Root canal retreatment: a retrospective investigation using regression and data mining methods for the prediction of technical quality and periapical healing

Objectives: This study aimed to investigate patterns and risk factors related to the feasibility of achieving technical quality and periapical healing in root canal non-surgical retreatment, using regression and data mining methods. Methodology: This retrospective observational study included 321 consecutive patients presenting for root canal retreatment. Patients were treated by graduate students, following standard protocols. Data on medical history, diagnosis, treatment, and follow-up visits variables were collected from physical records and periapical radiographs and transferred to an electronic chart database. Basic statistics were tabulated, and univariate and multivariate analytical methods were used to identify risk factors for technical quality and periapical healing. Decision trees were generated to predict technical quality and periapical healing patterns using the J48 algorithm in the Weka software. Results: Technical outcome was satisfactory in 65.20%, and we observed periapical healing in 80.50% of the cases. Several factors were related to technical quality, including severity of root curvature and altered root canal morphology (p<0.05). Follow-up periods had a mean of 4.05 years. Periapical lesion area, tooth type, and apical resorption proved to be significantly associated with retreatment failure (p<0.05). Data mining analysis suggested that apical root resorption might prevent satisfactory technical outcomes even in teeth with straight root canals. Also, large periapical lesions and poor root filling quality in primary endodontic treatment might be related to healing failure. Conclusion: Frequent patterns and factors affecting technical outcomes of endodontic retreatment included root canal morphological features and its alterations resulting from primary endodontic treatment. Healing outcomes were mainly associated with the extent of apical periodontitis pathological damages in dental and periapical tissues. To determine treatment predictability, we suggest patterns including clinical and radiographic features of apical periodontitis and technical quality of primary endodontic treatment

Root canal retreatment : a retrospective investigation using regression and data mining methods for the prediction of technical quality and periapical healing

Objectives: This study aimed to investigate patterns and risk factors related to the feasibility of achieving technical quality and periapical healing in root canal non-surgical retreatment, using regression and data mining methods. Methodology: This retrospective observational study included 321 consecutive patients presenting for root canal retreatment. Patients were treated by graduate students, following standard protocols. Data on medical history, diagnosis, treatment, and follow-up visits variables were collected from physical records and periapical radiographs and transferred to an electronic chart database. Basic statistics were tabulated, and univariate and multivariate analytical methods were used to identify risk factors for technical quality and periapical healing. Decision trees were generated to predict technical quality and periapical healing patterns using the J48 algorithm in the Weka software. Results: Technical outcome was satisfactory in 65.20%, and we observed periapical healing in 80.50% of the cases. Several factors were related to technical quality, including severity of root curvature and altered root canal morphology (p<0.05). Follow-up periods had a mean of 4.05 years. Periapical lesion area, tooth type, and apical resorption proved to be significantly associated with retreatment failure (p<0.05). Data mining analysis suggested that apical root resorption might prevent satisfactory technical outcomes even in teeth with straight root canals. Also, large periapical lesions and poor root filling quality in primary endodontic treatment might be related to healing failure. Conclusion: Frequent patterns and factors affecting technical outcomes of endodontic retreatment included root canal morphological features and its alterations resulting from primary endodontic treatment. Healing outcomes were mainly associated with the extent of apical periodontitis pathological damages in dental and periapical tissues. To determine treatment predictability, we suggest patterns including clinical and radiographic features of apical periodontitis and technical quality of primary endodontic treatment

O planejamento escolar como estrutura fundamental para a construção do conhecimento e a promoção da aprendizagem significativa

O presente artigo aborda a construção do conhecimento e a promoção da aprendizagem significativa através do planejamento de ensino como estrutura fundamental para tal aprendizagem. Vivemos inúmeras situações que envolvem o planejamento de nossas ações como educadores, em um contexto escolar não podemos nos distanciar disto. Procuramos planejar nossas aulas, as atividades de lazer, os compromissos profissionais, sociais e diversas outras atividades que desenvolvemos no decorrer de nosso dia a dia. Desta forma, verificamos que todas as ações humanas requerem um planejamento para que sejam bem executadas e possam alcançar um determinado êxito. O planejamento de ensino é para o professor o norteador das ações que são necessárias para que o processo de ensino e aprendizagem seja significativo e para que sejam atingidos os resultados desejados. O planejamento nas escolas requer uma sistematização de ações interdisciplinares e de forma integrada entre os componentes curriculares de cada área do conhecimento, e também entre as áreas de acordo com os PCN e não simplesmente em componentes curriculares isolados. Inúmeras são as dificuldades encontradas pelos professores na estruturação do planejamento proposto, porém não podemos encará-lo como apenas uma atividade burocrática a ser cumprida

