Analysis on the predictive value of different variables in pulp stones appearance frequency and its pulpal response to cold stimuli.

This study evaluated the presence of pulp stones in a Seville population, correlating their presence and size with state of the crown and pulp response to cold stimuli, encompassing variables such as age, gender, location (arch and teeth group). The study included 1090 teeth corresponding to 146 patients. Each patient underwent a visual examination, periapical radiographs and sensibility tests. The SPSS 25 software (SSPS, Chicago, USA) was used to carry out the statistical analysis, doing logistic regression to compare variables and Chi-square with a significance level p < 0.001. Of 1090 teeth studied, 524 were molars and 566 premolars. Of the molars, 316 showed calcifications and of the 566 premolars only 6 showed pulp stones (p < 0.001). Due to the low prevalence of premolar pulp calcifications, our study included only molars. These calcifications were significantly more common in women than in men (71.5% vs. 28.5%) and in people over 40 years. Significant differences were identified between the state of the crown and the pulp response with the presence of pulp stones, although size did not influence this association. The set of independent variables has a statistically significant effect on the criterion variable (χ2 = 260.25, p < 0.001). There was a significant association between the state of the crown and the type of pulp response with the presence of pulp stones, but not with the size of the calcification. In conclusion, the highest probability to find pulpal calcification was observed in women over 40 years old in upper molars, and though the pulpal reaction of teeth with pulpal calcification varies, frequently there is an immediate response to a cold stimulus. There is no correlation between the size of pulp stones and the condition of the crown, just as the sensitivity of the pulp did not correlate with the size of pulp stones.

Knowledge and management of temporomandibular joint disorders by general dentists in Spain.

BACKGROUND: Given the importance of temporomandibular disorders (TMD), we tried to assess general dentists' knowledge regarding etiology, diagnosis, and treatment in order to understand their attitude. MATERIAL AND METHODS: A sample of 130 general dentists answered a 16-item questionnaire on three areas - etiology, diagnosis, and management of common temporomandibular disorders - as well as a question on the need for continuous education regarding TMD management in common clinical practice in Spain. Given that the descriptive statistics achieved reflect significantly different values among means in each area, a variance analysis for repeated measurements was applied in order to contrast differences among etiology, diagnosis, and management knowledge levels. RESULTS: The contrast test was based on Wilks' Lambda, which assumed a value of 0.120 (F = 467.28; p<.001), demonstrating statistically significant differences among knowledge levels in the three dimensions. The effect size for these differences, measured by partial eta squared, was very high (η2p = 0.88). Such parameters were also analyzed to search for potential differences according to professional experience, with differences being exposed as non-significant at the 0.05 level: etiology (T = 1.60; p = 0.113), diagnosis (T = - 0.17; p = 0.868), and treatment (T = 1.10; p = 0.273). CONCLUSIONS: Our study found that, even though clinicians are generally skilled regarding the knowledge of the etiologic that explain the diagnosis of TMD, they have room for improvement in terms of TMD management compared to the other two areas studied. General dentists could benefit from specific educational programs enhancing TMD management skills. Key words:Temporomandibular disorders (TMD), knowledge and management. Clinical competence, postgraduate, continuing professional development. Surveys, education,orofacial pain.

Variables psicosociales y rendimiento académico asociados al optimismo en estudiantes universitarios españoles de nuevo ingreso / Variáveis psicossociais e desempenho acadêmico associados ao otimismo em estudantes universitários espanhóis de novo ingresso / Psychosocial variables and academic performance related to optimism in Spanish first-year university students

Resumen El alumnado de nuevo ingreso encuentra dificultades al inicio de sus estudios universitarios debido a que tiene que afrontar situaciones que generan un alto nivel de estrés, así como nuevos desafíos académicos y sociales o expectativas no satisfechas. Todos estos obstáculos pueden repercutir en su adaptación al contexto universitario y en un bajo rendimiento académico, e incluso llevar al abandono prematuro por parte del estudiante. Según la literatura sobre el tema, entre las variables de carácter psicosocial que intervienen en la adaptación y contribuirían a superar la situación estresante se encuentra el optimismo disposicional; y es teniendo esto en cuenta que en el presente estudio se plantea como objetivo analizar las variables que contribuyen a explicar el optimismo con el que inicia los estudios el alumnado universitario de nuevo ingreso. Con este fin, mediante procedimientos de encuesta se recogieron datos sobre variables académicas y psicosociales en una muestra de 750 estudiantes de diferentes titulaciones de la Universidad de Sevilla, al inicio del primer curso en sus respectivas titulaciones. A partir de los datos obtenidos se realizó el cálculo de estadísticos descriptivos básicos y se utilizaron técnicas como el análisis factorial para explorar la dimensionalidad del constructo optimismo o como la regresión logística binaria para identificar variables relevantes en la diferenciación entre estudiantes optimistas y pesimistas. Los resultados muestran que las variables de rendimiento académico previo, apoyo social percibido, autoestima y autoeficacia percibida se asocian al optimismo de los estudiantes. A partir de estos resultados se derivan recomendaciones de cara a la intervención orientadora sobre el alumnado universitario de nuevo ingreso para favorecer su adaptación al contexto universitario.

