Retrospective Evaluation of Implants Placed in Iliac Crest Autografts and Pristine Bone.

OBJECTIVE Iliac crest autografts can compensate for severe mandibular atrophy before implant placement. However, the implant success in the augmented bone is not entirely predictable. Here we performed a retrospective cohort study to determine the success and related parameters of implants placed in augmented bone and pristine bone for up to 11 years. MATERIAL AND METHODS We analyzed 18 patients where 72 implants were placed six months after iliac crest transplantation and 19 patients where 76 implants were placed in pristine bone. The primary endpoint was implant loss. Secondary endpoints were the implant success, peri-implant bone loss, and the clinical parameters related to peri-implantitis. Moreover, we evaluated the oral-health-related quality of life (OHIP). RESULTS Within a mean follow-up of 5.8 ± 2.2 and 7.6 ± 2.8 years, six but no implants were lost when placed in augmented and pristine bone, respectively. Among those implants remaining in situ, 58% and 68% were rated as implant success (p = 0.09). A total of 11% and 16% of the implants placed in the augmented and the pristine bone were identified as peri-implantitis (p = 0.08). Bone loss was similar in both groups, with a mean of 2.95 ± 1.72 mm and 2.44 ± 0.76 mm. The mean OHIP scores were 16.36 ± 13.76 and 8.78 ± 7.21 in the augmentation and the control group, respectively (p = 0.35). CONCLUSIONS Implants placed in iliac crest autografts have a higher risk for implant loss and lower implant success rates compared to those placed in the pristine bone

The Effects of Interprofessional Pediatric End-of-Life Simulation on Communication and Role Understanding in Health Professions Students: A Pharmacy Perspective

Purpose: The purpose of this study is to analyze the impact of an interprofessional pediatric end-of life simulation for medical students, nursing students, pharmacy students, and public health students. Background: Simulation allows healthcare professionals to work and learn side by side as they do in actual patient-care situations. Previous studies have confirmed the effectiveness of high-fidelity simulation in improving nursing students’ and medical students’ knowledge and communication skills (Alinier et al., 2006). Thoughtfully designed educational programs can help students of health professions develop interprofessional competencies and capacities, including values and ethics, roles and responsibilities, interprofessional communication, and teamwork (Interprofessional Education Collaborative Expert Panel, 2011). Intervention: The pediatric end-of-life simulations will include two high fidelity simulations and discussions. An experimental design will be used in which all students will participate in the two simulations. Pre and posttest data will be collected using the TeamSTEPPS® 2.0 Team Performance Observation Tool, The TeamSTEPPS® 2.0 Teamwork Attitudes Questionnaire (T-TAQ), and The TeamSTEPPS® 2.0 Teamwork Perceptions Questionnaire (T-TPQ). The control group will consist of students in the same disciplines that receive standard lecture content. These participants will also complete the survey instruments. Relevance to Interprofessional Education: The improvement in attitudes toward interprofessional teamwork and role clarity will also transition into practice. Students will have a better understanding of the importance of collaboration in order to assure quality patient care. Recommendations: If findings indicate that, regardless of profession, there is significant improvement in clinical knowledge which can be transpired into practice as well as an improvement in attitudes toward interprofessional teamwork and role clarity a curriculum change that includes these types of simulations is recommended. This curriculum change should then be investigated. Measurable Learning Objectives: 1) Define methods of evaluating program and patient outcomes in assessing the effectiveness of interprofessional education and collaborative practice endeavors 2) Employ technology and social media to advance interprofessional education and collaborative practic

Smart race track driving assistant for Android OS

Že vse odkar se je človek trudil naučiti stroj določenih veščin predvidevanja in lastne inteligence, je tukaj prisotno strojno učenje. Nemalo kdo je že velikokrat poprej prišel na misel, da bi lahko z uporabo strojnega učenja izboljšali različne športe, med drugim tudi avtomobilske. V tem diplomskem delu smo podali namen, kjer lahko skupaj s strojnim učenjem poskusimo izboljšati vožnjo posameznika na dirkaški stezi in to uspešno zabeležiti ter predstaviti na človeku razumljiv način. V našem delu smo opisali načine za reševanje problema, podali razvojna okolja in tehnologijo ter prikazali izsledke. Analizo vožnje je bilo mogoče uspešno izvesti in uspešno interpretirati dobljene rezultate v različnih scenarijih.Ever since people have been trying to teach a machine the skills of prediction and own intelligence, machine learning was present. Countless individuals have thought about using the machine learning for improving different sports, amongst them motorsports. In this diploma we provided a purpose to use machine learning approach to improve an individual’s driving on a race track and record the data to be presented in humanly readable form. In our work, we have described various ways of solving the given problem, provided the necessary tools and technology and interpolated the results. Analysis was successfully performed and data interpreted in various scenarios

