RESUMO
Introduction: Computer-aided design and computer-aided manufacturing (CAD/CAM) technologies have been increasingly used to fabricate provisional restorations in recent years. This study assessed how build orientation influences the fracture resistance and marginal quality of 3D-printed crowns compared with milled provisional crowns. Methods: The test group included 3D-printed crowns (Freeprint temp Shade A2, Detax, Ettlingen, Germany), which were further subdivided based on print orientation (0°, 45°, and 90°; n = 10 for each subgroup). The control group (n = 10) included milled crowns (Coratemp, White Peaks, Germany) with the same design as those of the test group. The margin quality of each crown was assessed at 60 × magnification using a digital stereomicroscope. A load-to-fracture test was performed by applying a force at a rate of 2 mm/min to assess fracture resistance. One sample from each subgroup was also subjected to scanning electron microscope (SEM) analysis. Results: The milled group exhibited the highest fracture resistance and marginal quality. Within the printed subgroups, the 0° group showed the best mean marginal quality, whereas the 90° group showed the lowest mean marginal quality (p < 0.05). Within the test groups, the 90° group had the highest mean fracture resistance (p < 0.05). In the SEM analysis, the milled group exhibited the most homogenous boundaries, whereas among the 3D-printed subgroups, the samples printed at 0° had the best margin quality. Conclusion: The manufacturing method significantly influences the marginal quality and fracture resistance. Milled crowns demonstrated superior marginal quality and fracture resistance compared to those of 3D printed crowns. Furthermore, the print orientation of 0° led to the best marginal quality, whereas printing at 90° led to the highest fracture resistance.
RESUMO
INTRODUCTION: Medical education in Saudi medical colleges is delivered to students through a completely English language curriculum, whereas the practice that students face in the hospital is generally conducted in Arabic language settings. We suggest that the linguistic gap between the adopted medical curriculum and actual practice could influence students' confidence and level of difficulty in history taking in Arabic. The study aimed to identify the effects of learning history taking in the English language on applying it in the medical student's native language. METHODS: This cross-sectional design study was held in the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS). The targeted sample size was 377 medical students from the fourth to the sixth year, and stratified random sampling was used. The questionnaire used was self-developed, validated, and pilot tested in other medical colleges. The questionnaire asked about students' confidence, the difficulty of Arabic history taking, and suggested strategies to improve the current curriculum. RESULTS: The response rate was 290 participants (76.9%), males were 205 (71%), and 136 (47%) were in the fourth year. Agreement on feeling confident while taking history taking in Arabic was 98 (33.8%), 102 (35.2%) were neutral, and 90 (31%) disagreed. Moreover, 138 (47.6%) of students preferred training for Objective Structured Clinical Examination (OSCE) in Arabic more than English, 86 (29.7%) were neutral, while 66 (22.8%) disagreed. The mean level of difficulty was 2.1 ± 0.7 (range 1- 5). Additionally, 198 (68%) of students suggested adding short Arabic history courses. CONCLUSION: Students considered history taking in Arabic as easy, even though they were not completely confident. Further efforts are needed to uplift students' of confidence to optimal levels. ADVANCES IN KNOWLEDGE: Communication is the cornerstone of medical education as well as clinical practice. The study explores the impact of instruction language on the physician-patient communication dynamic, providing better infrastructure for evidence-based educational practice. APPLICATION TO PATIENT CARE: This study gives insight into the students' level of preparation to practice in their local community and language. Furthermore, the study addresses strategies to enhance students communication skills and alleviate linguistic barriers in the physician-patient encounter.