The latest medical research on Dentist

This study aimed to evaluate the antibacterial and cytotoxic effects of reinforced zinc oxide-eugenol (rZOE) incorporated with different concentrations of silver nanoparticles (AgNPs).

The pastes of rZOE alone or mixed with AgNPs at concentrations of 1%, 2%, and 5% of weight were prepared. In vitro antimicrobial activity of prepared materials against Streptococcus (S.) mutans and Lactobacillus (L.) acidophilus were evaluated after 2, 4, and 6 h of contact times using direct contact test (DCT) and also following 24 h incubation by well-diffusion test (WDT). The cytotoxicity of the tested materials on human dental pulp stem cells was also determined by MTT assay.

The DCT demonstrated that the time-dependent reductions of the colony numbers of both bacteria by three different concentrations of AgNPs incorporated into rZOE were equal but steeper than the rZOE alone (P < 0.05). The increases in growth inhibition zones of S. mutans and L. acidophilus were associated with the increasing concentration of AgNPs mixed with rZOE in the WDT; however, statistical analysis did not show any significant differences (P = 0.092). The MTT assay revealed a significantly lower percentage of cell viability after 1 day of culture only with the rZOE + AgNP5% in comparison to the rZOE alone (P = 0.011) and the control medium (P = 0.001).

Since the antimicrobial activities of three different concentrations of AgNPs incorporated into rZOE were equal and AgNPs had lower toxicity at lower concentrations, using AgNPs at 1% concentration is suggested to be mixed with rZOE.

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels.

Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.

The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms.

Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

Total tooth loss is common in the aging population resulting in insufficient chewing function with subsequent weakening of the masticatory muscles. The study aims to evaluate the changes in thicknesses of the masseter and anterior temporal muscle in edentulous patients following the reconstruction of implant-supported fixed prostheses and compare them with the dentate individuals.

The study was designed as a prospective, single-center, controlled clinical trial. A total of 60 participants were included in the present study. The patients were divided into two groups; Group I (Test Group): 30 edentulous patients who received implant-supported fixed prostheses, Group II (Control Group): 30 dentate individuals of an age and sex-matched group. Ultrasonography was used to measure the cross-sectional thickness of the left and right musculus masseter and anterior temporalis immediately after the cementation of the prosthetic rehabilitation (T1), on the 1st (T2) and 6th (T3) months after rehabilitation and at a single time point in the control group.

The results showed that there were significant comparison differences in muscle thickness at the baseline measurements between groups while at the end of the 6th month, these differences were not significant. The muscle thicknesses of both the masseter and anterior temporalis muscles increased significantly at T2 and T3 compared to T1 in the test group. The asymmetry index between the left and right muscles in the test group and the asymmetry differences between groups also decreased significantly at the end of the 6th month.

The findings suggest that implant-supported fixed prostheses can improve the masticatory function and facial symmetry of edentulous patients.