Fracture resistance of defective amalgam restorations repaired with a resin-based composite material.

BACKGROUND: Repair is used to increase the longevity of defective restorations, such as large amalgams. The aim of this study was to investigate the fracture resistance and fracture modes of mesio-occlusodistal (MOD) amalgam molar restorations with extensive cuspal fracture repaired or replaced using a bulk-fill resin-based composite material. METHODS: Amalgam restorations were placed in 84 permanent extracted molars and randomly assigned (n = 14) to groups: (1) MOD amalgam, (2) composite repair of 1-cusp fracture and adjacent proximal box, (3) composite repair of 1-cusp fracture, (4) composite repair of 2-cusp fracture, (5) replacement of 1-cusp defect and existing MOD amalgam, (6) replacement of 2-cusp defect and MOD amalgam. Each molar was prepared to simulate the assigned fracture and either repaired or replaced. Specimens were aged and then loaded to fracture. Fracture resistance and fracture modes were recorded. RESULTS: The authors found significant differences (P < .001) between group 4 (1,652.3 N) and groups 5 (3,095.0 N), 1 (2,669.8 N), 6 (2,658.6 N), and 2 (2,442.9 N) as well as between group 3 (2,133.5 N) and group 5 (3,095.0 N). The results of the Fisher exact test showed differences among groups (P < .001), with group 5 having the highest number of nonrestorable fractures as well as higher fracture resistance on average. CONCLUSIONS: Composite material is a viable option for the repair and replacement of cuspal defects, especially in the case of a 1-cusp fracture and 1-cusp fracture involving the adjacent proximal box. PRACTICAL IMPLICATIONS: Within the limitations of this study, the repair of cusp fractures in existing MOD amalgam-restored molars is an appropriate treatment option, although replacement of the defect and existing restoration with resin-based composite will withstand higher forces.

Dental anatomy grading: comparison between conventional visual and a novel digital assessment technique.

Conventional grading of dental students' projects in preclinical courses has mainly relied on visual evaluation by experienced instructors. The purpose of this study was to compare conventional visual grading in a dental anatomy course at one U.S. dental school to a novel digital assessment technique. A total of sixty samples comprised of two sets of faculty wax-ups (n=30), student wax-ups (n=15), and dentoform teeth of tooth #14 (n=15) were used for this study. Two additional faculty members visually graded the samples according to a checklist and then repeated the grading after one week. The sample wax-up with the highest score based on the visual grading was selected as the master model for the digital grading, which was also performed twice with an interim period of one week. Descriptive statistics and signed rank tests for systematic bias were used for intra- and interrater comparisons. The intraclass correlation (ICC) was used as a measure of intra- and interrater reliability. None of the faculty members achieved the minimum acceptable intrarater agreement of 0.8. Interrater agreement was substantially less than intrarater agreement for the visual grading, whereas all measures of intrarater agreement were greater than 0.9 and considered excellent for the digital assessment technique. These results suggest that visual grading is limited by modest intrarater reliability and low interrater agreement. Digital grading is a promising evaluation method showing excellent intrarater reliability and correlation. Correlation for visual and digital grading was consistently modest, partly supporting the potential use of digital technology in dental anatomy grading.