An educational game for teaching osmolarity and tonicity: opinions of dental and medical students.

In health courses, the students must be familiar with the effects of intravenous solutions on cell volume and function, a topic where there can be learning difficulties and misunderstandings. Since educational games can assist in understanding complex concepts, we created a game relating solution osmolarity and tonicity to red blood cell volume that was used in undergraduate Dentistry and Medicine courses. The students, working in groups, completed the game board by indicating the effect of the solutions on the red blood cell volume and classifying the solutions in terms of tonicity and osmolarity. The student indicated that the use of the educational game contributed to their understanding of osmolarity and tonicity.NEW & NOTEWORTHY This study describes an educational game for teaching osmolarity and tonicity, using classical red blood cell experiment results. The game was used during dialogic teaching, which was interrupted three times so that the student groups could answer questions about the experiments by completing a table describing the effects of different solutions on cell volume. According to the students' perception, the game contributed to their understanding of osmolarity and tonicity as related to human cells.

Integrating synapse, muscle contraction, and autonomic nervous system game: effect on learning and evaluation of students' opinions.

This work describes the educational game "Integrating Synapse, Muscle Contraction, and Autonomic Nervous System," which was developed to assist students in understanding and integrating concepts related to the physiology of synapses, muscle contraction, and the autonomic nervous system. Analysis was made of the effect of the game on learning and the students' opinions about it. Dentistry students were divided into control and game groups. They attended lectures about the topics, after which the control group students were submitted to a test, whereas the game group performed the game activity before undertaking the test. The mean score was significantly higher for the game group, compared with the control group (P < 0.05). Pharmacy students also attended lectures about these topics; in the next class, the students performed a pretest and the activity with the educational game. After the game, a posttest was applied. The mean scores were significantly higher for the posttest than for the pretest (P < 0.05). Students of medicine attended the lectures and performed the activity with the educational game, without the learning assessment. All of the students answered a question, using a 5-point Likert-type scale, concerning whether they thought the activity with the game was useful for learning. The mean scores obtained by the dentistry, pharmacy, and medicine students were 4.7 ± 0.6, 4.9 ± 0.3, and 4.3 ± 0.1, respectively. The educational game increased the learning of the undergraduate students, in agreement with their opinions of the strategy.

Active learning methodology, associated to formative assessment, improved cardiac physiology knowledge and decreased pre-test stress and anxiety.

Stress and anxiety caused by assessments are often related to the student's insecurity regarding the knowledge to be evaluated, while teaching strategies that increase effective learning can assist in reducing it. The aim of this study was to evaluate the hypothesis that the use of an active methodology, associated to formative assessment, could reduce students' anxiety and stress, when compared to the traditional method, by promoting greater learning. New students enrolled in the same discipline of a Dentistry course were invited to participate in the study and were divided into two groups: traditional method and active methodology. The traditional method group received two lectures, delivered orally. The active methodology group received a lecture about cardiac cells and the autonomic control of cardiac function, with home study of the cardiac cycle using a textbook. In the second class, an individual formative assessment was applied. Afterwards, a group activity was performed with an educational game about the cardiac cycle, followed by a group formative assessment. After applying the traditional or active methodology, test 1 was carried out. Immediately before this test, saliva samples were collected for determination of the concentrations of the stress biomarkers cortisol and α-amylase. The students also answered the State-Trait Anxiety Inventory questionnaire, used for anxiety level determination. The score obtained in the test 1 was significantly higher for the active methodology group, compared to the traditional method group. No significant differences between the groups were observed for baseline cortisol and salivary α-amylase concentrations, or for anxiety scores. Before test 1, traditional method group presented higher concentrations of salivary cortisol and α-amylase, compared to the respective baseline values, while the active methodology group showed no difference between the baseline and test 1 levels. Before test 1, there were increases in anxiety levels, relative to the respective baseline values, regardless of the teaching methodology used, but this increase was greater for the traditional method group, compared to the active methodology group. These results showed that the active methodology, associated to formative assessment, decreased test stress and anxiety, with improved student performance in comparison to traditional lectures.

