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Background/Purpose: Whether YouTube videos contain precise and adequate information on certain orthodontic procedures remains unclear. This study aimed to investigate the content and quality of YouTube videos on orthodontic elastics and identify the predictors of high-level content YouTube videos. Materials and Methods: Two hundred YouTube videos were screened for eligibility, and after applying the inclusion criteria, 133 videos were excluded. Student's t-test was used to compare the characteristics, quality parameters, and total content of the low-level and high-level content videos. Chi-square or Fisher's exact tests were implemented to identify the source and content element differences across low-level and high-level content videos. Pearson's correlation coefficients were used to determine the relationship between the total content score, video information and quality index (VIQI), and YouTube characteristics. Stepwise linear multiple regressions with forward selection were used to test the association of the YouTube characteristics and VIQI with the total content score. Results: Among 67 included videos, only 19.4% of videos were classified as high-level content videos. High-level content videos had significantly higher mean number of likes (MD = 4041.7; SD = 4680.7; P-value=0.0068), VIQI score (MD = 4.17; SD = 4.87; P-value=0.0073), and total content score (MD = 4.04; SD = 1.23; P-value=<0.0001). The adjusted linear regression model demonstrated a significant association between the total content score and VIQI, where 1 unit increase in the VIQI was significantly associated with a 0.16 increase in the total content score (B = 0.16; standard error [SE]=0.04; P = 0.0003). Further, a significant association was observed between the total content score and video duration, where 1 minute increase in the video duration was significantly associated with a 0.15 increase in the total content score (B = 0.15; SE = 0.05; P = 0.008). Conclusion: This study demonstrated that YouTube content quality concerning orthodontic elastics is poor. Thus, future implementation of online visual content provided by certified orthodontists will ensure accurate and thorough information delivery.
RESUMEN
Objective: To identify the potential factors that induce procedural errors during posterior proximal resin composite restorations placed by dental students. Materials and Methods: This retrospective study evaluated 803 bitewing radiographs of posterior proximal resin composite restorations placed by dental students at Imam Abdulrahman bin Faisal University. Atypical radiographic signs of failure were screened, and different patient-, operator-, and clinical-related factors were recorded. Chi-square test was used to examine the relationship between procedural errors and recorded factors. Stepwise adjusted logistic regression model was performed to identify predictors of procedural errors. Results: The most observed errors were internal gaps at the bonding interface and internal voids. Molars had 0.39 the risk of internal voids (odds ratio [OR] = 0.39; confidence interval [CI] = 0.25-0.60; P = <0.0001), 0.41 the risk of sharp angle (OR = 0.41; CI = 0.24-0.68; P = <0.001), and 0.57 the risk of open contact (OR = 0.57; CI = 0.34-0.97; P = 0.04) compared to premolars. Those who were >40 years of age had 1.79 the risk of overhang compared to younger patients (OR = 1.79; CI = 1.04-3.11; P = <0.04). First molars and premolars had 0.64 the risk of overhang compared to second molars and premolars (OR = 0.64; CI = 0.41-1.00; P = 0.04). Junior students had 1.97 the risk of internal gap compared to their senior counterparts (OR = 1.97; CI = 1.20-3.21; P = 0.008). Mesial restorations had 0.38 the risk of external gap compared to mesio-occluso-distal (MOD) restorations (OR = 0.38; CI = 0.19-0.78; P = 0.003). Restorations with a margin coronal to the cemento-enamel junction (CEJ) had 0.44 the risk of external gap compared to those restorations with a margin apical to the CEJ (OR = 0.44; CI = 0.29-0.66; P = <0.0001). Conclusion: Our findings suggested a higher incidence of procedural errors in restoring premolars and MOD cavity preparations. Therefore, it is crucial to enhance the comprehensiveness of laboratory training and expose students to diverse clinical scenarios and various techniques.