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The thyroglossal duct cyst (TGDC) is the most common developmental cyst of the neck. The cyst typically occurs along the midline of the neck on the ventral surface. Malignant transformation is rare and can be diagnosed only after histologic examination of a biopsy specimen. This article presents a brief, focused narrative review, which includes a discussion of successful treatment of a TGDC, and a single case report that describes a Sistrunk-like procedure.

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INTRODUCTION: Phosphatase and tensin homolog (PTEN) hamartoma tumor syndrome (PHTS) may manifest as one of four distinctive disorders: 1) Cowden syndrome; 2) Bannayan-Riley-Ruvalcaba syndrome; 3) Proteus syndrome; or 4) Proteus-like syndrome. Clinical features of PHTS commonly include multiple benign hamartomas of the skin and mucous membranes as well as macrocephaly. Despite the benign nature of the characteristic lesions, patients diagnosed with PHTS are at increased risk of certain cancers, most notably carcinomas of the breast, thyroid, and endometrium. CASE PRESENTATION: A 28-year-old African-American female presented with generalized gingival overgrowth that involved the palate, gingival margins, and retromolar areas. The dorsal tongue also exhibited a generalized tissue hyperplasia. Based on clinical presentation, biopsies were performed for histology and genetic testing. Although histology revealed non-specific fibroepithelial hyperplasia, genetic testing revealed a novel heterozygous mutation of the PTEN gene (c.158_164dupTAGTAAG), believed to result in premature termination of the protein. The patient did not exhibit macrocephaly or extraoral skin lesions and did not have any obvious cognitive deficit. CONCLUSIONS: This presentation of a Cowden syndrome-like scenario demonstrates that intraoral lesions may be the first symptom leading to a diagnosis of PHTS. Furthermore, the case shows that communication with and referral from the general dentist to specialists (e.g., oral pathologist, oral surgeon, or periodontist) can facilitate the establishment of a definitive diagnosis and allow for preventive screening and genetic counseling to aid in the treatment of secondary diseases, most notably associated cancers.

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While educators agree that using self-assessment in education is valuable, a major challenge is the poor agreement often found between faculty assessment and student self-assessment. The aim of this study was to determine if use of a predefined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students' performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it. Data were collected from all third- and/or fourth-year students in four classes at one U.S. dental school from 2011 to 2014. Since two of the four classes took the exam in both the third and fourth years, those data were compared to determine if those students' self-assessment skills improved over time. Statistical analyses were performed to determine agreement between the two faculty graders and between the students' and faculty assessments on each criterion in the rubric and the overall grade. Data from the upper and lower performing quartiles of students were sub-analyzed. The results showed that faculty reliability for the overall grades was high (K=0.829) and less so for individual criteria, while student-faculty reliability was weak to moderate for both overall grades (Spearman's rho=0.312) and individual criteria. Students in the upper quartile self-evaluated themselves more harshly than the faculty (p<0.0001), while the lower quartile students overestimated their performance (p=0.0445) compared to faculty evaluation. No significant improvement was found in assessment over time in the students who took the exam in the third and fourth years. This study found only limited support for the hypothesis that a grading rubric used by both faculty and students would increase correspondence between faculty and student assessment and points to a need to reexamine the rubric and instructional strategies to help students improve their ability to self-assess their work.

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The purpose of this report is to describe the general use of clickers as an active learning tool and how they were used in teaching a combined periodontology course for second-year dental and junior dental hygiene students. A survey was used to capture student perceptions following completion of the course. Specific domains were active learning, improved performance, and expectations. The survey response rate was 94.5 percent (121/128). Descriptive analyses showed that, in the domain of active learning, 102 (84.3 percent) agreed/strongly agreed that the use of clickers made the lectures more interactive; sixty-six (54.5 percent) agreed/strongly agreed that the clickers made them focus; and ninety-two (76 percent) agreed/strongly agreed that the clickers encouraged active participation. In the domain regarding improved performance, sixty-three (52 percent) agreed/ strongly agreed that the review sessions utilizing clickers helped them prepare for tests. In the domain of expectations, ninety-three (76.9 percent) had a better idea of what to expect on the examination due to the use of clickers, and seventy-three (60.3 percent) thought that the clickers should be used in future semesters for this class. In addition, faculty members appreciated the greater participation afforded through the use of clickers to obtain a better understanding of the students' grasp of course content. Learning theory suggests that students must actively engage in the learning process in order for meaningful learning in the form of critical thinking and problem-solving to take place. In this study, students confirmed that the use of clicker technology encouraged their active participation in a periodontology course.

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Current evidence indicates that use of diode lasers in the treatment of periodontitis--either as a monotherapy or adjunctive to traditional therapy--offers minimal benefit. Further, subgingival application of the diode laser during nonsurgical periodontal therapy can result in undesired outcomes, even when using manufacturer-recommended parameters.

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