A comparison of three hard chairside denture reline materials. Part I. Clinical evaluation.

Three chairside reline materials were each used to reline ten complete dentures. Comfort, fit, colour change, staining and integrity were assessed at 3, 6, and 12 months post-placement. Working and setting times were obtained using an oscillating rheometer. Tokuso Rebase Fast Set had the shortest working and setting times. It was the most colour stable, stain resistant and durable. Coe Kooliner was difficult to use due to high flow. Total Hard had the longest working and setting times, and the poorest stain resistance and durability. Severe loss of reline materials only occurred 12 months after placement, and then mostly from within lower dentures. No differences between the materials were noted for the other parameters investigated.

A comparison of three hard chairside denture reline materials. Part II. Changes in colour and hardness following immersion in three commonly used denture cleansers.

This study investigated the effects of daily use of three denture cleansers on three hard chairside reline materials over a 6-month period. Two controls were used; one dry and one involving storage in water. Colour and hardness were measured at 0 (baseline) and 6-months. There was no significant colour change with Tokuso Rebase Fast Set. Coe Kooliner and Total Hard changed colour more with the short acting peroxide cleanser (Steradent 3 Minutes) than with the overnight peroxide cleanser (Steradent Fresh) and the hypochlorite cleanser (Dentural). The hardness of all materials remained unchanged over the whole test period.

1.3 Development of professional competences.

Competency-based education, introduced approximately 10 years ago, has become the preferred method and generally the accepted norm for delivering and assessing the outcomes of undergraduate (European) or predoctoral (North America) dental education in many parts of the world. As a philosophical approach, the competency statements drive national agencies in external programme review and at the institutional level in the definition of curriculum development, student assessment and programme evaluation. It would be presumptuous of this group to prescribe competences for various parts of the world; the application of this approach on a global basis may define what is the absolute minimum knowledge base and behavioural standard expected of a 'dentist' in the health care setting, while respecting local limitations and values. The review of documents and distillation of recommendations is presented as a reference and consideration for dental undergraduate programmes and their administration.