Integrating Structured Digital Tools with the Traditional Hands-on Puzzle Method for Teaching Tooth Morphology: A Comparative Study of Educational Outcomes.

The study of tooth morphology is a critical component of the dental curriculum, highlighting the importance for dental students to acquire comprehensive and detailed knowledge of the complex structure of teeth. This study compared the educational outcomes of two student cohorts in a tooth morphology course, using traditional methods for the control group and additional digital video-based resources for the experimental group. We hypothesized that early integration of digital resources would significantly reduce the learning time. We retrospectively analyzed two groups of Master of Dentistry students. The control group (42 students) was taught using the traditional 'tooth puzzle' method, while the experimental group (42 students) supplemented traditional teaching with digital video-based tools developed by our department. Both groups' curricula culminated in a practical post-course test requiring the identification of 40 teeth, along with a mid-course test to track the students' learning progression. The number and type of incorrectly identified teeth were recorded. The mid-course test showed significant performance differences. The control group had a median (Q1, Q3) value of faults of 12.0 (7.8, 20.5), whereas the respective value for the experimental group was 4.0 (0.0, 8.0) (p < 0.001). In the control group, none achieved faultless results, with only two students (4.8%) having at most two faults, and six students (14.3%) having no more than four faults. The control group averaged 13.5 faults per student, with 19 students (45.2%) failing the test. Conversely, the experimental group showed improved performance: 12 students (28.6%) had no faults, and 25 students (59.5%) had four or fewer faults. The experimental group averaged 5.2 faults per student, with only four students (9.5%) failing. By the end of the course, both groups achieved commendable results on the practical tooth identification test. The experimental group slightly outperformed the control group, though the difference was not significant. The median (Q1, Q3) values were 0.0 (0.0, 2.5) and 1.0 (0.0, 4.5) for the experimental and control groups, respectively (p = 0.372). The students using both traditional and structured digital video-based tools showed greater learning advancement than those using only the traditional 'tooth puzzle' method.

Accumulation and removal of Streptococcus mutans biofilm on enamel and root surfaces in vitro.

Objective: This study aimed to quantitatively investigate the accumulation of Streptococcus mutans biofilm on enamel and root surfaces and assess the amount of biofilm removal using (1) experimental toothpaste and (2) water, in a closed system of flow chamber. Methods: Eight sound premolars were embedded in epoxy resin and polished with silicon carbide grinding papers to display enamel and root surfaces. To mimic biofilm, cultures of Streptococcus mutans were prepared and grown on the tooth surfaces over night before they were exposed to either 2 liters of Milli Q water or 2 liters of 40% experimental toothpaste in the flow chamber. The amount of biofilm was measured and quantified in Fluorescence microscopy. Mean fluorescence values were recorded and analysed using Microsoft® Excel® (MS Excel 2016). Results: The ability to grow biofilm was equally present at both the enamel and root surfaces. The use of water and 40% experimental toothpaste showed a significant reduction of areas covered with biofilm on both enamel and root dentin in comparison to untreated surfaces (p < 0.01). Significantly more biofilm was removed from enamel compared to root surfaces when treated with either water and toothpaste (p < 0.01). Slightly less biofilm was removed by the use of water compared to toothpaste on both enamel and root dentin surfaces, although the differences were not statistically significant. Conclusion: The results indicate that less biofilm is removed from the root surfaces than enamel by the use of water and 40% experimental toothpaste in flow chamber. Assessing oral biofilm accumulation and monitoring biofilm formation on enamel and root dentin surfaces give oral health professionals important directions that could strenghten the significance of dental caries prevention. Improving older individuals' oral hygiene practices should therefore be considered an important measure to prevent root caries.

Traditional Hands-On Puzzle Method versus Fully Digital Approach in Teaching Tooth Morphology: A Comparative Study of Educational Outcomes.

