ABSTRACT
Purpose: To evaluate, in vitro, the efficiency of a novel apparatus to test the adherence and penetration of bacteria on different membranes for guided regeneration. Methodology: To create the 3D device, Computer Aided Design/Computer Aided Manufacturing (CAD/CAM) systems were used. Three types of biomaterials were tested (n = 6): (DT) a collagen membrane; (DS) a polymer membrane; and (LP) a dense polytetrafluoroethylene barrier. The biomaterials were adapted to the apparatuses and challenged with two different monospecies bacterial culture of A. actinomycetemcomitans b and S. mutans. After 2 h, bacterial adherence and penetration were quantified by counting the number of colony-forming units (CFUs). Two specimens from each group were used for image analysis using Confocal Laser Scanning Microscopy. Statistical analysis was performed. Findings: The DS group had a higher adherence of S. mutans compared to A. actinomycetemcomitans b (p = 0.05). There was less adherence of A. actinomycetemcomitans b in the DS group, compared to the LP (p = 0.011) and DT (p < 0.001) groups. Only the membranes allowed penetration, which was blocked by barriers. The DT group allowed a greater penetration of S. mutans to occur compared to A. actinomycetemcomitans b (p = 0.009), which showed a higher penetration into the DS membranes compared to S. mutans (p = 0.016). The penetration of A. actinomycetemcomitans b through DS was higher compared to its penetration through DT and LP (p < 0.01 for both). DT and DS allowed a greater penetration of S. mutans to occur compared to LP, which prevented both bacterial species from penetrating. Conclusion: The apparatus allowed for the settlement and complete sealing of the biomaterials, enabling standardization.
ABSTRACT
Os professores formam uma categoria profissional exposta a grandes riscos psicossociais, sendo que as condições de trabalho docente têm sido associadas a perdas na saúde e na qualidade de vida. Este estudo objetivou realizar uma discussão teórica sobre o tema e apresentar uma revisão de estudos. As bases de dados Scielo, PubMed/Medline e Lilacs foram consultadas. Identificou-se que a maior parte dos estudos encontrados nessas bases foi realizada com amostras brasileiras. Estudos com professores dos estados da Bahia, Minas Gerais, São Paulo e Rio Grande do Sul formam a maior parte das pesquisas encontradas. Os principais instrumentos de pesquisa utilizados foram a Job Content Questionnaire e a Self-Reporting Questionnaire. Altas prevalências de alguns desfechos em saúde foram observadas na maior parte dos estudos com destaque para burnout, distúrbios psíquicos menores como nervosismo e ansiedade, problemas osteomioarticulares e com a voz. As condições de trabalho, o tempo de magistério e mesmo e a violência na escola foram alguns dos fatores associados a esses distúrbios. Os resultados dos estudos internacionais confirmam os dados brasileiros. Foi possível identificar que muitas realidades brasileiras ainda não foram investigadas. Observou-se uma lacuna na literatura no que tange a políticas públicas e implementação de intervenções no ambiente escolar e na organização do trabalho dos professores.
Teachers form a professional category which exposes its members to great psycho-social risks, considering the work conditions of the teacher have been associated with worsened health and quality of life. The objective this study was to to present a heoretical discussion on the topic and a review of studies. The databases Scielo, PubMed, Medline and Lilacs were consulted. We identified that most studies found in databases was performed with Brazilian samples. Studies with teachers from the states of Bahia, Minas Gerais, São Paulo and Rio Grande do Sul form the majority of research found. The main instruments were used to search the Job Content Questionnaire and Self-Reporting Questionnaire. The high prevalence of health outcomes observed in most studies were associated with burnout, minor psychiatric disorders such as nervousness and anxiety, problems with voice and musculoskeletal. Working conditions, the time for teaching and even in school and violence were among the factors associated with these disorders. The results of international studies confirm the Brazilian data and was identified that many Brazilian realities have not been investigated. We observed a gap in the literature with regard to public policies and implementation of interventions in the school environment and organization of work of teachers.