Effect of modified bilateral sagittal split osteotomy on inferior alveolar nerve neurosensory disturbance.

The aim of this study was to assess the occurrence of neurosensory disturbance of the inferior alveolar nerve (IAN) following modified mandibular bilateral sagittal split osteotomy (BSSO) that preserves the mandibular inferior border. All patients undergoing BSSO, associated or not with a Le Fort I osteotomy (performed by the same senior operator) between January 2018 and December 2019, were eligible. The modified BSSO consists of a modification of the technique described by Epker: the bony section of the buccal cortex stops 3-4 mm above the basal mandibular edge. While respecting the basilar border, sectioning is then performed up to the gonial angle where bicortical section is finally performed. Sensibility of the labial and chin area was evaluated immediately postoperatively, and at six months and two years of follow up. A total of 140 eligible patients underwent the modified BSSO between January 2018 and December 2019, and 72 were included. Hypoaesthesia was found in 81.9% of the patients (59/72 patients) at initial evaluation. It decreased to 45.8% (33/72 patients) at the six-month examination and to 12.5% (9/72 patients) at the last examination. Four bad splits were recorded. The modified BSSO preserves the inferior border of the mandible and maintains the IAN in the lingual fragment. There is no need to release the IAN, hence its manipulation is reduced and the incidence of IAN postoperative hypoaesthesia is also reduced.

Surgical training 2.0: A systematic approach reviewing the literature focusing on oral maxillofacial surgery - Part I.

PURPOSE: Many technologies are emerging in the medical field. Having an overview of the technological arsenal available to train new surgeons seems very interesting to guide subsequent surgical training protocols. METHODS: This article is a systematic approach reviewing new technologies in surgical training, in particular in oral and maxillofacial surgery. This review explores what new technologies can do compared to traditional methods in the field of surgical education. A structured literature search of PubMed was performed in adherence to PRISMA guidelines. The articles were selected when they fell within predefined inclusion criteria while respecting the key objectives of this systematic review. We looked at medical students and more specifically in surgery and analysed whether exposure to new technologies improved their surgical skills compared to traditional methods. Each technology is reviewed by highlighting its advantages and disadvantages and studying the feasibility of integration into current practice. RESULTS: The results are encouraging. Indeed, all of these technologies make it possible to reduce the learning time, the operating times, the operating complications and increase the enthusiasm of the students compared to more conventional methods. The start-up cost, the complexity to develop new models, and the openness of mind necessary for the integration of these technologies are all obstacles to immediate development. The main limitations of this review are that many of the studies have been carried out on small numbers, they are not interested in acquiring knowledge or skills over the long term and obviously there is a publication bias. CONCLUSION: Surgical education methods will probably change in the years to come, integrating these new technologies into the curriculum seems essential so as not to remain on the side. This first part therefore reviews, open field camera, telemedicine and 3D printing. This systematic review is registered on PROSPERO.

Surgical Training 2.0: A systematic approach reviewing the literature focusing on oral maxillofacial surgery - Part II.

PURPOSE: Many technologies are emerging in the medical field. Having an overview of the technological arsenal available to train new surgeons seems very interesting to guide subsequent surgical training protocols. METHODS: This article is a systematic approach reviewing new technologies in surgical training, in particular in oral and maxillofacial surgery. This review explores what new technologies can do compared to traditional methods in the field of surgical education. A structured literature search of PubMed was performed in adherence to PRISMA guidelines. The articles were selected when they fell within predefined inclusion criteria while respecting the key objectives of this systematic review. We looked at medical students and more specifically in surgery and analysed whether exposure to new technologies improved their surgical skills compared to traditional methods. Each technology is reviewed by highlighting its advantages and disadvantages and studying the feasibility of integration into current practice. RESULTS: The results are encouraging. Indeed, all of these technologies make it possible to reduce the learning time, the operating times, the operating complications and increase the enthusiasm of the students compared to more conventional methods. The start-up cost, the complexity to develop new models, and the openness of mind necessary for the integration of these technologies are all obstacles to immediate development. The main limitations of this review are that many of the studies have been carried out on small numbers, they are not interested in acquiring knowledge or skills over the long term and obviously there is a publication bias. CONCLUSION: Surgical education methods will probably change in the years to come, integrating these new technologies into the curriculum seems essential so as not to remain on the side. This second part therefore reviews, social networks, serious games and virtual reality. This Systematic review is registered on PROSPERO (CRD42020181376).