Push-out bond strength and failure mode of single adjustable and customized glass fiber posts

Purpose

To evaluate the push-out bond strength (PBS) and failure mode of single adjustable (SAP) and customized (CP) posts cemented to root canal dentin using conventional (RelyX Ultimate) or self-adhesive (RelyX U200) dual-cure resin cements.

Methods

Herein, 40 bovine mandibular incisors were divided into four groups (n = 10): SAP cemented with RelyX Ultimate (SAP-UT), SAP cemented with RelyX U200 (SAP-U2), CP cemented with RelyX Ultimate (CP-UT), and CP cemented with RelyX U200 (CP-U2). PBS and failure modes were analyzed. Three-way repeated measures ANOVA test followed by Tukey’s test and Fisher–Freeman–Halton exact test were used for data analysis (α = 5%).

Results

The PBS values for SAP (p < .05) were higher than those for CP and were not influenced by the root third and resin cement (p > .05). When conventional resin cement was used, the SAP showed significant differences compared to CP (p < .05). When cemented with RelyX Ultimate, a higher prevalence of mixed and adhesive failures for SAP and CP, respectively, was observed (p < .05). For the self-adhesive resin cement, the failures were mostly adhesive (p < .05).

Conclusion

SAP showed better performance than CP. The root third and resin cements did not influence the PBS. The most prevalent failures were adhesive and mixed.

Evaluation of the effects of quercetin on brain lesions secondary to experimental hydrocephalus in rats

INTRODUCTION

Hydrocephaly is a disease that affects not only the dynamics of the cerebrospinal fluid, but also other structures of the central nervous system. Although shunt is effective in reducing ventriculomegaly, many neurological damages are not reversed with surgery. Several studies demonstrate that oxidative stress is involved in the genesis of hydrocephalus lesions.

OBJECTIVE

Evaluate the neuroprotective response of quercetin in hydrocephalus.

MATERIALS AND METHODS

Male newborns rats were used, which received the 15% kaolin injection in the cisterna magna for induction of hydrocephalus. They were divided into control group (C), untreated hydrocephalic (HN), shunted hydrocephalic (HD), hydrocephalic treated with distilled water (HA), hydrocephalic treated with distilled water and shunt (HDA), hydrocephalic treated with quercetin peritoneal (HQp), hydrocephalic treated with quercetin peritoneal and shunt (HDQp), hydrocephalic treated with quercetin by gavage (HQg), and hydrocephalus treated with quercetin by gavage and shunt (HDQg).

RESULTS

Quercetin significantly improved the immunohistochemical markers, mainly caspase and GFAP. There were no significant changes in clinical/behavioral assessment. The use of isolated quercetin does not alter the volume and ventricular size, and the realization of ventriculo-subcutaneous shunt in newborn rats with hydrocephalus presents a high morbi-mortality.

CONCLUSION

The use of quercetin shows laboratory improvement of the effects of glial lesion and corpus callosum fibers and is therefore not justified by the use of the routine substance as neuroprotective.

Active Teaching Methodology Applied in the Training of Undergraduate Dental Students: Use of Video-Lesson

AbstractThe goal of the present study was to evaluate the effectiveness of the active video-class methodology in the teaching-learning process, ascertaining the understanding, clarity and absorption through a pre structured questionnaire. The sample consisted of 35 students, who were enrolled in the fixed prosthesis discipline, between the age of 19 and 31 years old. A videotape with provisional crown content was applied to the sample and, after a pre-structured questionnaire with 5 questions with objective and subjective questions related to the class. In the results obtained two people did not miss any of the questions, corresponding to 5.7% of the total number of students. Meanwhile, 57.1% of the students erred only one question in that they are equivalent to 20 students of the sample, 34.3% did not answer right two questions of the questionnaire, in the total of twelve people and finally 2,9% missed 3 questions, represented by only 1 person. It was evidenced that most of the questions students achieved success above 80%. The use of videoconference as an active teaching methodology in the academic environment has shown satisfactory results when applied in the classroom as an aid material, since most of the students have had success in most of the questions with the use this tool. The active methodologies can be a satisfactory alternative in the teaching-learning process to assist the teacher in the classroom, and its use can yield good results in the training of health professionals.Keywords: Audiovisual Aids. Educational Technology. Learning.ResumoO objetivo do presente trabalho foi avaliar a eficácia da metodologia ativa vídeo-aula aplicada aos alunos de odontologia de uma instituição de ensino superior no processo de ensino aprendizagem, averiguando o entendimento, clareza e absorção, através de um questionário préestruturado. A amostra constou de 35 alunos devidamente matriculados na disciplina de prótese fixa, com idades que variavam entre 19 a 31 anos. Foi administrado uma vídeo-aula com conteúdo de coroas provisória e logo após responderam um questionário pré estruturado com 5 perguntas com questões objetivas e subjetivas relacionadas a aula. Nos resultados obtidos duas pessoas não erraram nenhuma das questões, correspondendo 5,7% do total de alunos. Já 57,1% dos alunos erraram apenas uma questão no que equivalem 20 alunos da amostra, 34,3% não acertaram duas questões do questionário, no total de 12 pessoas e por fim 2,9% erraram 3 questões, representado por apenas 1 pessoa. Ficou evidenciado que a maioria das questões os alunos obtiveram êxitos acima de 80%. O emprego da vídeo-aula como uma metodologia ativa de ensino, no ambiente acadêmico, mostrou resultados satisfatórios ao ser aplicada em sala de aula como material de auxílio, visto que a maioria dos alunos tiveram êxitos na maior parte das questões com a utilização desta ferramenta. As metodologias ativas podem ser uma alternativa  satisfatória no processo de ensino- aprendizagem para auxiliar o professor em sala de aula, e sua utilização pode render bons resultados na formação de profissionais da saúde.Palavras-chave: Recursos Audiovisuais. Tecnologia Educacional. Aprendizagem.

Membranes for guided bone regeneration in dentistry: a review of human randomized blinded clinical trials

Objetivo: revisar a literatura atualmente disponível sobre membranas para a regeneração óssea guiada na prática odontológica clínica. Material e Métodos: uma pesquisa da literatura foi realizada no PubMed, Web of Science e Scopus. A Escala de Jadad foi usada para coleta e seleção de dados. A qualidade dos estudos foi avaliada através das Diretrizes do Centro Cochrane. Ensaios clínicos randomizados e cegos publicados em português, espanhol e inglês foram incluídos. Revisões bibliográficas de estudos sem randomização e mascaramento ou quando uma percentagem igual ou superior a 20% da amostra não prosseguiu com o seguimento do estudo foram excluídos. Nós selecionamos 27 estudos que foram categorizados de acordo com os achados. Resultados: o número de publicações encontradas limitou as conclusões sobre o sucesso da GBR na odontologia. Conclusão: a variedade de técnicas e membranas aplicadas, bem como o pequeno número de estudos encontrados, carecem de estudos bem desenhados para melhor avaliar o potencial de GBR em pacientes submetidos a estas abordagens de tratamento, bem como para determinar protocolos de tratamento precisos.