Evaluation of the Implant Success Rate of Titanium-based Implant Materials: A Systematic Review and Meta-Analysis

ABSTRACT Objective: To investigate the success of implants, the increase of bone integration, and the effect of nanostructure/nanoparticles as Titanium-based implant materials on the success of implants. The present study evaluated the implant success rate of Titanium-based implant materials. Material and Methods: PICO: Population (dental implant), intervention (coated titanium implant surface), comparison (uncoated titanium implant surface), and outcome (bone-implant contact) were considered as a search strategy tool and study inclusion criteria. Searches for systematic literature were conducted on databases from Scopus, Science Direct, PubMed, ISI, Web of Knowledge, and Embase until 12 December 2022. Modified CONSORT Criteria (Reporting guidelines for preclinical in vitro studies on dental materials) were used to evaluate the quality of studies. The fixed effect model and inverse-variance method were used to calculate the 95% confidence interval for mean differences. Stata/MP V. 17 software was used to conduct the meta-analysis. Results: After reviewing the abstracts of 97 articles, studies not related to the inclusion criteria were excluded, and ten studies were selected from the remaining 39 studies after reviewing the full text. The mean difference in boneimplant contact between coated and uncoated dental implants was 0.25 (MD, 0.25 95% CI 0.01, 0.49;p=0.04). Conclusion: The titanium implant surface with nano coating can increase bone-implant contact and cause bone integration.

Effect of a school-based nutrition education program on the nutritional status of primary school children

Background and Objectives: Regarding the high prevalence of unhealthy food habits among Iranian children, we aimed to assess the effect of a school-based nutrition education program on nutritional status of primary school students in Shiraz

Materials and Methods: This randomized educational controlled trial was carried out on 221 primary school age children selected by cluster sampling in the elementary schools of Shiraz-Iran. The intervention consisted of 6 nutrition education sessions carried out through one year for children, using active learning methods. Mothers' education was carried out in person in both lecture and question-answer sessions also via sending text messages and pamphlets. Weight, height and waist circumference [WC] of children were measured before and after the intervention. Also a 168-item food frequency questionnaire was completed. Two separate nutrition knowledge questionnaires were filled up by children and their mothers. Data were analyzed using SPSS version 16

Results: 171 children [83 in the case and 88 in the control group] aged 9.5-10.5 years, completed the study. Anthropometric and nutritional knowledge of the participants in both the intervention and control groups was significantly increased. Weight, height, WC and nutritional knowledge increased significantly more in the intervention group compared to the controls. Consumption of fruits and vegetables decreased in the intervention group while plain sugar and fast foods intake increased among the controls. There were no significant differences between the changes in the intake of any of the food groups in the two groups

Conclusions: In conclusion, the designed nutrition education program could increase students' nutritional knowledge, and lead to a non-significant change towards reducing the consumption of unhealthy foods such as fast foods, sweets and salty snacks

Students and faculty viewpoint of Ilam University of Medical Sciences about the students' evaluation system of the instruction quality

Student evaluation of the quality of instruction is considered as one of the most widely used methods for assessing faculty in universities. This study aimed to identify and compare faculty and students' views about the evaluation system of the quality of faculty teaching in 2011-2012 in Ilam University of Medical Sciences. In this descriptive - analytical study, statistical population was included faculty members [n = 92] and students [n=1,100] that their viewpoint in three fields: competence of students for evaluation, assessment tools quality and factors affecting the results of the evaluation using two designed questionnaires and descriptive and inferential statistics analyzing data, were studied. Scores of participants' viewpoint was as follows: Students capacity to do faculty proficiency evaluation [3.62+/-0.91], evaluation of teaching methods[1.01+/-3.72] evaluation and scoring methods[3.41+/- 1.01] and their suitability for evaluation of designing of the course content [3.16+/- 0.99], the number of questionnaire questions [3.25 +/- 0.9] Matching evaluations tools to evaluation goal or validity [3 +/- 0.96] how to design questions [3.20+/- 0.96] and the rate of bias in the questionnaire [3.16+/- 1.02], In addition, the effect of factors on student evaluations was as follow: factors related to the student [3.62+/- 1.06], factors related to the course and class [3.29 +/- 1.06], factors related to the instructor [3.64 +/- 1.01], and factors related to the evaluation system [3.18+/- 1.11]. Compare the viewpoints of faculty and students also showed significant differences in two groups' viewpoints [p <% 5].

Despite the current evaluation system is partially confirmed by the study subjects but due to the influence of the results of variety of factors, significant objections have been raised, particularly from faculty, when it is used as the only source, so that in order to reduce weaknesses and strengthen the evaluation system, the review of evaluation form and methods of designing in line with increasing the validity and reliability should be done