This study was undertaken to examine the effect of eugenol-containing and non-eugenol-containing root canal sealers on the retention strength of glass fibre endodontic posts (ParaPost Fibre White) luted with a resin cement (ParaPost cement). We also examined the mode of failure that occurred visually by using scanning electron microscopy. Seventy-two single rooted, recently extracted, premolar teeth were root canal treated and randomly divided into two groups. Group 1 was obturated with gutta percha and a calcium hydroxide-based sealer (Sealapex, Kerr). Group 2 was obturated with gutta percha and a eugenol-based sealer (Tubli-Seal Kerr). The teeth were stored for 1 week in distilled water at 37 degrees C and then prepared for 9 mm posts with a 1.40-mm drill. The matching glass fibre post was luted with a resin cement following the manufacturer's instructions. The samples were stored for 1 week and thermocycled. The posts were removed from the root canals using a calibrated testing machine in tensile mode. The mean dislodging force for group 1 was 190.46 N and for group 2 was 183.8 N, with standard deviations of 54.9 and 56.0 N respectively. The t-test indicated no significant difference between the two groups. Failure of the posts occurred mainly within the resin layer. This study showed that under experimental conditions there was no statistically significant difference between Sealapex sealer and Tubli-Seal sealer on the retention of glass fibre posts using a resin cement.

Home visitors in the Florida MIECHV program served as trusted confidants that helped families navigate social services. Future research should focus on the impact that home visiting has on immigrant health and whether this impact is maintained over time.

Objectives Dental graduates must graduate with high levels of clinical skills. Education in the clinical environment needs to be more than didactic supervision of practice by clinical teachers. Appropriate feedback in this context, is therefore critical to the development of student competence and confidence. This study was conducted to enhance and develop the assessment and feedback processes during clinical sessions in a Dental University Hospital in an effort to contribute to the development of students’ self-assessment skills, reflective ability and clinical competence. Methods A new evidence-based model of feedback was introduced between clinical teachers and dental students. The implementation of this model was evaluated by students through a survey and focus groups. Descriptive and inferential statistics were applied to the quantitative data, while thematic analysis applied to the qualitative data. Results Findings from the survey indicated that students perceived the new model of feedback to be a positive addition to their learning experiences. The majority indicated a preference to continue using it. Quantitative analysis also demonstrated that students placed a high value on the feedback they received through the new model and associated it with improved individual performance. Five themes generated from the qualitative analysis echoed the perception that the model of feedback enhanced learning opportunities, especially when it was focused on individual performance and incorporated peer feedback. Students’ preferences in relation to feedback processes were also gleamed from quantitative and qualitative analyses, that is, provision of positive and constructive feedback, both in dialogue and in written formats, delivered during and after each clinical session and addressing their individual competency learning goals for the future. Some challenges to be addressed were also identified (e.g., time constraints, inter-personal issues, and non-conducive environments). Conclusions Feedback is central to learning and remains a complex and challenging area. By adopting effective and evidence-based feedback practices through the introduction of a feedback model, students can be supported in regulating their own learning in the clinical learning environment.

Evaluation of an eLearning teaching innovation to assist clinical radiation therapy educators in the provision of student feedbackRelevance to conference themes (0-2)