OBJECTIVE: Tooth morphology education is a critical component of dental curricula, providing a foundational understanding of the intricate structural anatomy of teeth. This study evaluates the learning outcomes in relation to tooth morphology of two student cohorts from different academic terms, comparing the traditional 'tooth puzzle' method to an alternative fully digital approach. MATERIALS AND METHODS: Two groups of Master of Dentistry students were retrospectively analyzed. The control group (55 students) was taught via the 'tooth puzzle' method in 2021, while the experimental group (55 students) underwent a fully digital course in 2020 due to COVID-19 restrictions. Both groups completed a digital examination involving the identification of 40 teeth, presented as images and videos. RESULTS: In the control group of 55 students, nearly half (49.1%) achieved faultless results, while 65.5% had at most two faults, and 74.5% had no more than four faults. The group had a total of 163 faults, averaging 3.0 per student, with only one student (1.8%) failing the test. In stark contrast, the experimental group had no students without faults, 9.1% had four or fewer faults, and a significant 61.8% made 10 or more faults, with 29.1% failing their first test attempt by exceeding 12 faults. Overall, the experimental group registered 582 faults, averaging 10.6 per student. CONCLUSIONS: The 'tooth puzzle' method, with its interactive and tactile elements, proved more effective in teaching tooth morphology than the digital-only approach. The increased number of faults and failed tests in the experimental group suggest that while digital tools offer meaningful support in learning tooth morphology, their main advantage is seen when coupled with traditional hands-on techniques, not unassisted and independently.

Different Methods of Teaching and Learning Dental Morphology.

Dental anatomy education is traditionally structured into theoretical and practical modules to foster both cognitive and psychomotor development. The theoretical module typically involves didactic lectures where educators elucidate dental structures using visual aids. In contrast, practical modules utilize three-dimensional illustrations, extracted and plastic teeth, and tooth carving exercises on wax or soap blocks, chosen for their cost, ease of handling, and fidelity in replication. However, the efficacy of these traditional methods is increasingly questioned. The criticism in this concern is that oversized carving materials may distort students' understanding of anatomical proportions, potentially affecting the development of necessary skills for clinical practice. Lecture-driven instruction, on the other hand, is also criticized for its limitations in fostering interactive learning, resulting in a gap between pre-clinical instruction and practical patient care. In this study, we review the various educational strategies that have emerged to enhance traditional dental anatomy pedagogy by describing the effectiveness of conventional didactic lectures, wax carving exercises, the use of real and artificial teeth, the flipped classroom model, and e-learning tools. Our review aims to assess each method's contribution to improving clinical applicability and educational outcomes in dental anatomy, with a focus on developing pedagogical frameworks that align with contemporary educational needs and the evolving landscape of dental practice. We suggest that the optimal approach for teaching tooth morphology would be to integrate the digital benefits of the flipped classroom model with the practical, hands-on experience of using extracted human teeth. To address the challenges presented by this integration, the creation and standardization of three-dimensional tooth morphology educational tools, complemented with concise instructional videos for a flipped classroom setting, appears to be a highly effective strategy.

Investigation of biological effects of HEMA in 3D-organotypic co-culture models of normal and malignant oral keratinocytes.

Several in vitro studies utilizing 2-dimensional (2D) cell culture systems have linked 2-hydroxyethyl methacrylate (HEMA) with cytotoxic effects in oral mucosa and dental pulp cells. Although such studies are invaluable in dissecting the cellular and molecular effects of HEMA, there is a growing interest in the utilization of appropriate 3-dimensional (3D) models that mimic the structure of oral mucosa. Using a previously characterized 3D-organotypic co-culture model, this study aimed to investigate the cellular and molecular effects of HEMA on a 3D-co-culture model consisting of primary normal oral keratinocyte (NOK) grown directly on top of collagen I gel containing primary oral fibroblasts (NOF). The second aim was to examine the suitability of a 3D-co-culture system consisting of oral squamous cell carcinoma (OSCC) cells as a model system to investigate the biological effects of HEMA. We demonstrated that HEMA treatment led to reduced viability of NOK, NOF and OSCC-cell lines in 2D-culture. The keratinocytes in 3D-co-cultures of NOK and OSCC-cells reacted similarly with respect to cell proliferation and activation of autophagy flux, to HEMA treatment. Nevertheless, NOK was found to be more susceptible to apoptosis following HEMA treatment than OSCC in 3D-co-cultures. These results indicate that 3D-organotypic co-cultures of NOK might represent an appropriate model system for the investigation of the biological effects of HEMA and other dental biomaterials. Given the challenges in obtaining primary cultures of NOK and issues associated with their rapid differentiation in culture, the possible use of OSCC cells as an alternative to NOK for 3D models represents an area for future research.

