Assessment of advanced paediatric dentistry education programmes in Egypt: a survey of programme directors.

BACKGROUND: Advanced paediatric dentistry education programmes (APDEPs) should follow specific standards to produce competent specialists. The current study assessed APDEPs in Egypt via an online questionnaire to programme directors. SUBJECTS AND METHODS: An online questionnaire was distributed to the directors of fully operational degree-granting APDEPs in Egypt in June 2023. The survey instrument was based on the Accreditation Standards for Advanced Dental Education Programmes in Paediatric Dentistry developed by the Commission on Dental Accreditation (CODA). RESULTS: Directors of the sixteen fully operational APDEPs answered the questionnaire giving a 100% response rate. APDEPs, in Egypt, varied regarding the adequacy of teaching staff, facilities and resources, didactic instruction, clinical requirements, and research activities. CONCLUSION: The current survey provides information about the strengths and weaknesses of fully operational degree-granting APDEPs in Egypt. This information can help maintain and improve the quality of these programmes.

Percepção dos alunos de graduação em Odontologia da Universidade de Brasília acerca da escolha de técnicas de manejo comportamental em Odontopediatria / Percepción de estudiantes de la carrera de Odontología de la Universidad de Brasilia sobre la elección de técnicas de manejo de conducta en Odontopediatría / Perception of undergraduate Dentistry students at the University of Brasília about the choice of behavioral management techniques in Pediatric Dentistry

O objetivo deste estudo foi analisar a aceitação das técnicas de manejo de comportamento infantil por estudantes de primeiro, sexto e nono semestres de um curso de graduação em Odontologia, e a influência que as disciplinas ministradas podem exercer sobre esta. Para isso, foi aplicado um questionário (n=55) contendo questões sobre técnicas de orientação comportamental em Odontopediatria. A aceitação sobre as mesmas, foi avaliada por meio de escala Likert. O teste H de Kruskal-Wallis foi utilizado para avaliar diferença entre os três grupos de estudantes seguido do teste de Dunn. Além disso, foi realizada a correlação de Spearmanpara avaliar possíveis fatores de confusão. De forma geral, notou-se que as técnicas básicas foram mais aceitas entre todos os estudantes, já as técnicas de controle de voz, estabilização protetora e as farmacológicas foram menos aceitas. Os participantes do nono semestre aceitaram mais em média "estabilização protetora pais/equipe", "controle de voz"e "estabilização protetora wrap", e menos "presença permitida dos pais" e "recompensa prometida" em relação aos do primeiro semestre. Em comparação ao sexto, os alunos do nono semestres tiveram menor aceitação para "presença permitida dos pais", "recompensa prometida" e "explicar que pode envolver dor", e maior para "estabilização protetora pais/equipe" e "estabilização protetora wrap". A única técnica que demonstrou diferença entre o primeiro e sexto semestres foi "não deixar falar" com menor aceitabilidade entre os estudantes do sexto semestre. A posição do aluno no percurso curricular parece, portanto, influenciar na aceitação das técnicas de manejo comportamental usadas na Odontopediatria (AU).

El objetivo de este estudio fue analizar la aceptación de técnicas de manejo de la conducta infantil por parte de estudiantes de primero, sexto y noveno semestre de la carrera de Odontología, y la influencia que las materias impartidas pueden tener en esto. Para ello se aplicó un cuestionario (n=55) que contenía preguntas sobre técnicas de orientación conductual en odontopediatría. La aceptación de los mismos se evaluó mediante una escala Likert. Para evaluar las diferencias entre los tres grupos de estudiantes se utilizó la prueba H de Kruskal-Wallis seguida de la prueba de Dunn. Además, se realizó la correlación de Spearman para evaluar posibles factores de confusión. En general, se observó que las técnicas básicas fueron más aceptadas entre todos los estudiantes, mientras que el control de la voz, la estabilización protectora y las técnicas farmacológicas fueron menos aceptadas. Los participantes del noveno semestre aceptaron más en promedio "estabilización protectora de padres/equipo", "control de voz" y "estabilización protectora envolvente", y menos "presencia parental permitida" y "recompensa prometida" en comparación con los del primer semestre. En comparación con el sexto, los estudiantes del noveno semestre tuvieron una menor aceptación de "presencia parental permitida", "recompensa prometida" y "explicar que puede implicar dolor", y mayor de "estabilización protectora padres/equipo" y "envoltura protectora de estabilización". La única técnica que demostró una diferencia entre el primer y el sexto semestre fue "no dejar hablar" con menor aceptabilidad entre los estudiantes del sexto semestre. Por lo tanto, la posición del estudiante en el plan Percepção dos alunos de graduação em Odontologia da Universidade de Brasília acerca da escolha de técnicas de manejo comportamental em Odontopediatria de estudios parece influir en la aceptación de las técnicas de manejo conductual utilizadas en odontología pediátrica (AU).

