An evaluation of clinicians' choices when selecting archwires.

The aim of this research was to determine the choices made by clinicians with respect to archwires and arch form during the initial and latter stages of orthodontic treatment with fixed appliances. A questionnaire-based study was carried out at Bristol Dental Hospital between November 2005 and March 2006. Questionnaires were distributed within the dental hospital and at local meetings in order to obtain a mixed sample of hospital and practice-based orthodontists. The clinicians asked to complete the questionnaire were consultant orthodontists (n = 37), specialist practitioners (n = 36), senior specialist registrars in orthodontics (n = 10), and dentists with a special interest in orthodontics (n = 17). The questionnaire consisted of two parts: the first was concerned with the initial alignment phase of treatment and the second with the space-closing phase of treatment in premolar extraction cases. The choice of archwires, significance of arch form, and intra-arch dimensions considered important at both stages were assessed. The clinicians were also asked about their usual practice with regard to adaptation of working archwires and the use of study models and symmetry charts. One hundred questionnaires were returned, giving a response rate of 92.6 per cent. The majority of clinicians felt that preservation of the pre-treatment arch form was essential in the latter but not in the early stages of treatment. In particular, conservation of the original intercanine width was considered important. However, there was no uniformity in how arch form should be preserved. Some respondents used study models and symmetry charts as an aid, but even then they were used in different ways. There was no uniformity in the landmarks used when adapting stainless steel archwires to arch form. Therefore, even when clinicians do adapt their archwires carefully with the intention of preserving arch form, are they choosing the correct arch form?

An evaluation of the effects of a web-based modular teaching programme, housed within a virtual learning environment on orthodontic training for specialist registrars.

OBJECTIVES: A new modular teaching programme, housed within a virtual learning environment (VLE) was introduced in Bristol in 2004 to complement the academic training of orthodontic postgraduates. The aims of this study were to evaluate whether its introduction had reduced travel commitments for trainees, reduced demands on academic staff and whether it had any effect on teaching and learning. DESIGN: An investigative mixed methods study designed to collect and analyse verbal and written data. SETTING: The South West Region of the UK. SUBJECTS AND METHODS: Semi-structured interviews and focus groups with nine trainees and 14 trainers were taped and transcribed. Written data were coded and analysed thematically. The qualitative data from interviews and focus groups were complemented with written data from trainee diaries and a limited amount of quantitative data collected from the VLE. CONCLUSIONS: Travel commitments for trainees have reduced as a result of introducing the web-based resource, but not as expected. Demands on academic staff have not reduced but have changed. The resource has had positive effects on postgraduate orthodontic teaching and learning. Important themes of interest emerging from the data are improvements in the flexibility and efficiency of learning and the value of the resource as a repository of information and in the organization of teaching and learning. Despite the popularity of this web based learning resource, trainees continue to value the opportunity to interact face to face with their teachers and peers and are prepared to travel for organized teaching sessions.

Piloting a patient-based questionnaire to assess patient satisfaction with the process of orthodontic treatment.

OBJECTIVE: To test the scientific properties of a patient-based questionnaire developed to measure adolescent patient's satisfaction with the process of orthodontic treatment. MATERIALS AND METHODS: Forty-nine consecutive patients aged 9 to 17 years undergoing orthodontic treatment were asked to complete the questionnaire on two separate occasions. Test-retest reliability, readability, ease of administration, criterion validity, and construct validity were tested. All patients answered the questionnaire at time 1 and took part in the construct validity study. Ten patients took part in an ease of administration study and 17 patients took part in the criterion validity study. RESULTS: Thirty-one patients completed the questionnaire at time 2, giving a response rate of 63.3%. The test-retest reliability was excellent in one section, moderate in six sections, and poor in one. The questionnaire had a Flesch Reading Score of 79.8, equivalent to a reading age of 10 years and was easily administered in 5 to 15 minutes. Although the construct validity of the questionnaire was excellent in five of the six measures and moderate in the other, the criterion validity was poor for 7 of the 14 items selected to test. CONCLUSION: This pilot study demonstrates the need to test a questionnaire before use in audit or research.