Effects of academic stress on the levels of oral volatile sulfur compounds, halitosis-related bacteria and stress biomarkers of healthy female undergraduate students.

To investigate whether academic stress changes the salivary microbiota and its relationship with salivary parameters, evaluating the effects on the production of volatile sulfur compounds (VSCs) in healthy women. Fifty-five women who were enrolled in a four-year Dentistry course were assessed for academic stress by the questionnaire Maslach Burnout Inventory-Student Survey and were then classified into 'Not Stressed' and 'Stressed' groups. Cortisol and alpha-amylase (AA) were measured as physiological stress biomarkers. Oral Chroma™ gas chromatograph was used to measure concentrations of hydrogen sulfide (H2S), methyl mercaptan and dimethyl sulfide. Salivary proteins were evaluated by western blot. Quantitative polymerase chain reaction was used to identify the salivary amounts of halitosis-associated bacteria. The 'Stressed' volunteers showed higher levels of H2S, AA, Fusobacterium nucleatum and total bacteria, compared to the 'Not Stressed' individuals (p < 0.05; Mann-Whitney test). Salivary proteins showed no differences between groups (p > 0.05; Mann-Whitney test). Academic stress was positively correlated with H2S, total bacteria and F. nucleatum counts, while F. nucleatum was positively correlated with AA. H2S showed positive correlations with AA and Solobacterium moorei (p < 0.05; Spearman correlation). Beta-defensin (BD) presented negative correlations with H2S and S. moorei (p < 0.05; Spearman correlation). Academic stress increased salivary F. nucleatum and total bacteria, as well as AA activity. The protein BD showed important correlations with bacteria and VSC. These changes appeared to be accountable for increased H2S production in the stressed women.

Changes in salivary microbiota increase volatile sulfur compounds production in healthy male subjects with academic-related chronic stress.

OBJECTIVE: To investigate the associations among salivary bacteria, oral emanations of volatile sulfur compounds, and academic-related chronic stress in healthy male subjects. MATERIALS AND METHODS: Seventy-eight healthy male undergraduate dental students were classified as stressed or not by evaluation of burnout, a syndrome attributed to academic-related chronic stress. This evaluation was carried out using the Maslach Burnout Inventory-Student Survey questionnaire. Oral emanations of hydrogen sulfide, methyl mercaptan, and dimethyl sulfide were measured using an Oral Chroma™ portable gas chromatograph. The amounts in saliva of total bacteria and seven bacteria associated with halitosis were quantified by qPCR. The in vitro production of H2S by S. moorei and/or F. nucleatum was also measured with the Oral Chroma™ instrument. RESULTS: The stressed students group showed increased oral emanations of hydrogen sulfide and dimethyl sulfide, together with higher salivary Solobacterium moorei levels (p < 0.05, Mann Whitney test). There were moderate positive correlations between the following pairs of variables: Fusobacterium nucleatum and S. moorei; F. nucleatum and hydrogen sulfide; Tannerella forsythia and F. nucleatum; T. forsythia and S. moorei. These correlations only occurred for the stressed group (p < 0.05, Spearman correlation). The in vitro experiment demonstrated that S. moorei increased H2S production by F. nucleatum (p < 0.05, ANOVA and Tukey's test). CONCLUSION: The increased amount of S. moorei in saliva, and its coexistence with F. nucleatum and T. forsythia, seemed to be responsible for increased oral hydrogen sulfide in the healthy male stressed subjects.

Influence of anxiety on the production of oral volatile sulfur compounds.

Since many patients complain about halitosis without there being any clinical evidence of its cause, psychological symptoms have been pointed out as halitosis-inducing factors. The aim of this study was to evaluate the influence of anxiety on the production of volatile sulfur compounds (VSC). Seventeen undergraduate men in good oral and general health participated in this study, after approval by the ethics committee. The volunteers were requested to refrain from toothbrushing, using mouth rinse and eating on the experimental day. Before presenting the anxiogenic condition, the volunteer was asked to fill out the Beck Anxiety Inventory questionnaire, to check whether he had been exposed to stressors during the previous week. The Video-Recorded Stroop Color-Word Test (VRSCWT) was used to elicit anxiety. The VSC (halimeter), blood pressure, heart rate and salivary flow measurements were taken before and after the VRSCWT. The volunteers presented a minimal or slight level of anxiety before the test. There was an increase in the oral concentration of VSC, Systolic Blood Pressure and of heart rate (p < 0.05) after the VRSCWT, and no changes in the salivary flow. The results of the present study showed that the anxiogenic condition (VRSCWT) induced increases in VSC concentration, which might contribute to halitosis.

