RESUMEN
AIMS: To investigate the efficiency and abrasiveness of air-polishing on different types of denture base acrylic resins and whether air-polishing can be an effective technique to clean dentures chairside. MATERIALS AND METHODS: A total of 60 specimens were prepared (n = 20/group); heat-polymerized polymethyl methacrylate (PMMA) (G1), subtractive manufacturing (SM) (G2) and additive manufacturing (AM) denture base resins (G3). Equal number of specimens in each group were stained with permanent marker or nail polish and pumice mixture to mimic calcified biofilm. All specimens were treated using EMS Airflow® Prophylaxis Master with two different powders; erythritol or sodium bicarbonate powder, following manufacturer instructions. Efficacy of the powders and surface roughness of the specimens were measured. Scanning electron microscopy imaging was captured for qualitative observation. RESULTS: The highest efficacy for stain removal was found in erythritol powder on G1 (98.06% ± 1.304%). The lowest was found in the erythritol powder on G3 (91.83% ± 3.611%). The highest efficacy for biofilm removal was found in sodium bicarbonate powder on G3 (71.49% ± 8.607%), and the lowest was found in erythritol powder on G2 (11.64% ± 4.68%). Only AM resins had statistically significant increases in surface roughness with the use of erythritol powder (p < 0.001). The use of sodium bicarbonate powder significantly increases surface roughness of heat-polymerized (p < 0.025) and AM resins (p < 0.724). CONCLUSIONS: Air-polishing technology has shown to be effective and suitable for cleaning dentures. The sodium bicarbonate powder showed superior efficacy in cleaning dentures compared to the erythritol powder. Both powders show varyingly increase roughness depending on denture resin.
RESUMEN
Background: It is well established that transgender people experience considerable health inequities, which are sustained in part by limited teaching about transgender healthcare for trainee health professionals. Aims: The aim of this study was to explore the perspectives of both teaching staff from health professional education programmes and transgender community members on the best ways to teach about transgender healthcare, with a focus on ways of: 1) overcoming barriers to this teaching; and 2) involving community members in this teaching. Methods: A research advisory committee was convened to guide the project and included transgender community members, teaching staff from health professional programmes, and trainee health professionals in Aotearoa/New Zealand. Three preliminary focus groups were held with 10 transgender community members. These community members were then invited to act as transgender community 'ambassadors' in focus groups with teaching staff based on suggestions from the advisory committee. Six focus groups were conducted with 22 teaching staff from a range of health professional education programmes along with at least two transgender community ambassadors. Results: Teaching staff positioned themselves as lacking the expertise to teach about transgender healthcare but also as expert teachers when applying methods such as small group teaching. Transgender participants also positioned themselves as having expertise arising primarily from their own experiences and acknowledged that effective teaching about transgender healthcare would need to cover a diversity of transgender identities and healthcare outside their own experiences. Teaching staff and transgender community members were keen to pool expertise and thus overcome the shared sense of lacking the expertise to teach about transgender healthcare. Discussion: These findings provide insights into the current barriers to teaching about transgender healthcare and provide future directions for staff development on teaching about transgender healthcare and ways of safely involving transgender community members in teaching.