This study aimed to analyze the acceptance of undergraduate students in the first, sixth, and ninth semesters about the child behavioral management techniques and to explore the potential influence of the curriculum path on their perception. An online questionnaire (n=55) with questions about mental guidance techniques in Pediatric Dentistry was applied. Their accessibility was assessed using a Likert scale. The Kruskal-Wallis and the Dunn testwere used to analyze the difference between the three groups of students. Spearman's correlationwas used to analyze confounding factors. In general, all students exhibited greater acceptance of basic techniques when compared with voice control, protective stabilization, and pharmacological techniques. Participants in the ninth semester showed greater acceptance of "parent/team protective stabilization", "voice control" and "wrap protective stabilization" techniques, and less acceptance of "parental presence/absence" and "promised reward" compared to the first semester. Compared to the sixth, students in the ninth semester had greater acceptance of "parent/team protective stabilization" and "wrap protective stabilization" techniques and less acceptance of "parental presence/absence", "promised reward" and "explain that it may involve pain". "Don't let people talk" was the only technique that demonstrated a difference between the first and sixth semesters, with lower acceptance among students in the sixth semester. The student's semesters seem, therefore, to influence the acceptance of behavioral management techniques used in Pediatric Dentistry (AU).

Effectiveness and Student Perceptions of Haptic Virtual Reality Simulation Training as an Instructional Tool in Pre-Clinical Paediatric Dentistry: A Pilot Pedagogical Study.

Simulation training for invasive dental procedures is a core component of the pre-clinical dental curriculum. Besides conventional mannequin-based simulators, dental schools are now incorporating haptic virtual reality simulation (HVRS) devices to facilitate the transition of students from the simulated dental learning environment to the clinical settings. This study aimed to assess student performance and perceptions of HVRS training as a pedagogical tool in pre-clinical paediatric dentistry. After practicing the primary molar pulpotomy procedure on plastic teeth, participants were randomized into test and control groups. Test group students performed the same procedure on a HVRS device, namely the SIMtoCARE Dente®. Subsequently, both the test and control group students attended another conventional pulpotomy simulation session where the quality of their access outline and pulp chamber deroofing steps were evaluated on plastic teeth. After the control group students also experienced the HVRS, all study participants completed a perception questionnaire on their experience. No significant differences were found between the study and control group students for the quantitative parameters assessed. Although the students regarded HVRS to be a useful adjunct to support their pre-clinical training, an overwhelming majority of the students did not consider HVRS to be a replacement for conventional pre-clinical simulation training.

Clinical experience of undergraduate dental students in paediatric dentistry: A 5-year cross-sectional study.

INTRODUCTION: The clinical experience of undergraduate dental students in Paediatric Dentistry has a profound influence on their future confidence. The purpose of this study was to evaluate the clinical experience of undergraduate students in Paediatric Dentistry over five consecutive years and to determine whether changes in teaching practices are reflected in the clinic. MATERIALS AND METHODS: In total, 196 records submitted at the end of the Paediatric Dentistry training from the last 5 years (2016-2020) were evaluated. The variables analysed included the number of patients treated per student, the year, and the numbers and types of procedures performed individually across the years. The data were grouped into two categories; pre and post implementation of an electronic portfolio and a change in teaching practices (2016-2017 and 2018-2020 respectively). Data were analysed using Student's t-test or Mann-Whitney for two group comparison, depending on data distribution (α = 5%). RESULTS: There was a significant reduction in the number of radiographs exposed (p = .013) between the two groups. The number of fissure sealants had increased in recent years (p < .001). Although the number of stainless steel crowns performed remained unchanged (p = .98), there was an increase in the number of crowns placed using the Hall technique (p < .001) and a concurrent decrease in the number of conventional crowns placed (p < .001). CONCLUSION: The clinical experience of undergraduate students has changed in line with evolving teaching practices. The use of objective measures such as patient numbers and range of procedures can be used as a method of evaluating student clinical experience. Other assessment tools are still required to evaluate additional aspects of clinical learning in paediatric dentistry.

