ABSTRACT
When developing a diagnosis and prognosis for a compromised anterior tooth, dentists often deem these teeth to be nonrestorable or hopeless without exploring some of the less common options for saving the tooth. This article reviews literature concerning forced eruption as a treatment alternative, discusses treatment planning considerations, and presents two cases in which forced eruption was used. The first case involves a deeply fractured central incisor; the second case deals with a periodontally involved central incisor that was used to prepare its own extraction site for implant placement.
Subject(s)
Crown Lengthening/methods , Tooth Movement Techniques/methods , Adult , Crowns , Dental Implants, Single-Tooth , Dental Stress Analysis , Female , Humans , Incisor/injuries , Male , Tooth Eruption , Tooth Extraction , Tooth Fractures/rehabilitation , Tooth SocketABSTRACT
OBJECTIVE: To assess the effect of the WebCLS project on clinical laboratory science (CLS) faculty members including improvement of participating CLS educators' skills in designing, developing, delivering, and evaluating interactive, Web-based instructional programs. DESIGN: A survey was developed that included 24 statements related to respondents' perceptions of how their participation in the project: a) improved their course development skills, b) developed their evaluation skills, and c) affected them personally. Four open-ended questions asked the respondents to comment on the project's effect on their traditional course development skills, plans for future usage of WebCLS-produced course materials, the most beneficial outcomes of their participation, any problems that participation in the project caused them, and any unexpected positive or negative outcomes that could be attributed to their participation. SETTING: The survey was sent to 27 individuals who had participated in the project. RESULTS: Twenty-four participants completed the survey for an 89% response rate. The mean response was 6.82 (S.D. 2.32) with sixteen respondents' (73%) reporting participation at the mean or above. CONCLUSION: Overall, the WebCLS project accomplished its objective of improving CLS educators' Web-based, distance education course development skills. One of the most positive outcomes of the project was the survey respondents' belief that their participation in the project expanded their contacts with colleagues in CLS education as well as with instructional design experts, computer programmers, and other technical support personnel. Furthermore, this outcome prompted several participating faculty to report that this enhanced collegial relationship will sustain their interest in curriculum development over time.