Genetic Aspects of Dental Erosive Wear and Dental Caries.

OBJECTIVES: The present review aims to give an overview of the literature focusing on novel genetic aspects of dental erosion and dental caries. Once the tooth erupts into the oral cavity, the regenerative capability of enamel is fundamentally limited due to the loss of dental epithelium during eruption. The susceptibility or resistance to dental erosion and caries is presumably a result of environmental, phenotypic, and/or genetic influence. Even though it is evident that individuals frequently exposing their teeth to acid and sugar are at high risk of developing dental erosion and caries, the findings exclusively based on these factors are elusive. Data resources and study selection. The present review was based on data collected from the National Library of Medicine database with different combinations of the following terms: "tooth," "dental," "dentin," "enamel," "erosion," "erosive wear," "caries," "decay," "gene," and "genetic." A total of forty-six studies met the inclusion criteria. Data were extracted by one reviewer and verified by another. CONCLUSION: The high prevalence of erosion and caries among certain groups, and observations that not all individuals appearing to be at risk develop these lesions, has sparked research on identifying genetic effects to these conditions. A connection of genome-wide and candidate gene studies has increased considerably in the literature. This review reveals largely varying success among studies, demonstrating the difficulties of developing the study with adequate sample sizes and durable phenotype definitions that permit enough statistical power to identify genetic contributors.

Tooth identification puzzle: A method of teaching and learning tooth morphology.

INTRODUCTION: The present report outlines a method of teaching/learning tooth morphology by tooth identification puzzle. MATERIALS AND METHODS: Students are presented with sets of extracted human teeth comprising complete dentitions except deciduous incisors and canines. The task is to place the teeth in correct positions in a schematic dentition diagram. The course, including 2-3 introductory lectures and a final test of one hour, has a time frame of 14-16 hours. A total of 506 2nd year students from several years participated. RESULTS: The course is much appreciated by the students who experience a marked progress in skills. In the final test, 51.8% of the students had no faults, whilst 3% failed (more than 12 faults). The average number of faults per student was 2.3. Of the 20 240 positioned teeth 5.7% were misplaced. The most frequently misplaced teeth were mandibular central incisors, maxillary second premolars and mandibular first premolars. The most common type of fault was inside determination. DISCUSSION: The course is cost-effective and facilitates learning through its multifaceted activity with involvement of many senses. An important asset is the appreciation of variations in tooth morphology. The course provides an arena for close and positive interaction between students and teachers.

Thrombospondin-1 Is Necessary for the Development and Repair of Corneal Nerves.

Thrombospondin-1-deficient (TSP-1-/-) mice are used as an animal model of Sjögren's Syndrome because they exhibit many of the symptoms associated with the autoimmune type of dry eye found in primary Sjögren's Syndrome. This type of dry eye is linked to the inflammation of the lacrimal gland, conjunctiva, and cornea, and is thought to involve dysfunction of the complex neuronal reflex arc that mediates tear production in response to noxious stimuli on the ocular surface. This study characterizes the structural and functional changes to the corneal nerves that are the afferent arm of this arc in young and older TSP-1-/- and wild type (WT) mice. The structure and subtype of nerves were characterized by immunohistochemistry, in vivo confocal microscopy, and confocal microscopy. Cytokine expression analysis was determined by Q-PCR and the number of monocytes was measured by immunohistochemistry. We found that only the pro-inflammatory cytokine MIP-2 increased in young corneas of TSP-1-/- compared to WT mice, but tumor necrosis factor-α (TNF-α), monocyte chemoattractant protein-1 (MCP-1), and macrophage inflammatory protein-2 (MIP-2) all increased in older TSP-1-/- mouse corneas. In contrast, CD11b+ pro-inflammatory monocytes did not increase even in older mouse corneas. Calcitonin gene-related peptide (CGRP)-, but not Substance P (SubP)-containing corneal nerves decreased in older, but not younger TSP-1-/- compared to WT mouse corneas. We conclude that CGRP-containing corneal sensory nerves exhibit distinct structural deficiencies as disease progresses in TSP-1-/- mice, suggesting that: (1) TSP-1 is needed for the development or repair of these nerves and (2) impaired afferent corneal nerve structure and hence function may contribute to ocular surface dysfunction that develops as TSP-1-/- mice age.