Pediatric dental residents' on-call experience.

PURPOSE/OBJECTIVES: The Commission on Dental (CODA) requires that pediatric dentistry training programs provide residents with clinical experiences in oral-facial injury and emergency care, as well as interprofessional patient care through hospital dentistry. These standards are often met through pediatric dental residents being on-call for children's hospitals. The aim of this study was to describe the on-call experience of pediatric dental residents at two urban children's hospitals. METHODS: This cross-sectional descriptive study collected and analyzed data on the number, type, and time and date distributions of on-call pages received by pediatric dental residents over a 36-month study period. RESULTS: A total of 737 on-call pages were received. Each pediatric dental resident responded to 70 pages on average during their training. The most common reason for pages being received was inpatient consultation and oral-facial trauma. The mean number of pages received did not vary by year, month, or day of the week. There was a statically significant difference in the mean number of pages received by the hour of the day. CONCLUSION: Having an on-call pediatric dental service in pediatric dentistry training programs is a meaningful way of exposing pediatric dental residents to oral-facial trauma, hospital dentistry, and interprofessional care.

A 14-Year Follow-Up Study of Sequelae in Primary Teeth and Permanent Successors After Dental Trauma

ABSTRACT Objective: To evaluate the presence of sequelae in primary teeth and their permanent successors, as well as associations between TDI and the presence of sequelae in both teeth. Material and Methods: In this 14-year retrospective study, 2.290 records were reviewed, 192 patients who suffered dental trauma in primary teeth were followed until the eruption of successor teeth were included. Descriptive, chi-square, and regression logistic with generalized estimating equations tests were performed (p<0.05). Results: 362 primary and successor teeth were followed. Sequelae were present in 71.8% of primary teeth and 25.7% of their successors. Teeth with complicated fracture (100%), extrusion (100%) and avulsion (100%) resulted in the largest amounts of sequelae in primary teeth and intrusion (61%) on their successors. Age was associated with sequelae in permanent teeth (p<0.01). Extrusion (OR 10.06; CI 2.12-47.63) and intrusion (OR 7.51; CI 2.73-20.70) had a higher risk to cause sequelae in primary and permanent teeth, respectively. Conclusion: The type of injury involved influenced the sequelae in traumatized teeth and their successors, and the age of the child influenced the presence of sequelae in permanent teeth.

The Impact of the Covid-19 Pandemic on Applicants to Advanced Education in Pediatric Dentistry Programs and Recommendations for Virtual Interviews.

Purpose:To assess the impact of the Covid-19 pandemic on applicants for advanced education programs in pediatric dentistry in the United States and provide recom- mendations for virtual interviews (VI).
Methods:A cross-sectional survey was emailed to pediatric dentistry applicants in the 2020-2021 cycle.
Results:One hundred seventy-five applicants responded. Virtual interviews were the universal format during this timeframe. Forty-four percent admitted to applying to programs they were not initially strongly considering and 42 percent accepted inter- views they would have declined if they had to travel. Applicants found social events with residents only (80 percent), a program overview presentation (86 percent), a virtual tour (77 percent) and a question-and-answer session with residents (85 percent) to be helpful. One-on-one or paired faculty interviews were the most preferred inter- view method. More than half (55 percent) thought programs were not able to learn about them as effectively through virtual compared to an in-person format.
Conclusions: VI caused different applicant behavior due to the low time and financial investment. Applicants valued their time with residents to learn about programs, but were split in their preferences for virtual, in-person or hybrid interviews. Programs can use findings from this study to plan future recruitment cycles.

Is examining children and adolescents with autism spectrum disorders a challenge?-Measurement of Stress Appraisal (SAM) in German dentists with key expertise in paediatric dentistry.

