ABSTRACT
This study reviewed the literature on bonded amalgam restorations and assessed the failure, marginal fracture and marginal staining behavior of 366 Permite C amalgam restorations lined with five dentin bonding resins (Scotchbond 2, Panavia Ex, Amalgambond, Amalgambond Plus, Geristore) and a polyamide cavity varnish (Barrier). The restorations were placed in the posterior permanent teeth of 190 adult patients and examined at intervals over periods of up to five years. There were five restoration failures (1.4%), usually from tooth fracture, involving Class II preparations in molar teeth. No instances of persistent pulpal sensitivity or recurrent caries were reported. The marginal deterioration of the restorations was assessed indirectly using photographs for comparison with two standard sets of enlarged color transparencies. Most of the marginal fracture and marginal staining scores were low, with little difference between the six lining materials at any period.
Subject(s)
Dental Amalgam/chemistry , Dental Bonding , Dental Restoration, Permanent , Adult , Analysis of Variance , Color , Composite Resins/chemistry , Dental Caries/prevention & control , Dental Cavity Lining , Dental Cavity Preparation/classification , Dental Materials/chemistry , Dental Pulp/pathology , Dental Restoration Failure , Dental Restoration, Permanent/classification , Dentin-Bonding Agents/chemistry , Follow-Up Studies , Glass Ionomer Cements/chemistry , Humans , Life Tables , Methacrylates/chemistry , Middle Aged , Nylons/chemistry , Phosphates/chemistry , Resin Cements/chemistry , Resins, Synthetic/chemistry , Statistics, Nonparametric , Surface Properties , Tooth Fractures/classificationSubject(s)
Denture, Partial , Adult , Denture Design , Denture Retention , Humans , Longitudinal Studies , Middle AgedABSTRACT
The first class to complete the new Adelaide problem-based learning curriculum graduated in 1997. Their self-perceived competence at graduation was assessed using a revised version of a questionnaire recently compiled and used in Toronto, and based on the global competencies for dental practice accepted in 1995 by all Canadian Faculties of Dentistry. 38 of the 45 Adelaide class members (84%) completed the survey, compared with 93/129 (72%) in Toronto, and their responses were largely similar to those of the Toronto students. At least 67% of the Adelaide and Toronto students felt well-prepared in 34 of the 55 competencies. Most felt well-prepared for the basic everyday items such as diagnosis, local anaesthesia and basic restorative, but less so for items that are not encountered as often in dental school, such as business matters, practice management, soft tissue biopsies and dentofacial trauma. Items showing significant differences between the 2 schools are discussed with reference to curricular and other dissimilarities in the schools, and some inferences are drawn about the importance of context to learning and feelings of competence.