Effects of stress hormones on the production of volatile sulfur compounds by periodontopathogenic bacteria.

Little is known about the effects of stress hormones on the etiologic agents of halitosis. Thus, the aim of this study was to evaluate in vitro the effects of adrenaline (ADR), noradrenaline (NA) and cortisol (CORT) on bacteria that produce volatile sulfur compounds (VSC), the major gases responsible for bad breath. Cultures of Fusobacterium nucleatum (Fn), Porphyromonas endodontalis (Pe), Prevotella intermedia (Pi) and Porphyromonas gingivalis (Pg) were exposed to 50 µM ADR, NA and CORT or equivalent volumes of sterile water as controls for 12 and 24 h. Growth was evaluated based on absorbance at 660 nm. Portable gas chromatography was used to measure VSC concentrations. Kruskal-Wallis and the Dunn post-hoc test were used to compare the groups. For Fn, ADR, NA and CORT significantly reduced bacterial growth after 12 h and 24 h (p<0.05). All the substances tested increased hydrogen sulfide (H2S) production (p<0.05). For Pe, all the substances tested reduced bacterial development after 24 h (p<0.05), and NA significantly increased the H2S concentration after 12 h (p<0.05). In the Pg and Pi cultures, no effects on bacterial growth were observed (p>0.05). In the Pi cultures, ADR, NA and CORT increased H2S (p<0.05). Catecholamines and cortisol can interfere with growth and H2S production of sub-gingival species in vitro. This process appears to be complex and supports the association between stress and the production of VSC.

Relationship between oral health and psychological factors in institutionalized and non-institutionalized elderly individuals / Relação entre saúde bucal e fatores psicológicos em idosos institucionalizados e não institucionalizados

Objective: To compare the oral health status between institutionalized and non-institutionalized elderly individuals living in Maringá, PR, Brazil and toanalyze how clinical and psychologic variables are correlated. Methods: In this study, 86 elderly persons from Maringá were analyzed, of whom 38 were institutionalized and 48 non-institutionalized. Subjective oral health conditions based on General Health Assessment Index (GOHAI) were analyzed. Geriatric Depression Scale (GDS-15) and Perceived Stress Scale (PSS) were used to evaluate psychological conditions and stress self-perception, respectively, of all individuals. The dental status of subjects was evaluated using the decayed, missing, and filled teeth index (DMFT), considering their use of or need for removable dental prostheses. The salivary flow and salivary cortisol levels were measured. Results: Institutionalized subjects had more symptoms of depression, lower salivary flow and a larger number of missing and decayed teeth whencompared with non-institutionalized individuals, who presented a larger number of filled teeth. Use of and need for prosthesis were moreprevalent in the institutionalized group. Correlation was found between salivary flow and need for prosthesis, and between salivary flow andmissing teeth. No significant statistical difference was found among GOHAI, PSS and salivary cortisol levels. Conclusion: The fact that institutionalized elderly assessed have a more precarious oral health status than that of the non-institutionalized is associated with clinical, social, and psychological aspects. Effective dental and psychological interventions are needed to improve the quality of oral health of the institutionalized elderly living in Maringá.