OBJECTIVES: This questionnaire-based validation study investigated if the dental examination of children and adolescents with autism spectrum disorder is viewed by dentists with key expertise in paediatric dentistry as a challenge or a threat in terms of transactional stress theory. The Stress Appraisal Measure (SAM) was used for this purpose and it's feasibility and validity was examined as a first part of a multi-stage process for validation in dentistry with a sample of German dentists. It has hardly been investigated how the treatment of children and adolescents with a disorder from the autism spectrum is perceived by dentists. METHODS: An online-based survey (39 questions) plus the SAM as an add-on as well as a preceding short story of imagination on the topic (appointment for a dental check-up in a special school) were developed. Via e-mail members of the German Society of Paediatric Dentistry (DGKiZ) received a link which enabled interested members to participate. The majority of the members of the DGKiZ have additional qualifications in the treatment of children and adolescents and further training in the area of special needs care in dentistry. The data analysis was based on the SAM and its subscales. RESULTS: Out of the 1.725 members of DGKiZ 92 participants (11 male, 81 female) fully completed the questionnaire and the SAM. All in all the dentists rated their own psychological and physical stress in course of treating children and adolescents with a disorder from the autism spectrum between less and partly stressful. Although the structure of the SAM could not be fully mapped by means of a factor analysis, the different ratings "challenge" or "threat" could be comprehensibly evaluated after reading the story. The participants rated the situation from the story in general as challenging but not as threatening. Intercorrelations between the subscales of the SAM (e.g threat and centrality) of r = .56 showed that the scales are not clearly independent of one another. According to the transactional stress model, the SAM bases on, stress (perceived stressfulness) arises from appraisal processes (e.g. threat, controllable-by-self) that bring about a comparison between the requirements for the described situation and one's own possibilities in terms of a person-environment-fit. In the hierarchical regression a variance of R2 = .48 could be explained with all six subscales (appraisal processes) to predict perceived stressfulness of the SAM within a sample of dentists. CONCLUSIONS: Due to the response rate the results of the SAM are not representative for all German dentists, but it offers an insight into topics of special needs dentistry in Germany that have not yet been examined. Overall, the feasibility and validity of the SAM in the context of mapping cognitive appraisal processes and stress could be confirmed. Taking into account the result that the treatment of children and adolescents with autism spectrum disorder is seen as a challenge, it is concluded that there is a need to improve the education of dental students and graduated dentists in Germany in the field of special needs dentistry.

"Knowledge, clinical experience, and perceived need for training regarding molar-incisor hypomineralization among a group of Egyptian dental students: a cross-sectional study".

BACKGROUND: Molar-Incisor Hypomineralization (MIH) is a common oral health condition that can lead to difficulties and complications for both dental professionals and patients. It also has a negative impact on the oral health-related quality of life. The present study aimed to assess the knowledge, clinical experience, and perceived need for training of a group of Egyptian dental students regarding MIH. METHODS: Paper-based survey administration method was used to collect the responses of dental students regarding their knowledge, clinical experience, and perceived need for training about MIH. The survey consisted of two sections of questions regarding clinical features, etiological factors, prevalence, materials used in treating these teeth, factors affecting the choice of restorative materials, and their preferences regarding clinical training of MIH. Descriptive statistics was used for the data analysis by using SPSS® Statistics Version 26. RESULTS: About two-thirds of the respondents were familiar with MIH (69.2%). The vast majority of students (87.8%) had difficulty distinguishing MIH as a developmental defect that differs from other tooth conditions (p < 0.001); most commonly enamel hypoplasia. The most common defects seen by the respondents were yellow/brown opacities (59.1%). Nearly half of the students (45.2%) choose composite resin as the material of choice for the treatment of MIH-affected teeth with aesthetics being the most common factor affecting the selection of restorative material. Almost all students expressed their needs for further clinical training on MIH, especially on treatment aspects. CONCLUSIONS: Most students are familiar with MIH theoretically. However, there is an urgent need to include clinical training on MIH diagnosis in the practical sessions of pediatric dentistry courses.

Safety Training in US Pediatric Dentistry Advanced Education Programs: A Survey of Program Directors.

Purpose: Incorporation of patient safety and quality improvement into the educational framework of all health care trainees, including those in dentistry, is growing. The purpose of this study was to characterize the current state of patient safety training and education in US pediatric dentistry residency programs. Methods: A 19-item web-based survey was emailed to all US pediatric dentistry residency program directors in 2021. The survey collected information regarding program background, safety education, safety protocol and experience, attitudes toward safety, and potential support for safety education. Data were analyzed using descriptive statistics and Fisher's exact test. Results: Seventy-two directors (76 percent response rate) completed the survey. The majority felt safety education was somewhat (11 percent, N equals six) or extremely important (68 percent, N equals 49) for residents. Only six percent (N equals four) reported residents entered their program with an adequate understanding of safety science. Most (74 percent, N equals 53) taught safety science through both didactic seminars and clinical experience. Timeouts under general anesthesia (78 percent, N equals 56) and emergency simulations (72 percent, N equals 52) were more common modes of clinical safety training. Overall, a limited number of program directors had familiarity with many safety tools used to prevent adverse events. Program directors' experience with adverse events was not associated with opinions regarding the importance of safety education. The majority expressed interest in AAPD supporting safety education. Conclusions: Although program directors feel safety education is important, programs do not sufficiently address safety education and look for support to help integrate safety measures into education.