O Planejamento Escolar como Estrutura Fundamental para a Construção do Conhecimento e a Promoção da Aprendizagem Significativa

This article discusses the construction of knowledge and the promotion of meaningful learning through planning education as a fundamental framework for such learning. We live in numerous situations involving planning our actions as educators in a school setting can not distance ourselves from it. We try to plan our classes, recreational activities, professional, social and various other activities that we developed in the course of our day-to-day commitments. Thus, we find that all human actions require planning so they are well executed and can achieve a certain success. The planning of teaching is to the teacher guiding the actions that are necessary for the process of teaching, learning is meaningful, and that the desired results are achieved. The planning in schools requires systematic interdisciplinary actions and seamlessly between the curricular components of each area of knowledge, and also between areas according to the National Curricular Parameters and not just in isolated curricular components. There are several difficulties encountered by teachers in structuring the proposed plan, but we can not look at him as just a bureaucratic activity to be accomplished. http://dx.doi.org/10.18226/23185279.v2iss2p39O presente artigo aborda a construção do conhecimento e a promoção da aprendizagem significativa através do planejamento de ensino como estrutura fundamental para tal aprendizagem. Vivemos inúmeras situações que envolvem o planejamento de nossas ações como educadores, em um contexto escolar não podemos nos distanciar disto. Procuramos planejar nossas aulas, as atividades de lazer, os compromissos profissionais, sociais e diversas outras atividades que desenvolvemos no decorrer de nosso dia a dia. Desta forma, verificamos que todas as ações humanas requerem um planejamento para que sejam bem executadas e possam alcançar um determinado êxito. O planejamento de ensino é para o professor o norteador das ações que são necessárias para que o processo de ensino e aprendizagem seja significativo e para que sejam atingidos os resultados desejados. O planejamento nas escolas requer uma sistematização de ações interdisciplinares e de forma integrada entre os componentes curriculares de cada área do conhecimento, e também entre as áreas de acordo com os Parâmetros Curriculares Nacionais e não simplesmente em componentes curriculares isolados. Inúmeras são as dificuldades encontradas pelos professores na estruturação do planejamento proposto, porém não podemos encará-lo como apenas uma atividade burocrática a ser cumprida. http://dx.doi.org/10.18226/23185279.v2iss2p3

Telomere length and epigenetic age acceleration in adolescents with anxiety disorders

Evidence on the relationship between genetics and mental health are flourishing. However, few studies are evaluating early biomarkers that might link genes, environment, and psychopathology. We aimed to study telomere length (TL) and epigenetic age acceleration (AA) in a cohort of adolescents with and without anxiety disorders (N = 234). We evaluated a representative subsample of participants at baseline and after 5 years (n = 76) and categorized them according to their anxiety disorder diagnosis at both time points: (1) control group (no anxiety disorder, n = 18), (2) variable group (anxiety disorder in one evaluation, n = 38), and (3) persistent group (anxiety disorder at both time points, n = 20). We assessed relative mean TL by real-time quantitative PCR and DNA methylation by Infinium HumanMethylation450 BeadChip. We calculated AA using the Horvath age estimation algorithm and analyzed differences among groups using generalized linear mixed models. The persistent group of anxiety disorder did not change TL over time (p = 0.495). The variable group had higher baseline TL (p = 0.003) but no accelerated TL erosion in comparison to the non-anxiety control group (p = 0.053). Furthermore, there were no differences in AA among groups over time. Our findings suggest that adolescents with chronic anxiety did not change telomere length over time, which could be related to a delay in neuronal development in this period of life

Telomere length and epigenetic age acceleration in adolescents with anxiety disorders

Evidence on the relationship between genetics and mental health are flourishing. However, few studies are evaluating early biomarkers that might link genes, environment, and psychopathology. We aimed to study telomere length (TL) and epigenetic age acceleration (AA) in a cohort of adolescents with and without anxiety disorders (N = 234). We evaluated a representative subsample of participants at baseline and after 5 years (n = 76) and categorized them according to their anxiety disorder diagnosis at both time points: (1) control group (no anxiety disorder, n = 18), (2) variable group (anxiety disorder in one evaluation, n = 38), and (3) persistent group (anxiety disorder at both time points, n = 20). We assessed relative mean TL by real-time quantitative PCR and DNA methylation by Infinium HumanMethylation450 BeadChip. We calculated AA using the Horvath age estimation algorithm and analyzed differences among groups using generalized linear mixed models. The persistent group of anxiety disorder did not change TL over time (p = 0.495). The variable group had higher baseline TL (p = 0.003) but no accelerated TL erosion in comparison to the non-anxiety control group (p = 0.053). Furthermore, there were no differences in AA among groups over time. Our findings suggest that adolescents with chronic anxiety did not change telomere length over time, which could be related to a delay in neuronal development in this period of life