The digital implementation of mandibular movement using a 3D optical scanner and target tracking system is not prone to the same restrictions and limitations inherent in mechanical equipment; therefore, it is possible to reconstruct more realistic movement(s). This technique can be used in a wide variety of dental applications involving movement of the mandibular jaw, such as fabrication of dental prostheses, or for the diagnosis and treatment of temporomandibular joint disease.

This study was undertaken to evaluate the effect of microthread geometry of scalloped design implant on marginal bone resorption. Four types of scalloped design titanium implant specimens were prepared. The type 1 implant had a machined scalloped collar, type 2 had a sandblasted and acid-etched scalloped collar, type 3 had horizontal microthreads, and type 4 had parabolic microthreads, which are parallel with the scalloped conical margin. Two implants of a type were randomly installed immediately after extraction in the mandible of a beagle dog. Definitive prostheses were delivered immediately after surgery. After 12 weeks of healing, the dog was sacrificed and microtomography was performed. Type 4 specimens showed a marginal bone loss pattern definitively analogous to the scalloped margin. In this preliminary study, microthread geometry affected the marginal bone resorption pattern of scalloped design implants. However, additional specimens and more controlled conditions should be applied in future studies to confirm these results.

Background: The primary purpose of educational interventions is to optimize the clinical management of patients. General practitioners (GPs) play a major role in the detection and management of diseases. This systematic literature review will describe the type and outcomes of educational interventions designed for general practitioners (GPs) in the Australian context. Methods: PubMed, CINHAL, and Scopus databases were systematically searched for studies on educational interventions conducted for GPs in Australia during 1st January 2008 to 11th June 2018. Data collected on the methodology of the interventions, GPs satisfaction regarding the educational intervention, changes in knowledge, confidence, skills and clinical behavior of the GPs. We also assessed whether the acquired clinical competencies had an impact on organizational change and on patient health. Results: Thirteen publications were included in this review. The methods with which educational interventions were developed and implemented varied substantially and rigorous evaluation was generally lacking particularly in detailing the outcomes. The reported GP response rate varied between 2 and 96% across studies, depending upon the method of recruitment, the type of intervention and the study setting (rural vs. urban). The most effective recruitment strategy was a combination of initial contact coupled with a visit to GP practices. Nine of the studies reviewed reported improvement in at least one outcome measure: gaining knowledge, improving skills or change in clinical behavior which was translated into clinical practice. In the 3 pre- and post-intervention analysis studies, 90–100% of the participating GPs reported improvement in their knowledge and attitudes. Conclusion: Education interventions for GPs in Australia had low response (recruitment) and retention (GPs that participated in follow-ups) rates, even when financial benefits or CPD points were used as incentives. Higher GP response rates were achieved through multiple recruitment strategies. Multifaceted interventions were more likely to achieve the primary outcome by improving knowledge, skills or changing practice, but the effect was often modest. Inconsistent results were reported in studies involving the use of multiple contact methods within an intervention and conducting online interventions.

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