Objetivo: Comparar as condições de saúde bucal entre idosos institucionalizados e não institucionalizados da cidade de Maringá e analisar como as variáveis clínicas e/ou psicológicas se correlacionam.Métodos: Participaram desta pesquisa 86 idosos da cidade de Maringá, 38 institucionalizados e 48 não institucionalizados. Foram avaliadas as condições subjetivas de saúde bucal por meio do índice General Oral Health Assessment Index (GOHAI). A condição psicológica foi avaliada pela Escala de Depressão Geriátrica (GDS-15) e a autopercepção de situações estressantes, pela Escala de Estresse Percebido (PSS). Para avaliação clínica da saúde bucal foi analisada a condição dos dentes por meio do índice de dentes cariados, perdidos, obturados (CPO-D) e o uso enecessidade de próteses removíveis. Foram também analisados o fluxo salivar e a concentração de cortisol salivar. Resultados: O grupo institucionalizado apresentou mais sintomas depressivos, menor fluxo salivar, maior número de dentes perdidos e cariados, e maior frequência de uso e necessidade de próteses dentárias em comparação com o não institucionalizado. Idosos não institucionalizados apresentaram maior quantidade de dentes restaurados. Foi observada correlação negativa entre fluxo salivar e necessidade de próteses e também entre fluxo salivar e dentes cariados. O índice GOHAI, PSS e níveis de cortisol salivar não diferiram entre os grupos. Conclusão: A precária condição de saúde oral do idoso institucionalizado em relação ao não institucionalizado está associada com aspectos clínicos, sociais e psicológicos. Nesse sentido, efetivas intervenções odontológicas e psicológicas são necessárias para melhorar a qualidade da saúde oral dos idosos institucionalizados na cidade de Maringá.

Teaching of bioethics in dental graduate programs in Brazil.

In the field of human research, researchers are faced with unexpected moral dilemmas, as a result of the development of technologies applied to health. Due to the great importance of this issue, our objective was to evaluate bioethics instruction in the education of researchers in Brazilian graduate programs in dentistry. Eighty-seven graduate programs in dentistry, recognized by CAPES (Coordination for the Improvement of Higher Education Personnel) were evaluated in this study. Data were extracted independently by two researchers from the CAPES website, and from the websites of the graduate programs, directly or via links to the programs available at the CAPES website. Forty-eight out of 87 programs had an ethics/bioethics course as part of their curricula. Of the graduation programs graded 5, 6 or 7 by CAPES, 38% included bioethics courses, while 62% of the programs graded 3 or 4 by CAPES had bioethics courses as part of their curricula. These findings are an alert to those involved in dental research education, as they showed that, although resolution 196/96 by the National Council of Health regulating human research in Brazil was published ten years ago, bioethics instruction in Brazilian graduate programs in dentistry is still at an incipient stage. This situation indicates a need for ethics pedagogy in the education of young researchers.

Relationship between stressful situations, salivary flow rate and oral volatile sulfur-containing compounds.

The relationship between stress, salivary flow rate and oral volatile sulfur-containing compounds (VSCs) is not clearly established. Two stressful situations were studied: psychological stress caused by a biochemistry examination (Study I) and psychophysiological stress caused by premenstrual syndrome (PMS) (Study II). Seventy-one undergraduate dental students took part in Study I and VSCs were measured 1 wk before the examination, on the day of examination and 1 wk after. In Study II, 50 women were selected (23 with and 27 without PMS) and the measurements were made during non-menstrual, premenstrual and menstrual stages. Unstimulated salivary flow was determined in the subjects of both studies. On the day of the biochemistry examination, VSCs significantly increased and salivary flow decreased compared with baseline values. Women with PMS showed higher VSC concentrations during the premenstrual stage than those without PMS (P < 0.05), but the salivary flow was not statistically different. A change in VSCs was observed during different stages of the menstrual cycle for the groups of women, but the salivary flow did not change. The results suggest that a stressful situation can be a predisposing factor for the increase of VSCs in the mouth air, but the mechanism cannot be simply explained by reduction of the salivary flow.

Qual é a origem o mau hálito? / What causes bad breath?