Practice Ownership Intentions of Pediatric Dentistry Residents and the Influence of Educational Debt.

Purpose: The purpose of this study was to investigate the interest in practice ownership among pediatric dentistry residents and influencing factors, particularly educational debt. Methods: An invitation to participate in an anonymous survey was sent to 933 pediatric dentistry residents training in the United States in the spring of 2020. Results: The survey response rate was 32.9 percent. Of the respondents, 61.2 percent reported being extremely or very interested in practice ownership and 49.8 percent anticipated becoming a practice owner within five years of graduation. An inverse relationship was seen between one's level of comfort in assuming a business loan to acquire a practice and having an educational debt burden of $400,000 or greater (P=0.002). Practice management preparation was the most common concern related to future practice ownership. Those feeling completely, very, or moderately prepared to manage a dental practice were over 40 percent more likely to be extremely or very interested in practice ownership than were those who felt slightly or not at all prepared (P<0.001). Conclusions: There appears to be broad interest in practice ownership among pediatric dentistry residents. Relatively high educational debt may negatively influence future practice ownership, but it may be less influential than other factors.

Understanding the building blocks of the paediatric dentistry curriculum for undergraduate students in an Australian University.

PURPOSE: To investigate the attitude of final-year dental students towards their paediatric dentistry training and their confidence in treating child patients. METHODS: A 55-item questionnaire was distributed online and physically to the final-year BDSc (Hons) students at The University of  Queensland (Australia). The questionnaire consisted of four parts including theoretical knowledge, clinical observational experience, preclinical training and clinical training in paediatric dentistry. Self-reported confidence was recorded using five-point Likert scale questions ranging from 'not confident at all' to 'completely confident', which were allocated the numbers 1-5, respectively. Jamovi and GraphPad Prism were used for data analysis and creation of graphs. RESULTS: A total of 47 students completed the questionnaire giving a response rate of 77%. Approximately two-thirds of participants had previous experience working with children and 70% had observed a practitioner providing paediatric dental treatment. The students reported the lowest level of clinical confidence for pulp therapy (M = 2.32; SD = 1.08). The clinical confidence in dental trauma management was also reported to be low (M = 2.50; SD = 1.15). The clinical administration of local anaesthetic (LA) had the highest level of confidence (M = 3.95; SD = 1.03). The students reported that they were highly confident in the theoretical knowledge of behaviour guidance techniques (M = 3.64; SD = 0.97) and preclinical training involving examination, treatment planning and preventative procedures (M = 4.33, SD = 0.67). CONCLUSION: This study showed that students reported low levels of confidence in pulp therapies and trauma management in children as compared to other aspects of paediatric dentistry. Students indicated the need for more preclinical and clinical training sessions, as well as more opportunities to perform a wider variety of treatments on paediatric patients.

Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course.

INTRODUCTION: Standardized patient (SP) methodology has been used in health professional education to help students develop communication, deeper diagnostic reasoning, and critical thinking skills. Few examples demonstrate the use of SPs to practice difficult conversations with pediatric caregivers in the pediatric dentistry literature. The objective of this educational activity was to describe the implementation of three SPs in a pediatric dentistry course for second-year dental students. METHODS: We developed three SP encounters covering interactions with caregivers of an infant with severe early childhood caries, an adolescent on the path to gender affirmation, and a child with autism and dental caries whose caregiver was resistant to fluoride- and silver-containing dental materials. We describe the case design process, rubric construction and calibration, student debriefing, and pandemic modifications. We evaluated the effectiveness of the implementation by thematic analysis of student reflections following each encounter using a qualitative descriptive framework. RESULTS: Eighty-three students completed each encounter. Qualitative analysis showed that students preferred a more realistic encounter by having a child or other distraction present. Students relied on different elements of motivational interviewing depending on the objective of each encounter and the age of the patient. Overall, the SP encounters were well received by students and faculty as an alternative or supplement to traditional student evaluation methods. DISCUSSION: We noted a number of lessons learned about implementing SP methodology in pediatric dental education. With these experiences now in place, future evaluations should measure student performance in the SP encounters against student performance during clinical care.

