Maternal and Paternal Well-Being During Nasoalveolar Molding and Primary Surgery Periods.

AIM: The aim was to evaluate the anxiety and depression of both the father and mother of an infant with cleft lip and palate (CLP) before, during and after nasoalveolar molding (NAM) therapy and before and after the lip surgery. SUBJECTS AND METHOD: Forty mothers (age range: 18-36; mean ± SD: 23.6 ±â€Š4.51) and 40 fathers (age range: 19-40; mean ± SD: 26.9 ±â€Š4.69) of infants with CLP were asked to answer the 21-item Beck Depression as well as Anxiety Inventory (BDI and BAI) at 1 week after birth and before any intervention (T1), after impression taking (T2), after 2 months of NAM (T3), immediate before primary surgery (T4) and approximately 1 month of recovery after surgery (T5). RESULTS: Maternal and paternal depression levels between T1, T2, T3, T4, and T5 showed significant differences (P < 0.05). The BDI scores decrease from T2 to T3 and T4 to T5. The increases of scores from T3 to T4 were significant (P < 0.05). The maternal depression and anxiety levels were higher than the paternal ones in all time periods. The BDI and BAI levels were lesser in mothers and fathers of babies with unilateral than bilateral CLP (P < 0.05). CONCLUSION: Hence realizing of recovery, being in contact with the cleft team and other families, and having an active role in the therapy, the maternal and parental well-being increase with NAM therapy. However, depression and anxiety levels significantly increase before the lip surgery. It may be recommended that the cleft team deliver information and psychological support especially at birth and before the surgical approaches.

Evaluation of the Impact of Interdisciplinary Case-Based Courses in Dental Education on Smile Evaluation Skills of Undergraduate Students.

OBJECTIVE: The purpose of the present study was to compare the perception of smile aesthetic between 3rd-, 4th-, and 5th-year dental students to identify if interdisciplinary courses have an impact on the attitudes of students. METHODS: A total of 118 dental students (3rd-, 4th-, and 5th-year; N=43, 43, and 32, respectively) assessed the aesthetic attractiveness of four smile photographs (normal, high, low, and asymmetric smile lines). To enhance the crown, length-to-width ratio and color Digital Smile Design (DSD) were applied to all photographs, and then scoring was performed by using the Visual Analog Scale (VAS). RESULTS: The VAS scores were all <60 regardless of the year of the student. The lowest scores were given for asymmetric smile line. Comparison of the scores of the different years showed statistically insignificant scores between 3rd- and 4th-year dental students (p>0.05), whereas statistical differences between 4th- and 5th-year dental students were found (Cases 1, 2, and 3: p<0.05 and Case 4: p<0.01). CONCLUSION: All students were critical in the evaluation of smiles. Hence, the motivation for critical thinking based on multidisciplinary courses until 3rd year, the skepticism, and also the perception of the students were increased. The difference between 4th- and 5th-year student aesthetic perceptions showed the impact of interdisciplinary course on enhanced judgment competency of the students.