Resumo O alunado de novo ingresso encontra dificuldades no início de seus estudos universitários, pois tem que enfrentar situações que geram alto nível de stress bem como novos desafios acadêmicos e sociais ou expectativas não satisfeitas. Todos esses obstáculos podem repercutir em sua adaptação ao contexto universitário e num baixo desempenho acadêmico, inclusive levar ao abandono precoce do curso. Segundo a literatura sobre o tema, entre as variáveis de caráter psicossocial que intervêm na adaptação e que contribuiriam para superar a situação estressante, encontra-se o otimismo disposicional; nesse sentido, este estudo propõe como objetivo analisar as variáveis que contribuem para explicar o otimismo com o qual o alunado universitário de novo ingresso começa seus estudos. Com esse objetivo, mediante procedimentos de pesquisa, foram coletados dados sobre variáveis acadêmicas e psicossociais numa amostra de 750 estudantes de diferentes cursos. A partir disso, foi realizado o cálculo de estatísticos descritivos básicos e foram utilizadas técnicas como a análise fatorial para explorar a dimensionalidade do constructo otimismo ou como a regressão logística binária para identificar variáveis relevantes na diferenciação entre estudantes otimistas e pessimistas. Os resultados mostram que as variáveis de desempenho acadêmico prévio, apoio social percebido, autoestima e autoeficácia percebida são associados ao otimismo dos estudantes. Com base nesses resultados, foram elaboradas recomendações quanto à intervenção orientadora sobre o alunado universitário de novo ingresso para favorecer sua adaptação ao contexto universitário.

Abstract First-year students find difficulties at the beginning of their university studies, facing situations that generate a high level of stress, new academic and social challenges, or unfulfilled expectations. Among the psychosocial variables that intervene in the adaptation and contribute to overcoming the situation is dispositional optimism. The aim of this study was to analyze which variables contribute to explaining the optimism with which first-year university students start their studies. Through survey procedures data were collected on academic and psychosocial variables for a sample of 750 students of different degrees from the University of Seville at the time they started the first course in their respective degrees. The calculation of basic descriptive statistics was used, along with techniques such as factor analysis, to explore the dimensionality of the optimism construct, and binary logistic regression to identify relevant variables in the differentiation between optimistic and pessimistic students. The results show how previous academic performance, perceived social support, self-esteem and perceived self-efficacy are associated with the students' optimism. Based on these results, recommendations are derived for the orientation intervention concerning first-year university students to favor their adaptation to the university context.

Gestión del tiempo y procrastinación en la educación superior / Time Management and Procrastination in High Education

Resumen La procrastinación constituye un fallo de las conductas autorregulatorias que conlleva efectos negativos a nivel académico. Analizamos el valor de la gestión del tiempo como variable predictora de la procrastinación, estudiando una muestra de 494 estudiantes universitarios colombianos de primer año, que fueron clasificados en dos grupos en función de su grado de procrastinación académica. Hemos recogido información sobre sus conductas de gestión del tiempo, medidas a través de una versión en español del Time Management Behavior Questionnaire (TMBQ). Tras construir un modelo de regresión logística, las puntuaciones en la subescala "establecimiento de objetivos y prioridades" junto con "percepción sobre el control del tiempo" resultan ser buenas predictoras del nivel de procrastinación, a diferencia de Herramientas para la gestión del tiempo o preferencias por la desorganización. Entre las características demográficas (sexo, edad y dedicación), juega un papel relevante la condición de estudiante con dedicación compartida entre estudio y trabajo.

Abstract Procrastination constitutes a self-regulatory failure which conveys many negative effects at an academic level. We analyze time managing values as a predictor of procrastination, studying a sample of 494 Colombian students of first year of University. We gathered information about the frequency with which they postpone tasks and about their time management behaviors using the Time Management Behavior Questionnaire (TMBQ). After building a logistic regression model, the "establishment of objectives and priorities" scale's scores, added to those for perception of control over time, proved to be accurate predictors. This is not the case for time management tools or preferences for disorganization. Among demographics (sex, age and dedication), the condition of students who have a shared dedication to job and studies plays a relevant role.

¿Por qué se le tiene miedo al dentista? Estudio descriptivo de la posición de los pacientes de la Sanidad Pública en relación a diferentes factores subyacentes a los miedos dentales / Why are people afraid of the dentist?

Introducción: el objetivo del presente artículo es describir la actitud de los pacientes en relación a diferentes factores subyacentes a los miedos dentales. Método: se realiza una encuesta con una muestra de 399 sujetos que acudieron a la consulta de Odontología del Centro de Salud de Lepe (Huelva). Se utilizó un cuestionario con 19 ítemes. El tratamiento estadístico se desarrolló con el paquete de programas SPSS, versión 9.0 (SPSS Inc., Chicago, III, 1999). Resultados: al analizar la estructura factorial de la escala de miedos dentales se encontraron cuatro factores resultantes que se corresponderían con otras tantas dimensiones presentes. El principal temor de los pacientes se centra en las actuaciones terapéuticas que generan o posibilitan daño físico, mientras que los aspectos no relacionados con la profesión les generan menos miedo. Conclusiones: en los miedos al dentista, se identifican cuatro dimensiones o aspectos que podrían diferenciarse y que constituirían respuestas a la pregunta ¿por qué se le tiene miedo al dentista? Dos de estas dimensiones generan un bajo grado de temor, son las denominadas como aspectos no profesionales y aspectos inherentes al tratamiento. Sin embargo, las otras dos dimensiones sí provocan temor en cierta medida y son las llamadas: trato humano, y mala praxis profesional (AU)