16 research outputs found
Single horizontal Y-V vermilion plasty including orbicularis oris muscle repair for secondary correction of the whistling defect: a universal technique
Objectives: The present prospective study aimed at objectively evaluating the relevance of a single horizontal
Y-V vermilion plasty including orbicularis oris muscle repair for secondary correction of whistling deformities in
unilateral as well as bilateral cleft lip cases.
Study Design: Ten patients were included in the study (mean age 20.2±6.2 years). The size of the whistling defects
was determined on photographs before and 12 months after surgery. Additional surgical procedures like columella
lengthening and rhinoplasty were documented.
Results: Seven minor and 3 moderate whistling defects were corrected. In 7 patients additional procedures were
carried out. The data of the 12 months follow-up showed that the whistling defect was significantly reduced in size
(p<0005). In 7 out of 10 patients the result of surgery was rated "good" and in 3 patients "moderate".
Conclusions: The present prospective study is the first one to show on an objective basis that the presented technique
allows reducing whistling deformities significantly with good overall results in the majority of the cases. Moreover,
the technique can be combined with other corrective procedures like columella lengthening without problems. As a
consequence, it is a relevant and universal surgical technique for the correction of whistling defects
Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial
<p>Abstract</p> <p>Background</p> <p>Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience.</p> <p>Methods</p> <p>42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities.</p> <p>Results</p> <p>Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course.</p> <p>The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course.</p> <p>The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group.</p> <p>Conclusions</p> <p>It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.</p
Do cleft lip and palate patients opt for secondary corrective surgery of upper lip and nose, frequently?
Purpose: This prospective study was aimed at assessing cleft lip and
palate (CLP) patients’ opinions and attitudes towards their upper lip
and nose and the number of secondary corrective surgical interventions
electively undertaken to upper lip and nose that were carried out during
a 2 year follow-up period.
Materials and methods: During a 2 year follow-up period CLP outpatients
were recruited for the study who attended follow-up examinations at a
cleft lip and palate craniofacial center and received a recommendation
for secondary corrective facial surgery. The participants filled in a
questionnaire that included questions regarding the patients’ opinions
and attitudes towards appearance of lip and nose and need for secondary
corrective facial surgery. During an additional interval of 2 years the
rate of patients who underwent secondary corrective surgery to lip and
nose was documented.
Results: Out of 362 CLP patients 37 (mean age 13.6 +/- 7.6 years)
received a recommendation for secondary corrective surgery to upper lip
and/or nose. 22 patients (mean age 12.6 +/- 6.3 years) filled in the
questionnaire (response rate of 62.1%). The satisfaction with the
overall facial appearance following the first corrective operation was
statistically significantly better than the satisfaction with the nose
(p = .016). The satisfaction with facial symmetry (5.6 +/- 2.0) did not
differ statistically significantly from the overall satisfaction with
the facial appearance (6.2 +/- 1.8; p = .093). Significantly fewer
patients (n = 9) opted for corrective surgery compared to the number of
patients who got the recommendation to have secondary corrective surgery
done (n = 22, p < .0005).
Conclusions: The findings of the present study may reflect a high
overall patient satisfaction with the primary treatment outcome
following surgery for CLP. Perceived patient need for secondary
operation for the lip/nose may be as low as 5%
Influence of gender of the teaching staff on students' acceptance of a virtual implant planning course
Acceptance of new technology is influenced by a number of situational
and social factors. So far, only limited data are available on the
influence of the teaching staff's gender on the acceptance of virtual
dental implant planning by students. This study aimed at assessing the
influence of the teaching staff's gender on the acceptance of a virtual
implant planning course by male and female undergraduate dental students
and their general attitude toward implantology.
Two groups of third-year dental students (group 1, 9 males, 22 females;
group 2, 12 males, 20 females) attended a virtual dental implant
planning course. For the first group the teaching staff was all-male,
while the teaching staff was all-female for the second group. After
completion of the course the students filled in a technology acceptance
questionnaire.
An all-female teaching staff led to a degree of technology acceptance
that did not differ significantly for male and female students. When the
teaching staff was all-male, significant differences for technology
acceptance occurred between male and female students.
However, male as well as female students attributed the practice of
implantology to both genders of dentists, equally, without statistically
significant difference independent of the gender of the teaching staff.
