How to improve communication with deaf children in the dental clinic

It may be difficult for hearing-impaired people to communicate with people who hear. In the health care area, there is often little awareness of the communication barriers faced by the deaf and, in dentistry, the attitude adopted towards the deaf is not always correct. A review is given of the basic rules and advice given for communicating with the hearing-impaired. The latter are classified in three groups ? lip-readers, sign language users and those with hearing aids. The advice given varies for the different groups although the different methods of communication are often combined (e.g. sign language plus lip-reading, hearing-aids plus lip-reading). Treatment of hearing-impaired children in the dental clinic must be personalised. Each child is different, depending on the education received, the communication skills possessed, family factors (degree of parental protection, etc.), the existence of associated problems (learning difficulties), degree of loss of hearing, age, etc

Dental treatment for disabled children in the Spanish Public Health System

Cada vez son más los esfuerzos del Sistema Sanitario Público Español por cubrir todas las necesidades médicas que pueda tener la población. La salud bucodental es un aspecto que cada día interesa más a la sociedad, fundamentalmente a los padres que desean que sus hijos tengan una adecuada condición oral. Los niños discapacitados, tanto físicos como psíquicos, constituyen un colectivo que no siempre recibe las atenciones odontológicas que precisan. El objetivo de esta revisión bibliográfica es valorar los servicios que presta la Sanidad Pública Española a estos niños. Hemos observado que existe una importante discrepancia en cuanto a los diferentes tipos de tratamientos bucodentales que se realizan a estos pacientes según sea la Comunidad Autónoma a la que pertenezcan. Así, en ciertas Comunidades Autónomas, como Asturias, Navarra y Extremadura, incluso se lleva a cabo una atención específica de los pacientes discapacitados infantiles. En otras como, Ceuta, Melilla, la atención, por parte de la Sanidad Pública, es más generalizada

Learning of paediatric dentistry with the flipped classroom model

Introduction: The flipped classroom (FC) is a pedagogical model that can be very useful in obtaining a dentistry degree. The main objective of this study was to compare learning between student groups introducing FC in the area of paediatric dentistry at the Complutense University of Madrid in 2019. Materials and Methods: In this study, 76 students enrolled for the first time in the Pediatric Dentistry programme and completed a questionnaire (pre-Q) regarding specific theoretical knowledge about pulpotomies. Subsequently, they were divided into two groups: group A, which had free access before the class to an explanatory video about the indications and techniques of pulpotomy and group B, which viewed the same video only one time in class. After that, all students completed the same questionnaire (post-Q) again and a survey on the degree of satisfaction about the teaching method. Results: The differences in score between the post-Q and pre-Q in group A had a mean (SD) value of 3.5 (2.4) and in group B, a mean (SD) of 2.5 (2.2), with a p value of .07. In questions 3, 5 and 8, learning was greater in the experimental group (p = .007, p = .02 and p = .001, respectively). For 74.4% of the students in group A, accessing the video previous to the class was a very useful tool. Conclusions: These results suggest that implementing FC in paediatric dentistry classes help students to acquire more theoretical knowledge, which is necessary before practical teaching

Criteria for selecting children with special needs for dental treatment under general anaesthesia

Objective: To study criteria for helping to select children with special needs for dental treatment under general anaesthesia. Materials and methods: Group of 30 children (aged under 18) examined on the Course at the Universidad Complutense de Madrid (UCM) (Specialisation on holistic dental treatment of children with special needs) and subsequently referred to the Disabled Children?s Oral Health Unit (DCOHU) within Primary Health Care Area 2 of the Madrid Health Service (SERMAS) where dental treatment under general anaesthesia was given during 2005. Relevant data were taken from their case histories with regard to their general health, oral health and behaviour. Results: In most of the children (22 children), it was possible to carry out a complete dental diagnosis. With regard to medical diagnoses, the most frequent pathology was cerebral palsy (8 children), but it was not possible to establish a link between the pathology and the use of general anaesthesia. With regard to oral health, most of the children received restorative treatment in all 4 quadrants (26 children). On the basis of scales for behavioural evaluation and movement, most of the children (17 children) showed clearly negative behaviour, with movements that interrupted or hindered examination. Conclusions: With the exception of certain specific medical problems, the reasons for using general anaesthesia for dental treatment in children with special needs are extensive treatment needs and bad behaviour, both of which can be judged objectively

