Determining the Failure Rate of Direct Restorations-Chart Review versus Electronic Health Record Reports.

Amalgam and composite restorations are used to treat minor dental issues. University of Michigan, School of Dentistry Electronic Health Record (EHR) reports show a 2.31% failure rate for amalgam and 1.14% for composite. Our study aims to determine the true failure rates through manual EHR chart reviews. Patient data from the University of Michigan School of Dentistry were utilized-216 amalgam restorations from 2020 to 2022 and 350 composite restorations in 2021 were searched. We defined failure and retreatment as replacing a restoration with the same material and failure and alternate treatment as replacing restoration with an alternative treatment within one year. The failure rate refers to a combination of replacement with the same and alternative treatment material within one year. For Amalgam: 1.85% failed and were retreated; 7.87% failed and were received an alternate treatment. Composite: 9.71% failed and retreated; 2.86% failed and received alternate treatment. In total anterior composite: 10.5% retreated, 2.6% failed; posterior composite: 9.1% retreated, 3.0% failed. Our study revealed higher restoration failure rates than the reports extracted in the EHR. This highlights the need to foster a culture of precise documentation to align EHR reports with hand-search findings.

SARS-CoV-2 reinfections in a US university setting, Fall 2020 to Spring 2021.

BACKGROUND: SARS-CoV-2 reinfections are a public health concern because of the potential for transmission and clinical disease, and because of our limited understanding of whether and how well an infection confers protection against subsequent infections. Despite the public health importance, few studies have reported rigorous estimates of reinfection risk. METHODS: Leveraging Indiana University's comprehensive testing program to identify both asymptomatic and symptomatic SARS-CoV-2 cases, we estimated the incidence of SARS-CoV-2 reinfection among students, faculty, and staff across the 2020-2021 academic year. We contextualized the reinfection data with information on key covariates: age, sex, Greek organization membership, student vs faculty/staff affiliation, and testing type. RESULTS: Among 12,272 people with primary infections, we found a low level of SARS-CoV-2 reinfections (0.6%; 0.4 per 10,000 person-days). We observed higher risk for SARS-CoV-2 reinfections in Greek-affiliated students. CONCLUSIONS: We found evidence for low levels of SARS-CoV-2 reinfection in a large multi-campus university population during a time-period prior to widespread COVID-19 vaccination.

Student ERI: Psychometric properties of a new brief measure of effort-reward imbalance among university students.

BACKGROUND: Psychosocial stress among university students, particularly medical students, is considered a widely prevalent problem. There is a need for valid measurement of an adverse psychosocial stress environment in university settings. The aim of this study was to examine the psychometric properties of a newly developed short student version of the effort-reward imbalance (ERI) questionnaire in a sample of medical students. METHODS: A cross-sectional survey with a self-administrated questionnaire containing three scales was conducted among 406 medical students. Item-total correlations and Cronbach's alpha were calculated to assess the internal consistency of the scales. Confirmatory factor analysis was applied to test factorial validity of the questionnaire structure. RESULTS: The student version of the ERI questionnaire provides acceptable psychometric properties. The Cronbach's alpha coefficients for effort, reward, and over-commitment were 0.67, 0.65, and 0.79, respectively. Confirmatory factor analysis displayed a satisfactory fit of the data structure with the theoretical concept (GFI>0.94). CONCLUSIONS: This student version of the ERI questionnaire provides a psychometrically tested tool for studies focussing on psychosocial environment in university settings. Further applications of this approach in other student groups are needed, in addition to prospective studies assessing associations with health outcomes.

Just jokes! Icebreakers, innuendo, teasing and talking: The role of humour in HIV/AIDS peer education among university students.

Peer conversation provides an important platform for people to explore and disseminate sexual health knowledge. Humour forms part of conversations held between peers including those where sexual health and sexual decisions are discussed. The central argument of this article links conversation, humour and peer education. Drawing on interviews and diaries kept by 12 student peer educators over a two-month period in a South African university, the article explores the forms and functions of humour in instigating and encouraging informal peer education between young people in a university setting. The evidence shows that humour can foster intimacy, familiarity and camaraderie in peer interactions; keeps conversation moving; and acts as a gateway to discussion of taboo, personal and private subjects that lie at the core of effective peer education. Components of humour (joking, teasing, innuendo, provocation) and the transformation of the serious (and boring) into the enjoyable (and accessible) are found in these peer interactions. However, humour can also limit communication by keeping conversations light and superficial or, in the case of inappropriate humour, close conversation altogether. Acknowledging the nuances of humour within conversation and peer education allows for a clearer understanding of the ways in which humour contributes to effective health promotion efforts and how it can be used within peer educator practice. The effect of the personality traits of peer educators on effective use of humour in conversation is an area that could benefit from further insight and research.