Approximately one out of every 800-1,100 births results in an extra chromosome of the twenty first group called Trisomy 21, or Down syndrome. Affecting over 250, 000 people in the U.S. alone, this population has progressed tremendously over recent years to be able to function in the mainstream of society. Inclusive school, work and community settings are now becoming the norm for persons with Down syndrome. This has resulted in a higher level of functioning for most of these individuals with resulting increases in selfesteem and self-image. The demand for dental care in persons with Down syndrome is increasing with this inclusive trend. Most dental treatment for persons with Down syndrome can take place in a general dental office with relatively minor adaptations. In undergraduate dental training there is usually little or no exposure to treating patients with disabilities, and general practitioners may be hesitant to treat these patients with confidence. This paper will attempt to summarise the unique characteristics associated with Down syndrome that influence the dental care and treatment of this population. Systemic factors influencing dental care Although 40 to 50% of babies with Down syndrome are born with some type of cardiac abnormality, most receive surgical correction within the first few years of life. There is however, an abnormally large percentage who develop mitral valve prolapse (MVP) by adulthood. The incidence of MVP in the normal population is between 5-15%. Approximately 50% of adults with Down syndrome have mitral valve prolapse requiring
The delivery of web-based material as a course supplement in Fixed Prosthodontics I was determined to be an overall success. Fine tuning of problems with access to the materials took place throughout the course. The student feedback will help direct future development of web-based course materials in the dental school curriculum.
The recent intense attention given to the existence of racial and ethnic health care disparities in the United States has resulted in an enhanced focus on the problem and a call to integrate cultural competence training into health professions curricula. While most dental schools have formally integrated cultural competence into their curricula, the professional literature contains little information regarding the specific types of curriculum modifications necessary to prepare culturally competent dentists. The purpose of this article is to communicate the process and materials used to develop and present didactic curriculum content incorporating cultural competence and to report early data regarding its effectiveness in improving students' knowledge and self-awareness regarding cultural competence. The preliminary observation of differences between pre-test and post-test scores suggests that the curriculum content may have contributed to developing students' cultural knowledge and self-awareness. Students' reflection papers also provided qualitative evidence that experience with the curriculum modules was transformational for some. Recommendations for future curriculum modifications and follow-up research studies to validate the instrument are discussed.
Five of six single-patient-use diamond burs had mean volumetric cutting rates through a ceramic that were similar to 2 multiple-patient-use diamonds for as many as 20 cuts. The gradual reduction in cutting rate during the 20 cuts for all bur types was a result of bur wear.
Crowns utilizing copings fabricated by electroforming methods appear to have a fit superior to conventional ceramometal crowns fabricated using copings made by lost wax casting. The ease in laboratory electroforming techniques and the esthetic advantages of a gold-colored coping can be capitalized on without concerns of a poorer fit.
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