O termo malodor oral ou halitose é usado para descrever um odor desagradável que emana da cavidade bucal e é motivo, atrás somente da cárie e da doença periodontal, de visitas ao dentista. Surpreendentemente, um problema de tal magnitude, com tamanha prioridade para o público, tem sido tradicionalmente negligenciado pelos cirurgiões-dentistas. A maioria dos casos de halitose origina-se na boca como resultado do metabolismo microbiano, pelo qual compostos sulfurados voláteis são produzidos por bactérias gram-negativas anaeróbias. A halitose também tem sido relacionada à presença e à severidade da doença periodontal e à quantidade de saburra lingual além de desordens sistêmicas. Entretanto, a ocorrência de mau hálito na ausência de alterações bucais ou doenças sistêmicas tem representado um desafio para o profissional de saúde e, nesse contexto, sintomas psicopatológicos têm sido apontados como fatores indutores de halitose. Esse artigo discute os diferentes tipos de halitose e tem como objetivo auxiliar os cirurgiões-dentistas no manejo de pacientes sob essa condição, além de informar os profissionais de saúde em geral.

The term oral malodor or halitosis is used to describe a foul or offensive odor emanating from the oral cavity and may rank only behind dental caries and periodontal disease as the cause of patient’s visit to the dentist. Surprisingly, a problem of this magnitude, with such high priority to the public has traditionally been neglected by the dental profession. Most oral malodor originates within the oral cavity itself, primarily as a result of microbial metabolism, in which volatile sulfurcompounds (VSC) are produced by many oral bacteria, especially gram-negative anaerobic species. Halitosis has also been correlated with the presence and severity of periodontal disease and by the amount of coating on the tongue, in addition to systemic disorders. Since many patients complain about halitosis without clinical evidences, however, psychological symptoms have been pointed out as a factor inducing oral malodor. This article discusses the different types of halitosis and it is the authors’ goal to inform health professionals in general, and help dental clinicians achieve better management of patients with this condition.

Teaching of bioethics in dental graduate programs in Brazil

In the field of human research, researchers are faced with unexpected moral dilemmas, as a result of the development of technologies applied to health. Due to the great importance of this issue, our objective was to evaluate bioethics instruction in the education of researchers in Brazilian graduate programs in dentistry. Eighty-seven graduate programs in dentistry, recognized by CAPES (Coordination for the Improvement of Higher Education Personnel) were evaluated in this study. Data were extracted independently by two researchers from the CAPES website, and from the websites of the graduate programs, directly or via links to the programs available at the CAPES website. Forty-eight out of 87 programs had an ethics/bioethics course as part of their curricula. Of the graduation programs graded 5, 6 or 7 by CAPES, 38 percent included bioethics courses, while 62 percent of the programs graded 3 or 4 by CAPES had bioethics courses as part of their curricula. These findings are an alert to those involved in dental research education, as they showed that, although resolution 196/96 by the National Council of Health regulating human research in Brazil was published ten years ago, bioethics instruction in Brazilian graduate programs in dentistry is still at an incipient stage. This situation indicates a need for ethics pedagogy in the education of young researchers.

O desenvolvimento de tecnologias aplicadas à saúde traz dilemas morais inesperados aos profissionais de pesquisa, em relação às práticas que envolvem seres humanos. Devido à relevância deste assunto, o objetivo deste estudo foi avaliar o ensino de bioética na educação de estudantes de programas de pós-graduação em Odontologia do Brasil. Oitenta e sete programas de pós-graduação em Odontologia, avaliados pela CAPES (2001-2003), foram estudados. Os dados foram extraídos, de maneira independente, por 2 avaliadores, por meio de consulta ao sítio da CAPES e aos sítios eletrônicos dos programas, diretamente ou via links dos programas disponíveis no sítio da CAPES. Dos 87 programas, 48 apresentaram disciplina de Ética/Bioética. Trinta e oito porcento dos programas com conceitos 5, 6 e 7 da CAPES mantêm disciplinas de Bioética, enquanto 62 por cento dos programas com conceitos 3 e 4 apresentaram conteúdos de Bioética. Desta forma, os resultados deste estudo representam um alerta para os educadores envolvidos em ensino da pesquisa odontológica. Estes resultados também mostraram que a instrução em bioética ainda é incipiente nos programas de pós-graduação em Odontologia no Brasil, ainda que a resolução 196/96 do Conselho Nacional de Saúde tenha sido publicada há dez anos. Por este motivo, seria necessário assegurar uma pedagogia ética na formação do jovem pesquisador.