Contribuição da disciplina de Odontopediatria na formação acadêmica voltada para a Atenção Básica: relato de experiência / Contribution of the Subject of Pediatric Dentistry in academic training focused on Primary Care: experience report

O presente estudo teve por objetivo relatar a contribuição da Odontopediatria no Estágio Supervisionado da Criança e do Adolescente para a formação de cirurgiões-dentistas da UNIGRANRIO para a prática na Atenção Básica, por meio de apresentação de relatos de experiências elaboradas por acadêmicos do nono período, a partir da discussão teórica do processo de trabalho na Atenção Básica com ênfase na atuação do generalista com gestantes, bebês, crianças e adolescentes. A atividade foi realizada por 3 turmas (2 do Campus Duque de Caxias e 1 do Campus Barra da Tijuca). Os alunos(n=103)foram divididos em 20 grupos de 5 alunos cada, que durante 4 semanas apresentaram os trabalhos, onde 15 abordaram situação problema em localidades (abordagem coletiva) e 5 abordaram situação problema ligada à assistência odontológica (caso clínico). Após a apresentação, houve um debate entre os professores da disciplina, os componentes do grupo e os demais alunos, a fim de esclarecer dúvidas e aprofundar questões relacionadas ao objetivo da atividade. Este relato de experiência, demostrou que os acadêmicos foram capazes de identificar os problemas de saúde coletivo e individuais, e de propor medidas de enfrentamento contextualizadas de caráter preventivo, curativo e de promoção de saúde. Sendo assim, a disciplina de Odontopediatria contribuiu no processo de formação do futuro cirurgião-dentista da UNIGRANRIO, capacitando-o para atuar na Atenção Básica e de traçar medidas de enfrentamento para suprir as necessidades de saúde da população brasileira, o que é almejado pela UNIGRANRIO e cujo perfil segue o das Diretrizes Curriculares Nacionais para os cursos de Odontologia (AU).

The present study aimed to report the contribution of the subject Pediatric Dentistry and Supervised Internship for Children and Adolescents to the training ofUNIGRANRIO dentists to the exercise in Primary Care, through the presentation of experience reports prepared by undergraduates of the ninth-period, from the theoretical discussion of the work process in Primary Care with emphasis on the role of the general practitioner with pregnant women, babies, children, and adolescents. The activity was carried out by 3 groups (2 from Campus Duque de Caxias and 1 from Campus Barra da Tijuca). Students (n=103) were divided into 20 groups of 5 students each, who presented their work for 4 weeks, where 15 addressed a problem situation in localities (collective approach) and 5 handled a problem situation related to dental care (clinical case). After the presentation, there was a debate among professors of the subject, the group members and the other students to clarify doubts and deepen questions related to the activity's objective. This experience report demonstrated that students were able to identify collective and individual health problems and propose contextualized coping measures of a preventive, curative, and health promotion character. Thus, the subject of Pediatric Dentistry contributed to the formation of the future dentist from UNIGRANRIO, enabling them to work in Primary Care and outline coping measures to meet the health needs of the Brazilian population, which is aimed by UNIGRANRIO and whose profile follows the National Curricular Guidelines for Dentistry Programs.(AU).

Teaching Tool for Teledentistry Modeled with Pediatric Dentistry Residents.

Purpose: To present a patient interaction teaching tool for synchronous teledentistry visits following concepts in critical thinking and report on the viability, assessment and implementation of the tool in an academic pediatric dentistry clinic.
Methods: A teaching tool was derived from interviews with pediatric dental residents and clinicians. The tool contained six main sections and 26 steps. The main sections included: greeting, medical, dental and behavioral histories; airway assessment; treatment recommendations; behavioral modalities of treatment; and follow-up. A faculty member assigned each interviewer dichotomous values of yes and no for implementation of each step of the teaching tool.
Results: Six pediatric dentistry residents participated in a tool use demonstration with 21 patients. The purpose of each interview was to gain information for procedural treatment at the first onsite visit. All pediatric dental residents completed over 90 percent of the steps in each section. The interview duration ranged from eight to 29 minutes (median: equals 18 minutes). Eighteen of the 21 patients were scheduled for follow-up visits.
Conclusions: The emulation model for provisional treatment planning is viable for teledentistry. Pilot results showed students consistently completed over 90 percent of skillset steps and that this teaching tool serves as a framework for teledentistry appointments.

