Protein Profiles of Individuals with Erosive Tooth Wear

Abstract Objective: To determine if protein profiles identified in saliva could be used to determine risk and severity of erosive tooth wear. Material and Methods: Three types of saliva sampling were performed to obtain saliva from 34 18-year old individuals that received regular dental check-ups, along with clinical status of the dentition and risk factor related to erosive tooth wear using the VEDE scale. Protein profiles in saliva were determined using electrophoresis and the calculation of the percentage of a specific band at a specific molecular weight in relationship to the total protein in that sample (% of total) using molecular weight standards. This quantification was repeated for each protein band across a range of molecular weights for each sample to test for association with erosive tooth wear status. Results: There were no differences in the number of detectable proteins sourced from the parotid gland, nor the unstimulated and stimulated whole saliva. Five out of the 34 individuals had no signs of erosive tooth wear despite an acidic diet and were more likely to have proteins with molecular weight smaller than 1 KDa (p=0.03). Conclusion: There is potential for the use of protein profiling to determine risks for erosive tooth wear.

Avaliação de 4 currículos de Odontologia baseada em expectativas e satisfação de alunos ­ relato de experiências norueguesa e brasileira / Evaluation of 4 dental curricula based on students' expectations and satisfaction ­ report of Brazilian and Norwegian experiences

O objetivo desse estudo foi avaliar quarto currículos odontológicos (dois no Brasil e dois na Noruega), baseado em satisfação de estudantes e professores. Questionários estruturados foram confeccionados. Essa pesquisa foi realizada durante uma mudança curricular de uma abordagem tradicional (orientada por disciplina) para uma forma integrada, com aprendizado baseado no problema. Ambos os currículos brasileiros eram tradicionais. Vinte e dois alunos do currículo ântico (UiO-antigo) e 17 estudantes do novo currículo em Oslo (UiOnovo) e 25 alunos de cada universidade brasileira (UFRGS e ULBRA) foram incluídos. Líderes de disciplinas nas Universidades também participaram (UiO, n = 17, UFRGS, n = 10, ULBRA, n = 13). A maioria dos alunos e professores tiveram a opinião de que seu currículo habilita os dentistas para trabalhar combinadamente em práticas públicas e privadas, em todo o mundo. Independentemente do currículo, os alunos apontaram dúvidas sobre sua competência em realizar próteses fixas amplas, orthodontia complexa, colocação e manutenção de implantes, tratamento de desordens crânio-faciais e planejamento de programas de saúde pública. A avaliação da qualidade do ensino teórico e clínico revelou que a maioria dos estudantes está satisfeita. Como avaliação geral, uma EVA (escala visual analógicafoi aplicada para avaliar satisfação de alunos e professores. Os resultados não demonstraram diferenças estatisticamente significativas (ANOVA, α= 0.05) entre estudantes (7.12, 7.36, 6.8 and 6.8) para UiO-antigo, UiO-novo, UFRGS e ULBRA, respectivamente. Pode-se concluir que algumas diferenças culturais puderam ser detectadas entre Noruega e Brasil, e que professorees que estavam vivenciando a alteração curricular apresentaram maior satisfação com a nova abordagem (AU).

The aim of this study was to evaluate four dental curricula (two in Norway and two in Brazil), based on students' and teachers' satisfaction. Structured questionnaires were constructed. This investigation was performed during a change in the curriculum from a traditional approach (discipline oriented) to an integrated, problem-based learning approach. Both of the Brazilian curricula were traditional. Twenty-two students from the old curriculum (UiO ­ old) and 17 students from the new curriculum in Oslo (UiO ­ new), and twenty-five students from each Brazilian university were included (UFRGS and ULBRA). Leaders of disciplines in the universities also participated (UiO, n=17, UFRGS, n=10, ULBRA, n=13). Most students and teachers had the opinion that their curriculum enabled dentists to combine public and private practices and to work worldwide. Regardless of curriculum, the students reported doubts about their competence in performing large fixed prostheses, complex orthodontics, placement and maintenance of implants, treatment of craniofacial disorders and planning of community oral health programs. The evaluation of the quality of the theoretical and clinical guidance revealed that the students were mostly satisfied. As an overall evaluation, a VAS (Visual Analogue Scale) was applied to assess students' and teachers' satisfaction. The results did not show any statistically significant difference (ANOVA, a=.05) among students (7.12, 7.36, 6.8 and 6.8) for UiO ­ old, UiO ­ new, UFRGS and ULBRA, respectively. We concluded that some culturally dependent differences between Norway and Brazil could be detected, and that teachers who were in the process of changing a curriculum expressed higher satisfaction with the new approach (AU).