Program for coordinated dental care under general anaesthesia for children with special needs

Aim: To draw up a program for coordination of dental care for children with special needs between the Course at the Universidad Complutense de Madrid (UCMC) (Specialisation in holistic dental care for children with special needs), and the Disabled Children?s Oral Health Unit (DCOHU) within the Madrid Health Service (SERMAS). Material and methods: UCMC Protocol for children with special needs. Design of a clinical pathway based on consensus amongst the professionals involved. Results: Algorithm for dental care for children with special needs. Matrix covering all activities and timing for full dental diagnosis in such patients (general health, oral health and behaviour) to facilitate proper referral of patients requiring general anaesthesia. Inclusion in the matrix of those responsible for each activity. Conclusions: Improved team work (University ? primary health care) in patient evaluation, in provision of information to parents and guardians and in health care quality. From the teaching point of view, students learn to adopt a systematic approach in the decision-making process

Incorporación del aula invertida (flipped classroom) a la metodología docente de las prácticas de Odontopediatría

Incorporar el aula invertida en las prácticas de Odontopediatría permite que los estudiantes, ayudados por vídeos, realicen un aprendizaje activo mediante preguntas, discusiones y actividades guiadas por el docente sobre los conocimientos adquiridos

El aula invertida (flipped classroom) como método docente de las prácticas preclínicas de Odontopediatría. Evaluación de aplicaciones digitales educativas

El Aula Invertida es una modalidad de aprendizaje semipresencial en la que el alumno obtiene información en un tiempo y lugar que no requiere la presencia física del profesor, por lo que es necesario el uso de nuevas tecnologías, especialmente del campo audiovisual. En el Grado de Odontología, la materia de Odontopediatría debe capacitar al alumno en la adquisición de las destrezas necesarias para su incorporación a las prácticas clínicas con pacientes en edad infantil. El uso de vídeos educativos nos ha permitido enseñar determinadas maniobras que sería complejo describir de forma teórica y que al ser visualizadas, han facilitado al alumno su entendimiento y posterior ejecución. Hemos evaluado la aplicación educativa diseñada para el desarrollo del aula invertida "Ed-puzzle" que permite al profesor mejorar sus propios vídeos e incorporar preguntas en cualquier punto de su contenido, además de hacer seguimiento de los estudiantes, sus respuestas y visualizaciones. Se ha realizado un estudio comparativo con el uso del "Campus Virtual UCM", respecto al aprendizaje de los alumnos

Aprendizaje colaborativo usando Microsoft Teams en la asignatura de Odontopediatría II

El aprendizaje colaborativo es una técnica didáctica que promueve desarrollar la colaboración entre individuos con el fin de compartir, conocer y ampliar información que tienen cada uno de ellos sobre un tema. No significa repartirse las tareas sino que cada miembro aporte su información para que así el grupo lo pueda modificar, ampliar y así pasar de un trabajo individual a uno más completo. Este aprendizaje colaborativo se puede hacer de manera presencial o virtual. Para la realización de manera virtual contamos con multitud de plataformas para crear grupos y aprender de forma colaborativa. Nosotros hemos elegido la plataforma Microsoft Teams ya que en la Universidad Complutense de Madrid se está implementado está plataforma para la docencia online. Microsoft Teams (MT) es una plataforma unificada de comunicación y colaboración en la que un grupo puede mantener la comunicación. Dentro de los canales que dispone MT, pueden organizarse reuniones, mantener conversaciones, compartir y almacenar archivos e integrar aplicaciones. En el curso 2021/2022 hemos creado varios Equipo de trabajo en MT con los alumnos matriculados en el asignatura de Odontopeadiatría II. Los profesores hemos subido casos clínicos, preguntas así como temas de debates relacionados con la Odontopediatría, donde se crearon debates entre los alumnos y los profesores de manera on-line. Posteriormente se les pasó a los alumnos encuesta de satisfacción donde valoraron el aprendizaje con este tipo de docencia y esta plataforma. Una vez obtenidas las respuestas, hemos analizados los resultados y elaborado un documento para mejorar el Aprendizaje colaborativo con MT de manera online, intentando establecer mejoras para posteriores años académico

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality