ObjectiveTo investigate the associations among salivary bacteria, oral emanations of volatile sulfur compounds, and academic-related chronic stress in healthy male subjects.Materials and methodsSeventy-eight healthy male undergraduate dental students were classified as stressed or not by evaluation of burnout, a syndrome attributed to academic-related chronic stress. This evaluation was carried out using the Maslach Burnout Inventory—Student Survey questionnaire. Oral emanations of hydrogen sulfide, methyl mercaptan, and dimethyl sulfide were measured using an Oral Chroma™ portable gas chromatograph. The amounts in saliva of total bacteria and seven bacteria associated with halitosis were quantified by qPCR. The in vitro production of H2S by S. moorei and/or F. nucleatum was also measured with the Oral Chroma™ instrument.ResultsThe stressed students group showed increased oral emanations of hydrogen sulfide and dimethyl sulfide, together with higher salivary Solobacterium moorei levels (p < 0.05, Mann Whitney test). There were moderate positive correlations between the following pairs of variables: Fusobacterium nucleatum and S. moorei; F. nucleatum and hydrogen sulfide; Tannerella forsythia and F. nucleatum; T. forsythia and S. moorei. These correlations only occurred for the stressed group (p < 0.05, Spearman correlation). The in vitro experiment demonstrated that S. moorei increased H2S production by F. nucleatum (p < 0.05, ANOVA and Tukey’s test).ConclusionThe increased amount of S. moorei in saliva, and its coexistence with F. nucleatum and T. forsythia, seemed to be responsible for increased oral hydrogen sulfide in the healthy male stressed subjects.
Os comportamentos das pessoas e as situações em que vivem têm impacto sobre a qualidade de vida das pessoas. O indivíduo é concebido como um ser ativo, capaz de agir sobre o meio e que tem responsabilidades no seu processo de adoecer. Desta maneira, os indivíduos têm condições potenciais de adquirir e manter comportamentos saudáveis, aderindo a planos terapêuticos importantes a suas condições de desenvolvimento. Os comportamentos de profissionais da saúde e dos pacientes representam o eixo central do processo de comunicação que deve ser descrito para uma compreensão ampla da análise da adesão em saúde. A adesão não pode ser reduzida ao cumprimento das recomendações, mas ao resultado da exposição a situações de aprendizagem e de enfrentamento.Adesão; Comunicação; Aprendizagem; Promoção da saúde.
This study aimed to estimate prevalence of common mental disorders (CMD) and associated factors among dental students. In this cross-sectional study, 230 students answered a questionnaire and instruments to assess CMD (Self Reporting Questionnaire-20), hazardous alcohol consumption (Alcohol Use Disorder Identification Test), social support (Social Support Scale), perceptions of academic life (Dundee Ready Education Environment Measure), coping (Ways of Coping Inventory) and resilience (Resilience Scale). Bivariate analysis was conducted using the Chi-Square and Mann-Whitney tests. Logistic regression included all explanatory variableswith p<0.20 in the bivariate analysis, besides sex and academic year. The explanatory variables were analyzed in five successive blocks (backward-stepwise), until all variables presented statistical significance in the final model (p<0.05). The prevalence of CMD was 45.2% (95%CI: 38.7–51.6), with no significant differences between sexes. Students with no extracurricular activities, who had negatively self- assessed their health status and their academic performance, were about four times more likely to present CMD, followed by receiving psychological or psychiatric treatment during university (AOR: 2.65; 95%CI: 1.1–6.1) and those with high scores for confrontive coping (AOR: 1.20; 95%CI: 1.0–1.4). Resilience was a protective factor for CMD among dental students (AOR: 0.93; 95%CI: 0.9–1.0). Aspects related to academic performance, health status and confrontive coping strategies were risk factors to students’ mental health. Individuals with high levels of resilience showed lower prevalence of CMD. Further prospective studies could contribute to understanding the role of resilience among this population.
RESUMO.Com o objetivo de conhecer modos de se expressar de estudantes de Odontologia em relação às pessoas com deficiência, foi aplicado um questionário aberto contendo exemplos de situações inclusivas, antes e após um módulo de ensino sobre pacientes especiais. As respostas foram categorizadas em: polarização positiva (ex: aprovação), negativa (ex: pena) ou sem polarização, fazendo-se distinção entre foco na pessoa e nas ações inclusivas. Os resultados indicaram totais mais altos para categorias com polarização positiva e aumento desses valores após o módulo de ensino, e foco predominante na pessoa. Discute-se a importância da formação dos estudantes de odontologia para atuação com pacientes especiais, assim como a contribuição da área de ciências humanas.. Palavras-chave: odontologia e psicologia, inclusão social, pessoas com deficiência. SOCIAL INCLUSION OF HANDICAPPED PERSONS: WHAT DENTISTRY STUDENTS SAY ABOUT ITABSTRACT. The aim of this study was to assess different ways students of Dentistry express themselves as they are asked questions concerning individuals with disabilities. A questionnaire consisting of examples of inclusive situations was applied prior to and after a teaching module focusing handicapped patients. Answers to the questionnaire were categorized as positive tendency (e.g. approval), negative tendency (e.g. pitiful), or neutral. Also, distinctions were made between the answers focusing on the individual and those focusing on inclusive actions. Results revealed the highest values for positive responsiveness, increasing after the teaching module application. Answers focusing on the individual showed higher values when compared to those regarding inclusive actions. This study emphasizes the contribution of Human Sciences approaches to dental students learning and their preparation to deal with handicapped patients.Key words: Dentistry and Psychology, social inclusion, handicapped persons. VERBALIZACIONES DE ALUMNOS DE ODONTOLOGÍA SOBRE LA INCLUSIÓN SOCIAL DE PERSONAS CON DEFICIENCIARESUMEN. Con el objetivo de conocer modos de expresarse de estudiantes de Odontología en relación con las personas con deficiencia, se aplicó un cuestionario de respuesta libre conteniendo ejemplos de situaciones inclusivas, antes y después de un módulo de enseñanza sobre pacientes especiales. Las respuestas fueron categorizadas en: polarización positiva (Ej.: aprobación), negativa (Ej.: pena) o sin polarización, haciéndose distinción entre foco en la persona y en las acciones inclusivas. Los resultados indicaron totales más altos para categorías con polarización positiva y aumento de esos valores después del módulo de enseñanza, y foco predominante en la persona. Se discute la importancia de la formación de los estudiantes de odontología para actuación con pacientes especiales, así como la contribución del área de Ciencias Humanas.Palabras-clave: odontología y sicología, inclusión social, personas con deficiencia.
During paediatric dental treatment, non-collaboration and fearful reactions are frequently observed in the child client. The dentistry student must be prepared to cope with these reactions, particularly considering the importance of the relationship between dentists and patients in the promotion of oral health. The present study aimed to assess undergraduate dentistry students' perceptions of their ability to cope with non-collaboration situations in paediatric dentistry. A Likert-style questionnaire was used to analyse students' self-confidence levels, and proposed solutions to 10 problem situations the students would be likely to encounter were recorded. The questionnaire was administered to two undergraduate dentistry student groups from two different Brazilian Public Faculties, comprising 122 respondents. The self-confidence analysis indicated that it varied according to the extent of the child's reaction and the invasiveness of the procedure. Responses to the open-ended questions were categorised by solution proposed, and the analysis indicated that the most frequent responses were categorised as follows: tranquilising, explanation and restriction. Significant differences were found in tranquilising (with higher values for Faculty 2 than 1, and higher values for female students than male students at Faculty 2) and restriction (with higher values for female students compared with male student at both Faculties). The results and discussion focused on the aspects of training dentistry students' social and behavioural management skills.
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