Dentists' education, knowledge, and professional behavior concerning the diagnosis and treatment of dentin hypersensitivity: An exploration.

OBJECTIVES: Dentin hypersensitivity (DH) affects patients' oral health-related quality of life, but is not always optimally treated in dental offices. The objectives were to assess dentists' DH-related education, knowledge, and professional behavior and explore relationships between education, knowledge, and behavior. METHODS: Survey data were collected from 220 ADA members in the United States. Descriptive and correlational analyses were performed. RESULTS: About half of the respondents agreed/strongly agreed that their dental school had educated them well about diagnosing DH in classroom-based (53.6%) and clinical settings (48.9%). Lower percentages agreed being well educated about treating DH (40.9%/37.3%). The majority self-educated themselves about DH after dental school by attending continuing education courses in person or online (60.6%/36.8%), reading articles (64.1%), or consulting with colleagues (59.6%). The majority knew that patients with DH describe their pain as stimulated (91.4%) and that recessed gingiva (89.6%), abrasion lesions (72.3%), tooth whitening (63.1%), erosion lesions (58.6%), and abfraction lesions (51.4%) are risk factors for DH. The majority diagnosed DH with patient self-reporting, confirmed by exams (81.8%), applying air blasts (53.7%), or cold-water (52.3%). They treated patients with DH often/very often with over-the-counter desensitizing agents (90%), and prescribing fluoride formulations toothpaste (82.8%) and/or potassium nitrate toothpastes (60.9%). In their offices, the majority (73.2%) educated their patients often/very often about DH and used fluoride dental varnish for treating DH (71.8%). The more recently respondents had graduated from dental school, the more positively they described their dental school education (r = 0.14; p < 0.05), the more ways to diagnose DH they used (r = 0.16; p < 0.05) and the more often they used fluoride dental varnish in their offices (r = 0.23; p < 0.001). The more dentists had educated themselves, the more methods for diagnosing DH they used (r = 0.23; p < 0.001) and the more often they used potassium oxalate products (r = 0.19; p < 0.01), Arginine/calcium products (r = 0.19; p < 0.01) and dentin bonding (r = 0.22; p < 0.001). CONCLUSIONS: More recently graduating from dental school correlates with more positive evaluations of DH-related dental school education. The finding that most dentists engage in self-education about DH after dental school should motivate dental educators to increase education about this topic not only in dental school, but also in continuing education courses.

Virtual clinic: Applying technology to expand dental school walls.

Dental education traditionally requires the use of dedicated fixed preclinic facilities to provide clinically relevant experiences to support the development of dexterity, critical thinking, and self-assessment skills that are essential for excellent patient care. As a result of the social distancing guidelines instituted at the height of the COVID pandemic, dental education was severely affected when education pivoted to remote instruction and had significant restrictions on in-person training. This study evaluated a novel application of modern technology to allow students to perform clinically relevant hands-on exercises away from dental school and, most importantly, receive feedback on their performance as an aid in their development. Student surveys and a comparison of pre- and post-COVID grades were used to evaluate the effectiveness of the virtual clinic to support remote dental education.

Preclinical assessment of Class IV proximal contacts following different teaching strategies.

INTRODUCTION: Class IV composite restorations are one of the biggest challenges in dentistry. Furthermore, replacing adequate proximal contours on Class IV restorations is crucial for the function and aesthetics. The objective of this study is to assess four different teaching strategies used to improve first-year dental students' Class IV restoration proximal contact performance over a period of 4 years. MATERIALS AND METHODS: We assessed four cohorts of first-year dental students who were exposed to four different teaching strategies during the first-year preclinical training over two consecutive academic terms. The four different teaching strategies used were: (a) two waxing exercises (control cohort, strategy 1); (b) digital dentistry and four waxing exercises (strategy 2); (c) four waxing exercises (strategy 3); and (d) four waxing exercises and live demonstrations (strategy 4). All cohorts were exposed to the same didactic lecture of Class IV restorations. RESULTS: Our results showed that all teaching strategies resulted in better student's performance and content retention compared to the control cohort. However, the teaching strategy that resulted in the best pass/fail ratio was the association of waxing exercises with live demonstrations (strategy 4). DISCUSSION: Increasing the number of waxing exercises may improve students' performance either alone or associated with different teaching strategies. However, when associated with live demonstrations, waxing exercises have significantly reduced critical errors. CONCLUSIONS: Our study demonstrated for the first time the benefits of the affordable and traditional waxing exercises associated with instructor demonstrations as a teaching strategy for first-year dental students.

Surface Evaluation of Resilient CAD/CAM ceramics after Contouring and Polishing.

OBJECTIVE: This in-vitro study measured the differences in surface roughness for computer assisted design/computer assisted manufacturing (CAD/CAM) resilient ceramic and CAD/CAM composite materials. MATERIALS AND METHODS: The materials included Lava Ultimate (3 M), Cerasmart (GC America), Vita Enamic (Vita Zahnfabrik), and Brilliant Crios (Coltene). One calibrated operator polished each material with three polishing sytems: spiral polishers (Diacomp FeatherLite/Brasseler), rubbercup polishers (Enhance/DentsplyCaulk), and brush-paste (Diashine/VH Technologies). Surface roughness was assessed using a confocal laser microscope (Lext OLS4000/Olympus). RESULTS: A two-way ANOVA revealed statistically significant differences in mean surface roughness values (Sa) among materials and polishers. Tukey multiple comparisons showed that mean Sa values for Lava Ultimate, Enamic, Cerasmart and Brilliant Crios polished with brush-paste as well as Lava Ultimate and Cerasmart values polished with spiral polishers were not significantly different from each other. CONCLUSIONS: The finished surfaces were significantly smoother than milled surfaces for all materials. The brush-paste polishing technique created the lowest surface roughness values for all CAD/CAM materials and values were comparable to what was achieved by spiral polishers for Lava Ultimate and Cerasmart. Rubber polishers did not provide a clinically smooth surface for CAD/CAM resilient ceramic/composite materials. CLINICAL SIGNIFICANCE: The results of the study indicate that polishing creates smooth surfaces for CAD/CAM resilient ceramic and CAD/CAM composite restorations.