompatibles/química , Hidróxido de Calcio/química , Ácido Láctico/química , Ácido Poliglicólico/química , Preparaciones de Acción Retardada , Microscopía Electrónica de Rastreo , Microesferas , Tamaño de la Partícula , Copolímero de Ácido Poliláctico-Ácido PoliglicólicoRESUMEN
The aim of this article is to provide information about dental education in Mexico, including its history, the dental school system, curriculum and dental licensure. In 1977, there were only 59 Mexican dental schools; however, there were 83 schools registered in the last official national count in 2007. Forty-one dental schools are public, and the other 42 are private. Every year the number of private dental schools increases. Admission to dental schools in Mexico requires a high school diploma. All classes are conducted in Spanish. To obtain licensure in Mexico, dental students must complete a 3 to 5-year program plus a year of community service. No formal nationwide standard clinical/didactic curriculum exists in Mexico. There are approximately 153,000 dentists in Mexico, a number that increases each year. The dentist-patient ratio is approximately 1:700. However, the high percentage of inactive licensed dentists in Mexico points to a serious problem.
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This study evaluated the effect of dental education on oral health-related attitudes and behavior of students in a five-year dental program in Peru. A survey using the Hiroshima University-Dental Behavioral Inventory (HU-DBI), which consists of twenty dichotomous responses (agree-disagree) regarding oral health behavior and attitudes, was completed by Year 1 and Year 5 dental students at the Universidad Inca Garcilaso de la Vega in Lima, Peru. A total of 153 Year 1 students and 120 Year 5 students responded to the Spanish version of the HU-DBI questionnaire. The data were analyzed using chi-square tests and logistic regression analyses. Compared to the Year 1 students, the Year 5 dental students were more likely to agree with questions such as "I think I can clean my teeth well without using toothpaste" (OR=0.24, 95% CI: 0.10-0.58); "I have used a dye to see how clean my teeth are" (OR=0.19, 95% CI: 0.10-0.36); and "I have had my dentist tell me that I brush very well" (OR=0.34, 95% CI: 0.17-0.69). Overall, the data showed that the curriculum in this dental school in Peru resulted in more positive oral health-related attitudes and behavior among Year 5 dental students compared to those of Year 1 dental students.
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Educación en Odontología/métodos , Conocimientos, Actitudes y Práctica en Salud , Salud Bucal , Higiene Bucal/psicología , Estudiantes de Odontología/psicología , Adolescente , Adulto , Curriculum , Femenino , Conductas Relacionadas con la Salud , Humanos , Modelos Logísticos , Masculino , Inventario de Personalidad , Perú , Odontología Preventiva/educación , Estadísticas no Paramétricas , Encuestas y Cuestionarios , Traducciones , Adulto JovenRESUMEN
The aim of this study was to use the Hiroshima University - Dental Behavioral Inventory (HU-DBI) to compare oral health attitudes and behavior of dental and civil engineering students in Colombia. The HU-DBI's survey consisting of twenty dichotomous responses (agree-disagree) regarding tooth brushing, was completed at University Antonio Narino for the dental students and the University of Cauca for the civil engineering students. The Spanish version of the HU-DBI questionnaire was taken by 182 of 247 dental students and 411 of 762 engineering students. The data was-statistically analyzed by the chi-square test and backward logistic regression. Compared to the engineering students, the dental students were more likely to agree with questions such as "I am bothered by the color of my gums"(OR = 2.2, 95% CI: 1.3-3.7),"I think I can clean my teeth well without using toothpaste" (OR = 3.0, 95% CI: 1.5-5.9), "I have used a dye to see how clean my teeth are" (OR = 2.9, 95% CI: 1.9-4.3), and "I have had my dentist tell me that I brush very well" (OR = 2.0, 95% CI: 1.3-3.1). The dental education curriculum in a dental school compared to a civil engineering school in Colombia indicated that a three-phase curriculum in didactics and clinics increased oral health attitudes and behavior from entry to graduation.
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Actitud Frente a la Salud , Ingeniería/educación , Conductas Relacionadas con la Salud , Salud Bucal , Inventario de Personalidad , Estudiantes de Odontología/psicología , Colombia , Colorantes , Comunicación , Curriculum , Atención Odontológica/psicología , Relaciones Dentista-Paciente , Estética Dental , Femenino , Humanos , Masculino , Instituciones Académicas , Facultades de Odontología , Estudiantes/psicología , Cepillado Dental/instrumentación , Cepillado Dental/métodos , Cepillado Dental/psicología , Pastas de Dientes/uso terapéuticoRESUMEN
This article describes Colombia's development of formal dentistry, its dental school system, curriculum, and dental licensure, and current issues in oral health care. In 1969, there were only 4 dental schools in Colombia; at this writing there are 21. Five dental schools are public and the other 16 are private. Nearly all classes are conducted in Spanish. Undergraduate pre-dental coursework is not a prerequisite for dental school in Colombia. To obtain licensure, Colombian dental students must complete 5 years of study in dental school, earn a diploma, and work for the government for 1 year. There are approximately 41,400 dentists in Colombia, and the number is increasing quickly. However, the unemployment rate among dentists is very high, even though graduation from dental school is extremely difficult. Although the 1,100:1 ratio of citizens to dentists is considered satisfactory, access to dental care is limited due to the high rate of poverty.
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Odontólogos/provisión & distribución , Educación en Odontología , Acreditación , Colombia , Curriculum , Educación en Odontología/organización & administración , Educación en Odontología/estadística & datos numéricos , Femenino , Accesibilidad a los Servicios de Salud , Humanos , Licencia en Odontología , Masculino , Pobreza , Criterios de Admisión Escolar , Facultades de Odontología/estadística & datos numéricos , Abandono Escolar/estadística & datos numéricosRESUMEN
This paper provides information about Peru's dental history and dental school system, including the curriculum and dental licensure. With the increase in the number of dental schools in Peru, the number of dentists is also increasing. Until 1965, Peru had only three dental schools; currently, there are 14. Four of these dental schools are public, and ten are private. A five- or six-year dental program leads to the B.D.S. degree. After successful completion of a thesis defense or competency examination, the D.D.S. degree is awarded. The D.D.S. is mandatory for practicing dentistry in Peru. Currently, there are approximately 14,000 active dentists, with a dentist-patient ratio of approximately 1:2,000.
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Educación en Odontología , Facultades de Odontología , Curriculum , Odontólogos/provisión & distribución , Humanos , Licencia en Odontología , Perú , Criterios de Admisión EscolarRESUMEN
OBJECTIVE: To explore and describe international oral health attitudes/ behaviours among final year dental students. METHODS: Validated translated versions of the Hiroshima University-Dental Behavioural Inventory (HU-DBI) questionnaire were administered to 1,096 final-year dental students in 17 countries. Hierarchical cluster analysis was conducted within the data to detect patterns and groupings. RESULTS: The overall response rate was 72%. The cluster analysis identified two main groups among the countries. Group 1 consisted of twelve countries: one Oceanic (Australia), one Middle-Eastern (Israel), seven European (Northern Ireland, England, Finland, Greece, Germany, Italy, and France) and three Asian (Korea, Thailand and Malaysia) countries. Group 2 consisted of five countries: one South American (Brazil), one European (Belgium) and three Asian (China, Indonesia and Japan) countries. The percentages of 'agree' responses in three HU-DBI questionnaire items were significantly higher in Group 2 than in Group 1. They include: "I worry about the colour of my teeth."; "I have noticed some white sticky deposits on my teeth."; and "I am bothered by the colour of my gums." CONCLUSION: Grouping the countries into international clusters yielded useful information for dentistry and dental education.