Comparison of the impact on quality of life of immediate versus delayed implant placement supporting immediately loaded mandibular overdenture.

OBJECTIVE: No controlled clinical study has evaluated Oral Health Related Quality of Life (OHRQOL) of immediately placed and loaded implants retaining mandibular overdentures. This pilot study evaluated the impact of immediate loading of delayed versus immediately placed dental implants on overdenture patients' OHRQOL. MATERIALS AND METHODS: Two patient treatment groups received a maxillary conventional complete denture, opposing a mandibular overdenture immediately loaded on implants with ball attachments; In group one a delayed implant placement surgical protocol was followed, whereas in group two, patients had mandibular teeth extracted and two implants immediately placed. OHRQOL for these patients was evaluated using a visual analog scale for 48 questions related to 6 domains; comfort, function, speech, esthetics, self-image and dental health. RESULTS: There was no significant difference between the two groups when comparing answers to the pre- and post-treatment questionnaires. Pooled data showed significant differences for all domains between the pre-treatment and post-treatment responses, denoting improvement after an implant retained mandibular overdenture was delivered. CONCLUSION: There was an improved quality of life in patients receiving immediately loaded mandibular overdentures supported by either delayed or immediately placed implants.

Students' perception of peer-assessment in the context of a treatment planning course.

OBJECTIVE: Peer assessment is grounded in philosophies of active learning, and it would seem that this tool is a viable method for critical thinking development. The purpose of this article was to present how junior students at Case Western Reserve University School of Dental Medicine (CWRU) perceive the value of a peer-assessment activity in the context of a treatment planning course. METHODOLOGY: As a part of the final exam for the junior year Treatment Planning course, students were requested to evaluate a de-identified assignment submitted by one of their peers. Following the exam, a survey was sent to the students to determine how they perceived the peer-assessment activity and how this relates to other learning experiences in the course. RESULTS: Our results show that students' perception of the benefit of peer grading was not associated with any individual peer-assignment characteristics, or course characteristics. Similar results were obtained regarding the perceived benefit of identifying evidence. Moderate correlations were observed between peer evaluation characteristics. CONCLUSIONS: It was concluded that: (i) junior dental students are not homogenous in their opinions regarding the value of an activity related to evaluation of a peer's assignment and (ii) student's perceptions regarding the peer-grading component of peer assessment were not correlated with perceptions related to other learning processes in the treatment planning course.

Students' satisfaction with electrical handpieces in an educational setting.

OBJECTIVE: This article presents the evaluation and outcome of improvements carried out at Case Western Reserve School of Dental Medicine (CWRU) based on feedback provided by students during implementation of electrical handpieces technology in the school. METHODOLOGY: Students were surveyed in February 2010 (first survey) regarding their satisfaction with the existing clinical set-up for electrical handpieces. Following a change in clinical setting and integration of the control box into the dental unit in November 2010, students were administered the same survey as in February 2010 (second survey). RESULTS: There was an increased level of satisfaction with electric handpieces in the new clinical setting; these levels were significant regarding the ergonomics of the handpiece and clinical setting, operation of the handpiece, and technical maintenance. There was a significant shift from those who were categorically against using electrical handpieces after graduation towards those were 'not sure' regarding the adoption of electric technology in their practice. CONCLUSIONS: Specifically improving the clinical setting of a control box for electrical handpieces can influence overall student perception regarding the quality of handpieces and their operation.