Retrospective Analysis of the Risk Factors of Peri-implantitis.

AIM AND OBJECTIVE: Peri-implantitis is a key concern for dental implants and the main common reason for implant failure. This investigation evaluated the risk factors and their implications on peri-implantitis. MATERIALS AND METHODS: A retrospective search of the patients' clinical notes was performed to identify the documented cases of peri-implantitis. The inclusion criteria encompassed patients who were 18 years and older and were seen at the School of Dental Medicine, University of Nevada, Las Vegas, from January 2014 through September 2018. The search revealed that the number of peri-implantitis cases was 28, with an overall 45 implants. Data were collected and analyzed using the Chi-square test. RESULTS: Total 28 patients presented with peri-implantitis. The distribution of males to females with peri-implantitis was 60.7 and 39.3%, respectively. The highest number of patients (21.4%) presenting with peri-implantitis fell within the age range of 65-69 years; 53.3% of peri-implantitis cases were in the maxillary arch. The predilection area for peri-implantitis was the mandibular first molar (24.4%). Periodontitis was the most significant cause (60.7%); respiratory diseases (42.9%) followed by hypertension (28.6%) were the most prevalent medical conditions in the studied population. Peri-implantitis occurred most frequently among Caucasians (62.7%), followed by Hispanics (29%). CONCLUSION: Within the limitations of the current evaluation, findings support previous claims that periodontitis remains the strongest predictor of peri-implantitis. A correlation may exist between peri-implantitis and the location of the implant and respiratory disease. CLINICAL SIGNIFICANCE: The implant location, the presence of periodontitis, and respiratory diseases are considered to be risk factors for peri-implantitis.

Building Resilience for Wellness: A Faculty Development Resource.

Introduction: The National Academy of Medicine recently published "A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond," which calls for greater attention to the wellness of health care providers, students, and educators. Suggested actions include "creating and training positive role models." In order for faculty to role-model behaviors of wellness, they need to understand what this means and how to incorporate it into their lives. At present, there is only one other MedEdPORTAL resource on wellness and resilience that includes faculty as audience members. Methods: This 60-minute workshop is designed to provide faculty with a basic framework for wellness, with an emphasis on the emotional process aspect of resilience. Strategies for stress and anxiety management are reviewed. The workshop is interactive, with large- and small-group discussions, as well as a guided meditation. Results: This workshop was given at the 2017 Council of Faculties Business Meeting at the American Dental Education Association Annual Session, with 40 participants. Workshop evaluations, completed by 34 (85%) attendees, showed an overall rating of 4.0 on a 5-point Likert scale, with 5 = excellent. The workshop was repeated at the School of Dentistry at the University of California, San Francisco, with 11 attendees; there, the overall rating was 4.7. Discussion: In order to contribute to a culture of wellness and resilience in their organization, faculty need training on the concepts, as well as practical skills for implementation. This workshop provides introductory-level knowledge and skills.

Care of LGBTQ Patients.

The Medical-Surgical Nursing Certification Board (MSNCB) is a professional organization whose mission is to validate excellence in medical-surgical nursing. MSNCB administers the Certified Medical-Surgical Registered Nurse (CMSRN[R]) and Certified in Care Coordination and Transition Management (CCCTM) certification programs because certification is the recognized path for registered nurses to build and demonstrate commitment, confidence, and credibility. Certification provides an added credential beyond licensure. It demonstrates, by examination, that the registered nurse adheres to specialized nursing standards and has acquired a core body of specialized knowledge in their practice or specialty. The topic of this article is part of the comprehensive examination given by MSNCB. The following scenario and questions offer an example that potential certificants may use to test their knowledge.

Care of the veteran.

The Medical-Surgical Nursing Certification Board (MSNCB) is a professional organization whose mission is to validate excellence in medical-surgical nursing. MSNCB administers the Certified Medical- Surgical Registered Nurse (CMSRN[R]) and Certified in Care Coordination and Transition Management (CCCTM) certification programs because certification is the recognized path for registered nurses to build and demonstrate commitment, confidence, and credibility. Certification provides an added credential beyond licensure. It demonstrates, by examination, that the registered nurse adheres to specialized nursing standards and has acquired a core body of specialized knowledge in his or her practice or specialty. The topic of this article is part of the comprehensive examination given by MSNCB. The following scenario and questions offer an example that potential certificants may use to test their knowledge.

An integrated curriculum: evolution, evaluation, and future direction.

The topic of curriculum reform has received an enormous amount of attention in the field of dental education. While recently established dental schools benefit from the evolution of curriculum change and innovation in constructing their new curricula, these advantages can become lost if the curriculum is not assessed to ascertain the degree to which the curriculum accurately reflects the initial intended goals. The purpose of this educational research project was to evaluate a dental school curriculum to determine the extent of vertical and horizontal integration originally intended. After a faculty retreat that presented a historical perspective and prevalent concepts of the definitions of an integrated curriculum, a survey instrument was distributed to all course directors asking them to assign each of their courses to one of ten established models of integration. Analysis of the survey results allowed the mapping of each of the eighty-four courses to four themes of integration. Chi-square analysis demonstrated courses were distributed in a classic bell-shaped curve along the integration continuum. Dental school year 4 courses mapped to the highest levels of integration, while no courses were assigned to the lowest level (fragment or silo model). All courses were found to have at least some level of integration. More than half (n=43) were found to be both horizontally and vertically integrated.