Mobile application for reading latest news from multiple sources

Thesis covers development of an application for mobile devices running Android operating system. It enables users to keep up to date with the latest news, weather and traffic report. News delivery service is available wherever there is Internet access and not limited to a physical location like an office with desktop computer. To this end we developed two applications. First represents server part of the application and runs on Apache web server. The second part is a client application which users install on their Android mobile devices. We start this thesis with introduction of development tools and technology used during the development followed by a detailed presentation of our client side mobile application. Client transfers news articles and other data from the server and presents it on the users screen. Server delivers news in XML and partly in XHTML format so a proper parsing of this data is implemented. We used Google Cloud Messaging and its push technology for prompt delivery of any new stories at chosen intervals. Server keeps track of multiple news sources and parses their RSS feeds to get latest news. It then categorizes articles and saves them in MySQL database. Similarly it processes and saves weather and traffic data. Client application can then access all this data at any time. We conclude the thesis with some ideas for future upgrades

Tools to investigate how interprofessional education activities link to competencies

Integrating interprofessional education (IPE) activities and curricular components in health professions education has been emphasized recently by the inclusion of accreditation standards across disciplines. The Interprofessional Education Collaborative (IPEC) established IPE competencies in 2009, but evaluating how activities link to competencies has not been investigated in depth. The purpose of this project is to investigate how well two IPE activities align with IPEC competencies. To evaluate how our IPE activities met IPEC competencies, we developed a checklist and an observation instrument. A brief description of each is included as well as the outcomes. We analyzed Disaster Day, a simulation exercise that includes participants from Nursing, Medicine, and Pharmacy, and Interprofessional Healthcare Ethics (IPHCE), a course that introduced medical, nursing, and pharmacy students to ethical issues using didactic sessions and case discussions. While both activities appeared to facilitate the development of IPE competencies, Disaster Day aligned more with IPEC competencies than the IPHCE course and appears to be a more comprehensive way of addressing IPEC competencies. However, offering one IPE activity or curricular element is not sufficient. Having several IPE options available, utilizing the tools we developed to map the IPE curriculum and evaluating competency coverage is recommended

S-nitroso albumin enhances bone formation in a rabbit calvaria model.

Nitric oxide (NO) is a mediator involved in bone regeneration. We therefore examined the effect of the novel NO donor, S-nitroso human serum albumin (S-NO-HSA) on bone formation in a rabbit calvaria augmentation model. Circular grooves (8 mm diameter, two per animal) were created by a trephine drill in the cortical bone of 40 rabbits and titanium caps were placed on the rabbit calvaria bone filled with a collagen sponge soaked with either 100 μL S-NO-HSA (5%, 20%) or human albumin (5%, 20%). After 4 weeks the titanium hemispheres were subjected to histological and histomorphometric analysis. Bone formation and the volume of the residual collagen sponge were evaluated. S-NO-HSA treatment groups had a significantly higher volume of newly formed bone underneath the titanium hemispheres compared to the albumin control groups (5%: 15.5 ± 4.0% versus 10.6 ± 2.9%; P < 0.05; 20%: 14.0 ± 4.6% versus 6.0 ± 3.8%; P < 0.01). The volume of residual collagen sponge was also significantly lower in the S-NO-HSA groups compared to the control groups (5%: 0.4 ± 0.5% versus 2.6 ± 2.4%; P < 0.05 and 20%: 1.5 ± 2.7% versus 13.0 ± 18.7%; P < 0.01). This study demonstrates for the first time that S-NO-HSA promotes bone formation by slow NO release. Additionally, S-NO-HSA increases collagen sponge degradation