This paper reviews the rationale and techniques for treatment of the non-vital immature tooth. The importance of careful case assessment and accurate pulpal diagnosis in the treatment of immature teeth with pulpal injury cannot be overemphasized. The treatment of choice for necrotic teeth is apexification, which is induction of apical closure to produce more favorable conditions for conventional root canal filling. The most commonly advocated medicament is calcium hydroxide, although recently considerable interest has been expressed in the use of mineral trioxide aggregate. Introduction of techniques for one-visit apexification provide an alternative treatment option in these cases. Success rates for calcium hydroxide apexification are high although risks such as reinfection and tooth fracture exist. Prospective clinical trials comparing this and one-visit apexification techniques are required.
The purpose of this article is to review the literature on interprofessional education (IPE) and report on a preliminary survey of the current status of interprofessional education in seven academic health centers (AHCs) that have schools of dentistry associated with them. There is wide variability in interpretation of the term "interprofessional," and many barriers to interprofessional education exist including already overcrowded curricula in health professions schools, lack of support from faculty and administration, and financial constraints. Based on interviews completed at the authors' home institutions, it was recommended that topics such as ethics, communication skills, evidence-based practice, and informatics could be effectively taught in an interprofessional manner. Currently, some academic health centers are attempting to develop interprofessional education programs, but most of these efforts do not include dental students. Of the seven AHCs investigated in this study, only two had formal interprofessional educational activities that involved students from two or more health professions education programs. Dental school participants in this study professed a strong interest in interprofessional programs, but many interviewees from other professional schools and AHC administrators perceived that the dental school was isolated from other schools and disinterested in IPE. Many health care setting models in the future will include dentists as part of an interdisciplinary health care team; consequently, it is important for dental schools to become an active participant in future interprofessional educational initiatives.
Within this animal model healing responses are better when an internal matrix, whether HAPSET or hydroxyapatite, is used in the repair of furcation perforations.
Teaching students to use and interpret different representational tools is critically important if they are to be scientifically literate, to understand how scientific ideas and concepts are represented and to appreciate how scientists think and act. Moreover, students not only need to be competent at using and explaining representations and learning new representations quickly but they also need to have opportunities to work cooperatively with others as it is through interactions between learners, tools and the environment that learning occurs. The current case study (part of a larger study) aimed to: (a) identify the effects of different teacher-introduced representational tools on students’ conceptual understandings, dialogic processes, motivation and learning; (b) examine the representational tools used by students during their inquiry science; and (c) examine the physiological states indicative of engagement and cooperation during learning activities. Prior to and on completion of the curriculum unit, participants completed a series of measures to assess actual as well as self-perceived ability in science. Students also wore wireless wristbands to measure autonomic arousal level that were analysed to assess the level of synchrony in physiological states between children. The results showed that the teacher successfully used embodied representations to engage the students in the science unit and maintained their focus in the cooperative groups by using language that encouraged on-going participation in the task. In turn, the students remained on-task and the majority of the language they employed was used to construct and communicate their scientific understanding to others. This high-level common engagement during whole class activities and student-centred learning during the cooperative group activities were also reflected in the physiological measures of synchrony between students. By integrating the video and biometric data with the data from the individual assessments, we construct a rich picture of relationship between the teacher’s use of multimodal representations and cooperative small groups with the students’ use of scientific language, physiological engagement and their beliefs and attitudes towards science.
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