Prevalence of dentin hypersensitivity after orthodontic treatment: A cross-sectional study.

INTRODUCTION: The prevalence of cervical dentin hypersensitivity in patients after corrective orthodontic treatment has been poorly studied, although such hypersensitivity is very common. This study aimed to assess the prevalence of dentin hypersensitivity in patients who received corrective orthodontic treatment, the impact of general oral problems on quality of life, and the impact of hypersensitivity on the quality of life of this population. METHODS: This observational, cross-sectional study evaluated 232 patients who finished orthodontic treatment between 2000 and 2020 for self-reported hypersensitivity and clinically diagnosed hypersensitivity. The following tests were used: tactile, evaporative (bellows), evaporative (triple syringe), and thermal. The patients were also evaluated regarding their quality of life using questionnaires (Oral Health Impact Profile-14 and Dentine Hypersensitivity Experience Questionnaire). We evaluated data with nonparametric statistics. RESULTS: The prevalence of hypersensitivity was higher in women and in those aged <30 years; the most affected teeth were the mandibular incisors and premolars; different diagnostic tests for hypersensitivity may indicate different prevalence values; patients with hypersensitivity had a lower quality of life in most of the domains of both of the tests that were used. CONCLUSIONS: The prevalence of hypersensitivity among patients after orthodontic treatment may be higher than in the general population. Further investigation is needed to indicate the possible factors associated with orthodontic tooth movement.

Effect of bioactive glasses used as dentin desensitizers on the dentin-pulp complex in rats.

Bioactive glasses have been recommended for the occlusion of dentinal tubules in treating cervical dentin hypersensitivity. This study evaluates an in vivo model of dentin exposure, and tests the efficacy of bioglass treatments. Thirty male Wistar rats received gingival recession surgery on the upper left first molar. The treatments were applied over the surface of the exposed dentin every 4 days for 28 days. The groups were as follows: Naive; Gingival recession; Cavity varnish; Biosilicate®; Strontium bioglass; and Potassium bioglass. Changes in the dentin-pulp complex, and the presence of substance P, were evaluated through hematoxylin-eosin and immunohistochemical staining. The groups had similar results. Teeth with exposed dentinal tubules in rats showed a typical pattern in the dentin-pulp complex and immunotracing for substance P. The materials did not cause pulp damage. The effects of gingival recession and open dentinal tubules on pulp tissue require further clarification.

Learning styles preferences and e-learning experience of undergraduate dental students / Preferências nos estilos de aprendizagem e experiência com e-learning de estudantes de graduação em Odontologia

Introduction: Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective: The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method: Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale - five-point) which addressed the experience and the use of information and communication technologies. Result: Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion: We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

Introdução: A educação em ciências da saúde tem passado por profundas mudanças devido à incorporação de tecnologias de informação e comunicação (TICs). Os estudantes aprendem através de diferentes abordagens, de acordo com o seu estilo de aprendizagem. O ensino híbrido, que combina tecnologia (e-learning) com o ensino face-a-face, tem apresentado bons resultados. Objetivo: Os objetivos deste estudo são avaliar os estilos de aprendizagem de alunos de graduação em Odontologia e a experiência com e-learning. Material e método: Dois questionários eletrônicos foram enviados a 174 estudantes. Os estilos de aprendizagem foram determinados pelo Índice de Felder & Soloman (ILS), que avalia as quatro dimensões do aprendizado: processamento da informação (ativo-reflexivo); percepção da informação (sensorial-intuitivo); recebimento da informação (visual-verbal); e entendimento da informação (sequencial-global). Para determinar a experiência com e-learning foram usadas quatro perguntas (escala Likert de cinco pontos) sobre o uso das TICs. Resultado: A maioria dos estudantes apresentou um estilo equilibrado para ativo-reflexivo (60%) e sequencial-global (68%). O estilo sensitivo (64%) foi predominante. Uma porcentagem mais baixa apresentou características globais (9%). Não foram encontradas diferenças quanto aos grupos de idades (19-21 e 22-33 anos) e aos gêneros (P>0,05, χ2). Contudo, houve diferença entre os grupos de idades considerando a ajuda dos websites no aprendizado (P =0,0363, Mann-Whitney). Conclusão: Os estudantes não têm os mesmos estilos de aprendizado e experiência com e-learning. Métodos alternativos ao ensino convencional, como o ensino híbrido, podem significar vantagens no ensino da graduação em Odontologia.

A didática no ensino odontológico: percepções de docentes / Didactics in Dental education: professors' perceptions

Durante a trajetória acadêmica, os docentes são expostos a diversos desafios e dificuldades. A fim de superá-los, necessitam desenvolver habilidades específicas, em especial, a capacidade didática. O objetivo desta pesquisa exploratória descritiva foi investigar as perspectivas dos docentes de Odontologia, considerando momentos distintos de suas carreiras. A amostra constituiu-se de professores da Universidade Estadual de Ponta Grossa com até cinco anos de experiência universitária e com experiência superior a cinco anos. Do número total de participantes (53), apenas seis possuíam até 5 anos de atuação, portanto, foi sorteado, aleatoriamente, o mesmo número de questionários de professores com mais de 5 anos, para manter a similaridade entre os grupos. Os voluntários receberam um questionário aberto, semiestruturado e autoaplicável sobre a temática "Didática no ensino superior: desafios e perspectivas". Para a compilação e análise dos dados foram realizadas as técnicas do Discurso do Sujeito Coletivo (DSC) e nuvens de palavras. Observou-se que os assuntos que receberam maior ênfase pelos professores foram o processo de ensino-aprendizagem e o relacionamento professor-aluno, principalmente quando associados a dificuldades. Conclui-se que, apesar de semelhantes, as perspectivas quanto ao exercício da docência no curso de Odontologia divergem em alguns pontos. Suas preocupações possuem diferentes focos, porém ambos os grupos revelaram sentir as mesmas dificuldades (AU).

Professors at higher education programs are exposed to challenges and obstacles. In order to overcome them, they need to develop specific skills, especially the art of teaching. The aim of this exploratory descriptive study was to investigate the perspectives of professors of Dentistry, considering different moments of their careers. The sample consisted of professors with up to five years or more than five years of teaching experience at the Ponta Grossa State University. 53 volunteers were interviewed, but from these, only six professors had up to five years of experience. Therefore, the same number of questionnaires from the group with more than five years of practice was randomized, to keep both groups similar. Participants answered an open, semi-structured and self-administered questionnaire on "Teaching in higher education: challenges and perspectives". The Discourse of the Collective Subject method (DCS) and word clouds were used for data compilation and analysis. The results showed that the questions regarding the relationship between professor and student and the teaching-learning process were highlighted. We conclude that, despite being similar, the perspectives around the teaching practice diverge in some points. Professors' concerns have different approaches, however, they face the same difficulties, no matter how experient they are (AU).