Urgent Care in the Dental School Setting: Analysis of Current Environment and Future Challenges in Emergency Dental Education

Urgent dental care education is a critical aspect of the D.D.S. curriculum as dental students must be adequately prepared to face real-world dental emergency challenges in practice. Dental emergency education is likely the most variable component of the dental curriculum. To assess potential differences in emergency education, a sixteen-question survey was sent to directors of urgent care of all fifty-six U.S. dental schools addressing clinic operation, demographics, treatment, integration into the D.D.S. curriculum, and provision of care for indigent populations. The response rate was 88 percent. Results indicate a need for earlier integration of urgent dental care education into the D.D.S. curriculum, more pediatric emergency experiences for D.D.S. students, and a more rigorous academic approach in assessing student competency while on rotation in the urgent care service. In addition, access to emergency dental care has become increasingly difficult for indigent populations due to lack of state-supported funds; further exploration of sources of external funding for such care is warranted

USAGE AND ACCEPTABIITY OF DATA NORMALIZATION IN BASEBALL PITCHING

To account for athletes of different sizes, kinetic values are commonly ‘normalized’ by dividing by mass and/or height. However, the creation of a ratio variable requires certain statistical assumptions to be met. The purpose of this study was to determine if elbow valgus torque predicted by pitching velocity is influenced by the normalization method using regression model comparison with normalized torque values. Both mass and mass*height normalization satisfied the correlation and zero intercept assumptions. Results did not agree between analysis methods that elbow valgus torque could be predicted with pitching velocity at the α = 0.05 level, indicating caution should be exercised before normalizing pitching kinetics data without confirming the assumptions for a ratio variable are met

Powering the NASA-wide Institutional GIS with ArcGIS Server Technology

NASA-wide GIS Portal Overview - Common Uses of the Portal. Proof of Concept Applications (1) Real Estate Editor (2) Personal Property (3) Asset Mapping. Plan

Impact of Two Types of Fitness Programs on Soldier Physical Fitness

International Journal of Exercise Science 15(4): 1326-1346, 2022. This study compared an expert supervised, fully resourced physical training (PT) program compared to a traditional physical training PT plan on Army Officer Candidate School (OSC) soldier fitness outcomes. This retrospective cohort study compared 228 OCS soldiers (179 male [26.74±3.78 years] and 49 female [26.55±4.18 years]) in two companies for 12 weeks. One company participated in a fully resourced PT program designed by fitness experts to improve overall fitness and mobility (TAP-C). One company participated in traditional physical training designed to excel on the Army combat fitness test (ACFT, includes deadlift, power throw, push up, sprint-drag-carry, core strength, run) developed and led by OCS soldiers with standard resources. We assessed performance on the ACFT events, and grip strength, standing broad jump, overhead squat, and 90/90 switch assessment. Analysis of covariance was used to compare main effects of company on ACFT measures, controlling for covariates of pretest score differences and sex. Results included a significant effect of group on ACFT performance (N=228), F(1, 223) = 12.8, p\u3c0.001 and on performance of five of the six ACFT events: MDL, F(1, 223) = 5.44, p = 0.021; HRP, F(1, 223) = 11.67, p \u3c 0.001; SDC, F(1, 223) = 20.06, p \u3c 0.001; LTK, F(1, 223) = 16.95, p \u3c 0.001; and 2MR, F(1, 223) = 23.76, p \u3c 0.001. The traditional company performed significantly better on ACFT muscular, anerobic and aerobic endurance focused events; the TAP-C company performed significantly better on muscular strength/explosive power events and mobility assessments

Panel 4 : Report of the Microbiology Panel

Objective. To perform a comprehensive review of the literature from July 2011 until June 2015 on the virology and bacteriology of otitis media in children. Data Sources. PubMed database of the National Library of Medicine. Review Methods. Two subpanels comprising experts in the virology and bacteriology of otitis media were created. Each panel reviewed the relevant literature in the fields of virology and bacteriology and generated draft reviews. These initial reviews were distributed to all panel members prior to meeting together at the Post-symposium Research Conference of the 18th International Symposium on Recent Advances in Otitis Media, National Harbor, Maryland, in June 2015. A final draft was created, circulated, and approved by all panel members. Conclusions. Excellent progress has been made in the past 4 years in advancing our understanding of the microbiology of otitis media. Numerous advances were made in basic laboratory studies, in animal models of otitis media, in better understanding the epidemiology of disease, and in clinical practice. Implications for Practice. (1) Many viruses cause acute otitis media without bacterial coinfection, and such cases do not require antibiotic treatment. (2) When respiratory syncytial virus, metapneumovirus, and influenza virus peak in the community, practitioners can expect to see an increase in clinical otitis media cases. (3) Biomarkers that predict which children with upper respiratory tract infections will develop otitis media may be available in the future. (4) Compounds that target newly identified bacterial virulence determinants may be available as future treatment options for children with otitis media.Peer reviewe

An After-School Intervention Targeting Executive Function And Visuospatial Skills Also Improves Classroom Behavior

Executive function (EF) describes a complex set of skills, including flexible attention, inhibitory control, and working memory, that coordinate to achieve behavioral regulation. Visuospatial skills (VS) describe the capacity to visually perceive and understand spatial relationships among objects. Emerging research suggests VS skills are associated with classroom functioning, including behavioral adjustment. Children from socioeconomically disadvantaged backgrounds are more likely to enter school with EF and VS deficits, with consequences for classroom adjustment. In response, we developed and experimentally tested an after-school intervention that incorporates fine and gross motor activities targeting EF and VS skills in a sample of 87 kindergarten and first-grade students from low-income communities. The aim of the present study was to preliminarily explore whether EF and VS skills were bolstered by the intervention and subsequently whether EF and VS skills mediate or moderate intervention impacts on learning-related and problem behaviors in the classroom. Intent-to-treat analyses confirm intervention effects for EF and VS skills. Using full information maximum likelihood and bias-corrected bootstrapping, results indicate that improvements in EF mediated the impact of assignment to the treatment condition on improvements in learning-related behaviors and reductions in problem behavior. Taken together, findings suggest out-of-school contexts are a reasonable point of intervention for improving daytime classroom behavior

An After-School Intervention Targeting Executive Function And Visuospatial Skills Also Improves Classroom Behavior

Executive function (EF) describes a complex set of skills, including flexible attention, inhibitory control, and working memory, that coordinate to achieve behavioral regulation. Visuospatial skills (VS) describe the capacity to visually perceive and understand spatial relationships among objects. Emerging research suggests VS skills are associated with classroom functioning, including behavioral adjustment. Children from socioeconomically disadvantaged backgrounds are more likely to enter school with EF and VS deficits, with consequences for classroom adjustment. In response, we developed and experimentally tested an after-school intervention that incorporates fine and gross motor activities targeting EF and VS skills in a sample of 87 kindergarten and first-grade students from low-income communities. The aim of the present study was to preliminarily explore whether EF and VS skills were bolstered by the intervention and subsequently whether EF and VS skills mediate or moderate intervention impacts on learning-related and problem behaviors in the classroom. Intent-to-treat analyses confirm intervention effects for EF and VS skills. Using full information maximum likelihood and bias-corrected bootstrapping, results indicate that improvements in EF mediated the impact of assignment to the treatment condition on improvements in learning-related behaviors and reductions in problem behavior. Taken together, findings suggest out-of-school contexts are a reasonable point of intervention for improving daytime classroom behavior