Paleopathological and traumatic changes on the mandible of the skeleton found at the Bijela - St. Margaret site

The Anthropological Center of the Croatian Academy of Sciences and Arts received human bone remains from the Late Medieval and Early Modern Period site of Bijela - St. Margaret derived from research conducted in 2019. The human remains found in grave number 22 caught the attention due to the atypical position of a male aged between 40 and 50 years at the time of death and trauma visible on the anterior region of the mandibular bone. In the same region pathological changes were also visible microscopically and on the X-Ray scan. In this case report the description of the changes on the mandibular bone and the possible etiology is presented

Implementation of a communication curriculum in undergraduate dental education-students' opinions during a 5-year development phase.

INTRODUCTION Communication training has become an essential part of the dental curriculum. The aim of this study was to evaluate the communication curriculum developed and introduced 2016-2021 at the University of Bern, School of Dental Medicine (SDM), Switzerland. MATERIALS AND METHODS The curriculum was implemented cumulatively in three phases: (1) lectures and accompanying role plays, (2) forum theatre and trainer-based communication training and (3) self-assessment. Students were surveyed 2016-2021 at the end of each semester using anonymous online questionnaires with five-point Likert scales (0-4). RESULTS A total of 191 fourth- and fifth-year students were surveyed, and 165 (86.4%) questionnaires were analysed. The mean age of the participants was 24.2 ± 1.4 and 45.5% were female. While students' opinions about the need to communicate increased during weekly lectures in phase 1, their opinions about their ability to communicate simultaneously decreased. During phase 2, fourth-year students' opinions on the need to communicate with dental patients increased from 3.22 ± 0.61 to 3.73 ± 0.45 (p = .001), anticipated benefits for dentists increased from 2.78 ± 0.71 to 3.43 ± 0.57 (p = .001) and for patients from 3.00 ± 0.76 to 3.47 ± 0.63 (p = .022). Only in phase 3, opinions on the ability to communicate statistically significantly increased for both fourth- (2.34 ± 0.71 to 2.72 ± 0.60, p = .033) and fifth-year (2.20 ± 0.63 to 2.86 ± 0.59, p = .001) students. Preferred teaching and assessment methods were trainer-based communication trainings (73.1%), lectures (67.3%) and self-assessments in the student clinic (59.6%). CONCLUSION Communication curricula in dental education using methods such as lectures and trainer-based communication trainings may additionally need to include self-assessments to be effective from the students' perspective

Nelagoda i anksioznost studenata dentalne medicine tijekom prvoga i drugoga zaključavanja zbog pandemije COVID-19 na Stomatološkom fakultetu Sveučilišta u Zagrebu

Objectives: The aim of the study was to assess discomfort and anxiety of dental students caused by the COVID-19 pandemic crisis and to assess quality of the study during the crisis, as well as to compare subjective experiences and attitudes of preclinical and clinical students towards lectures and practicals during the first and the second lockdown at the School of Dental Medicine, University of Zagreb. Methods: This research was conducted using online questionnaires. The questionnaires were compiled by students for a presentation at the Brescia Colloquium 2020. The participants were integrated undergraduate and graduate dental students from the School of Dental Medicine, University of Zagreb. The questionnaires were completed by students during March 2020 and during February 2021 and were anonymous. For the statistical analysis of the data, the software package SPSS 20 (IBM Corp., Armonk, New York, USA) was used. Descriptive statistical analysis was used to determine the basic statistical parameters (frequencies, median, mod, minimum and maximum values). The significance of the differences among the tested groups was assessed by the Chi-Square or the Fisher’s Exact Tests. Results: All dental students experienced some discomfort and were worried about the future competence. No gender differences were found (p>0.05). Preclinical students were less motivated than clinical students (p 0,05). Tijekom prvog zaključavanja studenti pretkliničke nastave bili su manje motivirani od studenata kliničke nastave (p < 0,01). Tijekom drugog zaključavanja ustanovljene su znatne razlike između studenata pretkliničke i kliničke nastave s obzirom na sigurnost, kompetentnost i samopouzdanje kad je riječ o liječenju pacijenata. Zaključak: Pandemija bolesti COVID-19 utjecala je na dobrobit studenata, njihovo učenje i poučavanje na Stomatološkom fakultetu Sveučilišta u Zagrebu. Na studente je pandemija tijekom prvog zaključavanja utjecala više nego tijekom drugoga, jer su se sada dobro prilagodili novim oblicima nastave. No još uvijek nisu sigurni kad je riječ o sposobnosti u kliničkom okružju i budućoj karijeri

Expectations regarding dental practice: A cross-sectional survey of European dental students

Obtaining information on expectations among dental students regarding their career planning was the main purpose of this observational online survey. The questionnaire was designed with 18 items in five different languages: English, French, German, Italian and Spanish. Data were collected on nationality, age, sex, country of residence, university attended, semester, expected year of graduation and expectations about future career. More than 3000 participants (n = 3851, 2863 females 74.34% and 988 males 25.66% with a sex ratio of 0.35) participated in the survey. Almost one-third (31.29%) of the participants plan to start their own practice at least three years after vocational training, a quarter (25.76%) after three, and only 12.59% after one year. A positive influence of the family in the decision to start a practice was observed in 50.07% of the sample with a statistically significant difference regarding sex (p < 0.01). Almost one-third of the participants did not wish to work in an institution run by private equity or insurance companies, while 21.79% would work in that environment (p < 0.01). European dental students desire mainly to become self-employed and start their own practice. New professional practices also offer them options for their future career that they have not yet decided on or thought about

Contemporary educational methods in periodontology.

AIM The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. MATERIALS AND METHODS Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. RESULTS The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. CONCLUSIONS Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment

Defining dental operative skills curricula: an ADEE consensus paper

This paper reports on the recent activity of the pan‐European consensus of the ADEE Special Interest Group for Pre‐Clinical Operative Skills. Following the previous recommendations from the group, and in order to support teachers and to harmonise the delivery of skills training across Europe, a more formal curriculum relating to pre‐clinical operative skills needs to be created. This paper reports European consensus surrounding the categorisation (level of importance, and difficulty) of basic operative dental clinical skills within the undergraduate curriculum and provides recommendations relating to session structure and timing of curricular elements for basic operative dental clinical skills teaching

Mechanical and chemical decontamination of the implant surface

Dentalni implantati su biokompatibilni i aloplastični materijali koji se u stomatologiji koriste u terapiji potpuno ili djelomično bezubih pacijenata. Zbog svoje hrapavije površine, pogodniji su za stvaranje biofilma. Sazrijevanja biofilma na površini implantata klinički se očituje pojavom periimplantatnog mukozitisa ili periimplantitisa. Progresija upale također je i u korelaciji s anatomskom građom periimplantatnog tkiva, koje je različito od parodontnog tkiva zdravog zuba, ali isto tako ima i sličnosti s njim. Kako bismo spriječili daljnju progresiju upale, odnosno destrukciju periimplatatnog tkivate omogućili reosteointegraciju implantata, potrebno je napraviti dekontaminaciju površine implantata, što možemo napraviti koristeći različita kemijska i mehanička sredstva. Kontrolu infekcije radimo mehaničkim čišćenjem, za što se mogu koristiti kirete, zvučni i ultrazvučni instrumenti, pjeskare, turbinski strojni instrumenti (dijamanta svrdla) te mikromotorski strojni instrumenti (titanske četke). Kemijsko djelovanje može se podijeliti na antiadhezivno, antimikrobno, antipatogeno te sredstvo koje odstranjuje plak. Za dekontaminaciju površine implantata može se koristiti 3 % vodikovog peroksid, klorheksidin, antibiotici te kiseline kao što su citrična kiselina i 35 % ortofosforna kiselina. Postoje i druga sredstva koja se koriste u parodontologiji u svrhu terapije periimplantitisa, a to su mnogobrojni laseri, koji su dostupni na tržištu, ali u ovom radu osvrt će biti na Er:YAG laseru (erbium-doped yttrium aluminium garnet laser) i antimikrobnoj fotodinamskoj terapiji (aPDT).Dental implants are biocompatible and alloplastic materials used in dentistry for the treatment of completely or partially edentulous patients. Their rough surfaces are suitable for the formulation of a biofilm. Maturation of the biofilm on the implant surface is clinically manifested by the appearance of either peri-implant mucositis or peri-implantitis. The progression of the inflammation also correlates with the anatomical structure of the periimplant tissue, which is different from the periodontal tissue of a tooth, but also has its similarities. To prevent further progression of the inflammation and the destruction of the periimplant tissue as well as to enable the re-osseointegration of the implant, it is necessary to decontaminate the implant surface, which can be done by using various chemical and mechanical agents. The infection control can be done by mechanical cleaning, for which we can use curettes, sonic and ultrasonic instruments, air-powder abrasive instruments, turbine machine instruments (diamond drills), and micro motor machine instruments (titanium brushes). Chemical action can be divided into antiadhesive, antimicrobial, antipathogenic and plaque remover. For decontamination of implant surfaces we can use 3 % hydrogen peroxide, chlorhexidine, antibiotics and acids such as citric acid and 35 % phosphoric acid. There are other agents used in periodontology for the treatment of periimplantitis, and these include many lasers that are available in the market. However, in this paper Er:YAG laser (erbium-doped yttrium aluminium garnet laser) and antimicrobial photodynamic therapy (aPDT) will be reviewed

Mechanical and chemical decontamination of the implant surface

Dentalni implantati su biokompatibilni i aloplastični materijali koji se u stomatologiji koriste u terapiji potpuno ili djelomično bezubih pacijenata. Zbog svoje hrapavije površine, pogodniji su za stvaranje biofilma. Sazrijevanja biofilma na površini implantata klinički se očituje pojavom periimplantatnog mukozitisa ili periimplantitisa. Progresija upale također je i u korelaciji s anatomskom građom periimplantatnog tkiva, koje je različito od parodontnog tkiva zdravog zuba, ali isto tako ima i sličnosti s njim. Kako bismo spriječili daljnju progresiju upale, odnosno destrukciju periimplatatnog tkivate omogućili reosteointegraciju implantata, potrebno je napraviti dekontaminaciju površine implantata, što možemo napraviti koristeći različita kemijska i mehanička sredstva. Kontrolu infekcije radimo mehaničkim čišćenjem, za što se mogu koristiti kirete, zvučni i ultrazvučni instrumenti, pjeskare, turbinski strojni instrumenti (dijamanta svrdla) te mikromotorski strojni instrumenti (titanske četke). Kemijsko djelovanje može se podijeliti na antiadhezivno, antimikrobno, antipatogeno te sredstvo koje odstranjuje plak. Za dekontaminaciju površine implantata može se koristiti 3 % vodikovog peroksid, klorheksidin, antibiotici te kiseline kao što su citrična kiselina i 35 % ortofosforna kiselina. Postoje i druga sredstva koja se koriste u parodontologiji u svrhu terapije periimplantitisa, a to su mnogobrojni laseri, koji su dostupni na tržištu, ali u ovom radu osvrt će biti na Er:YAG laseru (erbium-doped yttrium aluminium garnet laser) i antimikrobnoj fotodinamskoj terapiji (aPDT).Dental implants are biocompatible and alloplastic materials used in dentistry for the treatment of completely or partially edentulous patients. Their rough surfaces are suitable for the formulation of a biofilm. Maturation of the biofilm on the implant surface is clinically manifested by the appearance of either peri-implant mucositis or peri-implantitis. The progression of the inflammation also correlates with the anatomical structure of the periimplant tissue, which is different from the periodontal tissue of a tooth, but also has its similarities. To prevent further progression of the inflammation and the destruction of the periimplant tissue as well as to enable the re-osseointegration of the implant, it is necessary to decontaminate the implant surface, which can be done by using various chemical and mechanical agents. The infection control can be done by mechanical cleaning, for which we can use curettes, sonic and ultrasonic instruments, air-powder abrasive instruments, turbine machine instruments (diamond drills), and micro motor machine instruments (titanium brushes). Chemical action can be divided into antiadhesive, antimicrobial, antipathogenic and plaque remover. For decontamination of implant surfaces we can use 3 % hydrogen peroxide, chlorhexidine, antibiotics and acids such as citric acid and 35 % phosphoric acid. There are other agents used in periodontology for the treatment of periimplantitis, and these include many lasers that are available in the market. However, in this paper Er:YAG laser (erbium-doped yttrium aluminium garnet laser) and antimicrobial photodynamic therapy (aPDT) will be reviewed

Paleopathological and traumatic changes on the mandible of the skeleton found at the Bijela - St. Margaret site

The Anthropological Center of the Croatian Academy of Sciences and Arts received human bone remains from the Late Medieval and Early Modern Period site of Bijela - St. Margaret derived from research conducted in 2019. The human remains found in grave number 22 caught the attention due to the atypical position of a male aged between 40 and 50 years at the time of death and trauma visible on the anterior region of the mandibular bone. In the same region pathological changes were also visible microscopically and on the X-Ray scan. In this case report the description of the changes on the mandibular bone and the possible etiology is presented

Students' opinions on tutor-supported comprehensive care training in clinical dental education.

Tutor-supported comprehensive care training at the University of Bern School of Dental Medicine (SDM) has been used for many years. Therefore, the aim of this study was to evaluate dental students' opinions on tutor-supported training to identify key aspects of future course organisation that are important for students to achieve the minimum requirements for their graduation. A digital survey was developed and distributed among all fourth- and fifth-year dental students enrolled in the SDM in 2014 and 2016. A total of 28 (41.2%) and 21 (36.2%) students participated in the survey in 2014 and 2016, respectively. The average age of all respondents was 25.8 (±4.0) years. The proportion of females was 75% with no differences between groups, neither among classes nor years of the survey. The students felt well prepared following the bachelor's degree pre-clinical programme and a two-week introduction immediately preceding the clinical course. During clinical training, the students' experiences with their assigned tutors were positive even though waiting times for tutors during patient care as well as organisational efforts to manage attestations and logbooks were mentioned. For each discipline, patient assignment (ρ=0.54, p<0.0001) and frequently meeting with their tutors (ρ=0.56, p<0.0001) revealed the highest correlation with 1) achieving minimum requirements and 2) improving treatment planning skills in both fourth- and fifth-year dental students. In conclusion, tutor-supported comprehensive care training is well accepted by dental students while focusing on both patient assignment and frequent discussions with tutors may help students to better achieve minimum requirements in clinical dental education