BACKGROUND AND OBJECTIVE: Complications after adenotonsillectomy (AT) in children have been extensively studied, but differences between children with and without obstructive sleep apnea (OSA) have not been systematically reported. Our objective was to identify the most frequent complications after AT, and evaluate if differences between children with and without OSA exist.METHODS: Several electronic databases were searched. A partial gray literature search was undertaken by using Google Scholar. Experts were consulted to identify any missing publications. Studies assessing complications after AT in otherwise healthy children were included. One author collected the required information from the selected articles. A second author crosschecked the collected information and confirmed its accuracy. Most of the selected studies collected information from medical charts.RESULTS: A total of 1254 studies were initially identified. Only 23 articles remained after a 2-step selection process. The most frequent complication was respiratory compromise (9.4%), followed by secondary hemorrhage (2.6%). Four studies compared postoperative complications in children with and without OSA, and revealed that children with OSA have nearly 5 times more respiratory complications after AT than children without OSA (odds ratio = 4.90; 95% confidence interval: 2.38-10.10). In contrast, children with OSA are less likely to have postoperative bleeding when compared with children without OSA (odds ratio = 0.41; 95% confidence interval: 0.23-0.74). CONCLUSIONS:The most frequent early complications after AT are respiratory compromise and secondary hemorrhage. Based on the current limited evidence, children with OSA appear to have more respiratory complications. Conversely, hemorrhage appears to be more frequent in children without OSA.

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Ribeiro DM, R eus JC, Felippe WT, Pacheco-Pereira C, Dutra KL, Santos JN, Porporatti AL, De Luca Canto G. Technical quality of root canal treatment performed by undergraduate students using hand instrumentation: a metaanalysis. International Endodontic Journal, 51, 269-283, 2018.The technical quality of root canal treatment (RCT) may impact on the outcome. The quality of education received during undergraduate school may be linked to the quality of treatment provided in general dental practice. In this context, the aim of this systematic review was to answer the following focused questions: (i) What is the frequency of acceptable technical quality of root fillings, assessed radiographically, performed by undergraduate students? (ii) What are the most common errors assessed radiographically and reported in these treatments? For this purpose, articles that evaluated the quality of root fillings performed by undergraduate students were selected. Data were collected based on predetermined criteria. The key features from the included studies were extracted. GRADE-tool assessed the quality of the evidence. MAStARI evaluated the methodological quality, and a meta-analysis on all studies was conducted. At the end of the screening, 24 articles were identified. Overall frequency of acceptable technical quality of root fillings was 48%. From this total, 52% related to anterior teeth, 49% to premolars and 26% to molars. The main procedural errors reported were ledge formation, furcation perforation, apical transportation and apical perforation. The heterogeneity amongst the studies was high (84-99%). Five studies had a high risk of bias, eight had a moderate risk, and 11 had low risk. The overall quality of evidence identified was very low. The conclusion was that technical quality of root fillings performed by undergraduate students is low, which may reveal that endodontic education has limited achievement at undergraduate level. A plan to improve the quality of root fillings, and by extrapolation the overall quality of root canal treatment, should be discussed by the staff responsible for endodontic education and training.

A systematic review was undertaken to evaluate the validity of intra-arch dimensional measurements made from laser-scanned digital dental models in comparison with measurements directly obtained from the original plaster casts (gold standard). Finally included articles were only those reporting studies that compared measurements from digital models produced from laser scanning against their plaster models. Measurements from the original plaster models should have been made using a manual or digital caliper (gold standard). Articles that used scans from impressions or digital photographs were discarded. Detailed individual search strategies for Cochrane, EMBASE, MEDLINE, PubMed, and LILACS were developed. The references cited in the selected articles were also checked for any references that could have been missed in the electronic database searches. A partial gray literature search was undertaken using Google Scholar. The methodology of selected studies was evaluated using the 14-item quality assessment tool for diagnostic accuracy studies (QUADAS). Only 16 studies were finally included for the qualitative/quantitative synthesis. The selected studies consistently agree that the validity of measurements obtained after using a laser scanner from plaster models is similar to direct measurements. Any stated differences would be unlikely clinically relevant. There is consistent scientific evidence to support the validity of measurements from digital dental models in comparison with intra-arch dimensional measurements directly obtained from them.

When educators adopt flipped learning in their courses, online sources are assigned for students to study prior to class, and then the class period is devoted to face‐to‐face (F2F) interactions. The aims of this systematic review were to evaluate published research on the effectiveness of flipped learning for dental students' learning and on dental students' perceptions of the model and to report the results based on the first two phases of Kirkpatrick's model: reaction and learning. A systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis Protocols (PRISMA‐P) was performed. Articles in which the objective was to determine the effectiveness of students' learning or students' perceptions of flipped learning in both dental and advanced dental education were collected. The Risk of Bias of the included studies was assessed using the MINORS Grading of Recommendations Assessment, Development, and Evaluation (GRADE) Summary of Findings table. The authors screened the title and abstract of 650 studies; after application of inclusion criteria, eight articles remained for analysis. In those studies, a total of 572 dental students were participants. The effectiveness of flipped learning and conventional lectures was compared in five of the eight studies; three of the studies compared students' perceptions of flipped learning and the conventional format; and four of the studies assessed students' perceptions of flipped learning without comparison to another methodology. The findings suggest that flipped learning was an effective way to deliver knowledge in these eight studies. Time flexibility was a particular asset found in this review since flipped learning allowed each student to assimilate the educational material at her or his own pace.

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