Radiological Society of North America (RSNA) 3D printing Special Interest Group (SIG): Guidelines for medical 3D printing and appropriateness for clinical scenarios

Este número da revista Cadernos de Estudos Sociais estava em organização quando fomos colhidos pela morte do sociólogo Ernesto Laclau. Seu falecimento em 13 de abril de 2014 surpreendeu a todos, e particularmente ao editor Joanildo Burity, que foi seu orientando de doutorado na University of Essex, Inglaterra, e que recentemente o trouxe à Fundação Joaquim Nabuco para uma palestra, permitindo que muitos pudessem dialogar com um dos grandes intelectuais latinoamericanos contemporâneos. Assim, buscamos fazer uma homenagem ao sociólogo argentino publicando uma entrevista inédita concedida durante a sua passagem pelo Recife, em 2013, encerrando essa revista com uma sessão especial sobre a sua trajetória

Evidence-Based Indications of Cone Beam Computed Tomography in Children with maxillary impacted canines - A literary review

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Craniofacial Growth Series Volume 56

https://deepblue.lib.umich.edu/bitstream/2027.42/153991/1/56th volume CF growth series FINAL 02262020.pdfDescription of 56th volume CF growth series FINAL 02262020.pdf : Proceedings of the 46th Annual Moyers Symposium and 44th Moyers Presymposiu

Cone beam computed tomography use in orthodontics

Cone beam computed tomography (CBCT) is widely used by orthodontists to obtain three‐dimensional (3‐D) images of their patients. This is of value as malocclusion results from discrepancies in three planes of space. This review tracks the use of CBCT in orthodontics, from its validation as an accurate and reliable tool, to its use in diagnosing and treatment planning, and in assessing treatment outcomes in orthodontics.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90211/1/j.1834-7819.2011.01662.x.pd

L’effet des outils pédagogiques sur la compréhension spatiale dans l’enseignement des sciences de la santé : une revue systématique

Background: The concept of spatial orientation is integral to health education. Students studying to be healthcare professionals use their visual intelligence to develop 3D mental models from 2D images, like X-rays, MRI, and CT scans, which exerts a heavy cognitive load on them. Innovative teaching tools and technologies are being developed to improve students’ learning experiences. However, the impact of these teaching modalities on spatial understanding is not often evaluated. This systematic review aims to investigate current literature to identify which teaching tools and techniques are intended to improve the 3D sense of students and how these tools impact learners’ spatial understanding. Methods: The preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines were followed for the systematic review. Four databases were searched with multiple search terms. The articles were screened based on inclusion and exclusion criteria and assessed for quality. Results: Nineteen articles were eligible for our systematic review. Teaching tools focused on improving spatial concepts can be grouped into five categories. The review findings reveal that the experimental groups have performed equally well or significantly better in tests and tasks with access to the teaching tool than the control groups. Conclusion: Our review investigated the current literature to identify and categorize teaching tools shown to improve spatial understanding in healthcare professionals. The teaching tools identified in our review showed improvement in measured, and perceived spatial intelligence. However, a wide variation exists among the teaching tools and assessment techniques. We also identified knowledge gaps and future research opportunities.Contexte : Le concept d’orientation spatiale fait partie intégrante de l’enseignement des professions de la santé. Les étudiants qui s’y destinent utilisent leur intelligence visuelle pour se représenter mentalement en 3D des images en 2D comme la radiographie, l’IRM et le tomodensitogramme, ce qui constitue une lourde charge cognitive. On développe actuellement des technologies et des outils pédagogiques innovants pour améliorer l’expérience d’apprentissage des étudiants. Cependant, l’impact de ces ressources pédagogiques sur la compréhension spatiale est rarement évalué. L’objectif de cette revue systématique de la littérature était de recenser les outils et techniques pédagogiques destinés à améliorer la perception 3D des apprenants et d’examiner les effets de ces outils sur leur compréhension spatiale. Méthodes : Suivant les lignes directrices PRISMA (preferred reporting items for systematic reviews and meta-analysis), nous avons consulté quatre bases de données avec des termes de recherche multiples, examiné les articles recensés en fonction de critères d’inclusion et d’exclusion, et évalué leur qualité. Résultats : Dix-neuf articles correspondaient aux critères d’inclusion. Les outils pédagogiques axés sur l’amélioration des concepts spatiaux peuvent être regroupés en cinq catégories. L’examen a révélé que les résultats obtenus par les groupes expérimentaux ayant utilisé l’outil pédagogique pour effectuer les tests et les tâches sont aussi bons ou significativement meilleurs que les résultats obtenus par les groupes témoins. Conclusion : Notre revue de la littérature visant à recenser et catégoriser les outils pédagogiques a montré que ces derniers améliorent la compréhension spatiale, notamment l’intelligence spatiale mesurée et perçue, des professionnels de la santé. Toutefois, il existe une grande variation entre les divers outils pédagogiques et techniques d’évaluation. Nous avons également relevé les lacunes dans les connaissances et les pistes de recherche future