Chronic treatment with zoledronic acid alters the expression levels of inflammatory, bone, and apoptotic markers and Toll-like receptors 2 and 4 in rat dental pulp.

OBJECTIVE: The aim of this study was to evaluate the immunostaining of inflammatory, apoptotic, and bone markers, as well as Toll-like-receptors (TLRs) 2 and 4 in the dental pulp in rats treated with zoledronic acid (ZA). STUDY DESIGN: We administered 4 intravascular infusions of saline (control group) or 0.20 mg.kg-1 ZA in Wistar rats (n = 6/group). After 70 days, the 3 rights molars (n = 18/group) were microscopically evaluated (presence of ectasic/dilated blood vessels and inflammatory cells). Immunohistochemistry was performed for tartrate resistant acid phosphatase 5 (TRAP; cell counting), cyclooxygenase-2 (COX-2), interleukin-6 (IL-6), TLR2, TLR4, receptor activator of nuclear kappa B ligand (RANKL), osteoprotegerin (OPG), and caspase-3 (scored 0-3 in odontoblast and nonodontoblast dental pulp cells). Mann-Whitney and Fisher's exact tests and Spearman's correlation were used (GraphPad Prism 5.0). RESULTS: There was no alteration in ectasic/dilated blood vessels (P = .101) or inflammatory cells (P = .500), but the number of TRAP-positive cells was reduced in the ZA-group (P = .027). In ZA-group odontoblasts, immunostaining for COX-2 (P = .044), TLR4 (P = .003), OPG (P = .035) and caspase-3 (P = .039) increased, and that for RANKL (P = 0.045) decreased. In nonodontoblast dental pulp cells, RANKL immunostaining decreased (P = .009). In the ZA group, the RANKL/OPG ratio decreased in odontoblast (P = .022) and nonodontoblast dental pulp cells (P = .007). IL-6 did not differ between the groups. CONCLUSIONS: ZA increases the expression levels of inflammatory, apoptotic markers, and TLR4 and alters bone makers in the dental pulp of rats.

Technology acceptance by professors and adherence of undergraduate dental students to virtual classes during COVID-19 pandemic / Aceitação de tecnologia por professores e adesão de alunos de graduação em Odontologia a aulas virtuais durante a pandemia COVID-19

The aim of this study wastoanalyse the acceptance of technology by professors and the adherence of dental students to virtual teachingduring the social distancing period due to the coronavirus disease (COVID-19) pandemic. This was a retrospective observational cross-sectional study that involved the anonymous opinion of dental schoolprofessors. After each virtual class, the professorsfilled out the e-questionnaire aboutthe remote activities(discipline identification, method used, number of students, satisfaction of the professor, and a technology acceptance model questionnaire) performed between 18 March and 18 May (60 days of virtualisation of theoretical classes during interruption of face-to-face classes). This study showed a good acceptability of this learning technologyby professors(TAM score 81.82 ± 11.79). During the pandemic, live video conferencing classes (n = 632, 63.6%) were the most preferred method of teachingby professors, followed by previously recorded video lessons (n = 403, 40.5%). Theacceptability of professors was strongly associated with the perception of the quality of interaction (p <0.001).Higherstudentparticipation was significantly associated with live videoconference classes (p = 0.019).Prioravailability of articles or documents for study (p = 0.028)andthe absence of technological complications during the virtual classes (p = 0.003)significantly increased acceptability.In conclusion, the virtual class technology usedduring the COVID-19pandemic period was well accepted by professors at a dental school and had good adherence by students, especially in videoconferencing classes (AU).

O objetivo deste estudo foi analisar a aceitação da tecnologia por professores e a adesão dos alunos de odontologia ao ensino virtual durante o período de distanciamento social devido à pandemia do coronavírus (COVID-19). Este foi um estudo transversal observacional retrospectivo que envolveu a opinião anônima de professores de escolasde odontologia. Após cada aula virtual, os professores preencheram um questionário sobre as atividades remotas (identificação da disciplina, método utilizado, número de alunos, satisfação do professor e questionário do modelo de aceitação de tecnologia) realizado entre 18 de março e 18 de maio (60 dias de virtualização das aulas teóricas durante a interrupção das aulas presenciais). Este estudo mostrou uma boa aceitabilidade desta tecnologia de aprendizagem pelos professores (pontuação TAM 81,82 ± 11,79). Durante a pandemia, aulas de videoconferência ao vivo (n = 632, 63,6%) foram o método de ensino preferido pelos professores, seguido por vídeo aulas previamente gravadas (n = 403, 40,5%). A aceitabilidade dos professores esteve fortemente associada à percepção da qualidade da interação (p <0,001). A maior participação dos alunos foi significativamente associada às aulas de videoconferência (p = 0,019). A disponibilidade prévia de artigos ou documentos para estudo (p = 0,028) e a ausência de complicações tecnológicas durante as aulas virtuais (p = 0,003) aumentaram significativamente a aceitabilidade. Concluindo, a tecnologia da aula virtual usada durante o período pandêmico do COVID-19 foi bem aceita pelos professores de uma faculdade de odontologia e teve boa aderência dos alunos, principalmente nas aulas de videoconferência (AU).