Learning of paediatric dentistry with the flipped classroom model.

INTRODUCTION: The flipped classroom (FC) is a pedagogical model that can be very useful in obtaining a dentistry degree. The main objective of this study was to compare learning between student groups introducing FC in the area of paediatric dentistry at the Complutense University of Madrid in 2019. MATERIALS AND METHODS: In this study, 76 students enrolled for the first time in the Pediatric Dentistry programme and completed a questionnaire (pre-Q) regarding specific theoretical knowledge about pulpotomies. Subsequently, they were divided into two groups: group A, which had free access before the class to an explanatory video about the indications and techniques of pulpotomy and group B, which viewed the same video only one time in class. After that, all students completed the same questionnaire (post-Q) again and a survey on the degree of satisfaction about the teaching method. RESULTS: The differences in score between the post-Q and pre-Q in group A had a mean (SD) value of 3.5 (2.4) and in group B, a mean (SD) of 2.5 (2.2), with a p value of .07. In questions 3, 5 and 8, learning was greater in the experimental group (p = .007, p = .02 and p = .001, respectively). For 74.4% of the students in group A, accessing the video previous to the class was a very useful tool. CONCLUSIONS: These results suggest that implementing FC in paediatric dentistry classes help students to acquire more theoretical knowledge, which is necessary before practical teaching.

Systematization of oral hygiene in a pediatric patient: case report / Sistematización de la higiene oral en un paciente pediátrico: reporte de caso

Oral hygiene is an important step in the control of the biofilm, a factor related to diseases such as gingivitis and tooth decay. The systematization of oral hygiene in children is a set of measures that seeks to achieve sequential learning, thus guaranteeing a better elimination of the biofilm. Objetive: To show a sequence of systematized steps in oral hygiene in a pediatric patient with a definitely positive behavior. Case Report: Six year old female patient, without relevant medical history. On clinical intraoral examination presented biofilm accumulation and swollen gums. The presumptive diagnosis was marginal gingivitis associated with biofilm, the treatment included a preventive phase with motivation and education. The control of the disease evolution was carried out with a card of Systematization Technique of Oral Hygiene, the methodology included the recording of the educational sessions using videos and photographs. Results: the adequate use of the amount of toothpaste was achieved, the integrity was improved to 100%, the brushing time increased from 24 to 120 seconds and it was possible to add tongue brushing and not rinsing after brushing within the oral hygiene routine. Conclusion: The patient was able to clean all dental surfaces, using homogeneous times for each surface, following an orderly sequence in toothbrushing, as well as to acquire knowledge regarding the amount of toothpaste to use, tongue brushing and not rinsing after toothbrushing. The systematization of oral hygiene allowed us to achieve these achievements in six sessions.

La higiene oral es un paso importante para el control de la biopelícula, la cual es un factor relacionado con enfermedades como gingivitis y caries dental. La sistematización de la higiene oral en niños es un conjunto de medidas que buscan lograr un aprendizaje secuencial, garantizando así una mejor eliminación del biofilm. Objetivo: Mostrar una secuencia de pasos sistematizados en la higiene oral en un paciente pediátrico con comportamiento definitivamente positivo. Reporte de un Caso: Paciente femenino de 6 años, sin antecedentes médicos relevantes. Al examen clínico intraoral presentó acumulación de biofilm y encías inflamadas. El diagnóstico presuntivo fue gingivitis marginal asociada a biofilm, el tratamiento incluyó una fase preventiva con motivación y educación. El control de la evolución se realizó con una ficha sobre la Técnica de Sistematización de Higiene oral, la metodología incluye el registro de las sesiones educativas usando vídeos y fotografías. Resultados: se logró el uso adecuado de la cantidad de dentífrico, se mejoró la integridad al 100%, el tiempo de cepillado pasó de 24 a 120 segundos y se consiguió integrar el cepillado de la lengua y el no enjuague post cepillado dentro de su higiene oral. Conclusión: La paciente consiguió realizar la limpieza de todas las superficies dentales, tiempos homogéneos para cada superficie, una secuencia ordenada en su cepillado dental, así como adquirir conocimientos en la cantidad de dentífrico utilizado, el cepillado de la lengua y el no enjuagarse después del cepillado dental. La sistematización de la higiene oral permitió conseguir estos logros en 6 sesiones.