A Le Fort III advancement has a significant morbidity rate, with 3 of our patients (18.7%) in this study presenting serious complications. Appropriate management reduced this morbidity, and all complications were resolved without fatality.
Background:
As the performance of late primary palatoplasty for skeletally mature patients remains controversial, there is little data available regarding speech outcomes for this patient population. The purpose of this study therefore is to identify and evaluate the impact of speech outcomes following late palate repair on skeletally mature patients.
Methods:
A retrospective study was performed on 19 consecutive skeletally mature patients who underwent late primary palate repair between 2010 and 2018. Speech assessment was performed preoperatively, between 3 and 6 months postoperatively, and then after 6 months postoperatively. Levels for hypernasality, oral pressure, and audible nasal air emission were scored and recorded.
Patients were stratified by age, gender, presence of postoperative fistula, and Veau cleft type, in order to determine the impact of each variable on final speech outcomes. The Kruskal-Wallis test was used to compare the preoperative speech assessment with the postoperative speech outcomes, and the Mann–Whitney test was used to analyze the impact of the above variables on final speech outcomes.
Results:
Our data showed overall postoperative speech improvement for all tested variables. Patients without postoperative fistula presented better results in oral pressure than those patients with postoperative fistula (P < 0.05). None of the other tested variables presented a significant negative impact on speech outcomes.
Conclusion:
Late primary palatoplasty significantly improves speech outcomes for skeletally mature patients. Fistula has a negative impact on oral pressure.
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RESUMOO projeto foi desenvolvido na Universidade Federal de Uberlândia, no Campus Pontal, vinculado ao PROSSIGA-2019. O intuito da ação foi promover uma melhoria no pensamento lógico dos alunos através de uma programação simplificada e interativa (Scratch). Para isso, mediante a divulgação de um curso, foram ministradas aulas durante cinco semanas, focadas na abordagem das ferramentas da plataforma Scratch e na semelhança com a linguagem computacional vista nas aulas de Introdução à Computação e Física Computacional, sendo essa, a linguagem em Python. Dessa forma, através da fomentação do interesse, foi alcançado um resultado positivo quanto à aprovação dos alunos nas disciplinas citadas.
Palavras-chave:Pensamento lógico, Programação simplificada, Linguagem computacional.
ABSTRACTThe project was developed at the Federal University of Uberlândia, at Pontal Campus, linked to PROSSIGA-2019. The purpose of the action was to promote an improvement in students' logical thinking through a simplified and interactive programming (Scratch). For this, through the dissemination of a course, were taught classes for five weeks, focused on the approach of Scratch platform tools and similarity with the computational language seen in the classes of Introduction to Computation and Computational Physics, which is the language in Python . Thus, through the fostering of interest, a positive result was obtained regarding the approval of students in the subjects mentioned.
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