The more evenly distributed degree of technology acceptance of students
of both genders being taught by a female staff is a favorable effect
which may be explained by the more egalitarian style of women.
Therefore, while feminization in dentistry proceeds, adequate measures
should be taken to increase the number of female teachers. (C) 2017
European Association for Cranio-Maxillo-Facial Surgery. Published by
Elsevier Ltd. All rights reserved
Skeletal Stability and Complications in Transantral Maxillary Distraction in Patients With Cleft Lip and Palate
The current prospective study aimed at assessing skeletal stability and
complications arising from transantral maxillary distraction adopted for
advancements of less than 12 mm in patients with cleft lip, alveolus,
and palate malformations. The recruited patients with cleft lip,
alveolus, and palate were followed up for 12 months. Lateral skull
radiographs were obtained before surgery (T0), at the end of the
activation period of the distractors (T1), and after completion of the
follow-up interval (T2). Length and height of the maxilla were assessed
at the different points of time. The relapse rate of maxillary
advancement was calculated. Complications such as infections, distractor
breakage and loosening, nonunions, and the need for reoperation were
documented. Seven patients were included in this study (mean [SD] age,
19.5 [2.6] y). The length of the maxilla significantly increased by
6.4 1.1 mm at T1 (P = 0.018) but showed a significant relapse by 7.5%
at T2 (P = 0.018). As a complication, a case of infection of the cheek
occurred during the consolidation period, which could be treated
conservatively. In an additional patient, there was a loosening of a
distractor at the end of the distraction period, which required
reoperation with conventional fixation of the maxilla in the intended
position. At the time of removal of the distractors and the conventional
osteosynthesis plates, no cases of nonunion could be identified. It
seems that the low horizontal relapse rate of transantral maxillary
distraction in patients with cleft lip and palate outweighs the possible
complications of this procedure in cases of limited distances of
advancement of less than 12 mm
NO REDUCTION IN COMPLICATION RATE BY STAY IN THE INTENSIVE CARE UNIT FOR PATIENTS UNDERGOING SURGERY FOR HEAD AND NECK CANCER AND MICROVASCULAR RECONSTRUCTION
Background. The aim of this prospective cohort study was to determine
whether an immediate postoperative period of deep sedation and
artificial respiration in an intensive care unit (ICU) leads to fewer
complications and a reduced failure rate of microvascular flaps compared
with a situation in which patients are allowed to breathe spontaneously
without sedation in a recovery room.
Methods. Each group comprised 50 patients. General medical complications
and flap donor and recipient site complications were documented.
Results. Significantly, more patients had problems with weaning from
ventilation in the ICU group (p =.022). More cases of respiratory
insufficiency (p = .240) and pneumonia (p = .081) occurred in the ICU
group compared with the recovery room group without statistically
significant differences. The number of flaps lost was comparable in both
groups (p = .646)
Conclusions. Admission to an ICU did not reduce complications after
microvascular reconstruction and, therefore, has only to be considered
for selected cases. (C) 2009 Wiley Periodicals, Inc. Head Neck 31:
1461-1469, 200
Spaced education activates students in a theoretical radiological science course: a pilot study
Abstract Background The present study aimed at determining if the addition of spaced education to traditional face-to-face lectures increased the time students kept busy with the learning content of a theoretical radiological science course. Methods The study comprised two groups of 21 third-year dental students. The students were randomly assigned to a “traditional group” and a “spaced education group”. Both groups followed a traditional face-to-face course. The intervention in the spaced education group was performed in way that these students received e-mails with a delay of 14 days to each face-to-face lecture. These e-mails contained multiple choice questions on the learning content of the lectures. The students returned their answers to the questions also by e-mail. On return they received an additional e-mail that included the correct answers and additional explanatory material. All students of both groups documented the time they worked on the learning content of the different lectures before a multiple choice exam was held after the completion of the course. All students of both groups completed the TRIL questionnaire (Trierer Inventar zur Lehrevaluation) for the evaluation of courses at university after the completion of the course. The results for the time invested in the learning content and the results of the questionnaire for the two groups were compared using the Mann–Whitney-U test. Results The spaced education group spent significantly more time (216.2 ± 123.9 min) on keeping busy with the learning content compared to the traditional group (58.4 ± 94.8 min, p Conclusions Adding spaced education to a face-to-face theoretical radiological science course activates students in a way that they spend significantly more time on keeping busy with the learning content.</p