RESUMO
Background: Periapical diseases are common dental conditions that require non-surgical endodontic intervention (NEI) for successful treatment. However, the impact of diabetes mellitus (DM) on the periapical healing (PH) outcome in diabetic patients remains somewhat unclear. This review aimed to evaluate the PH outcome following endodontic intervention among DM-afflicted individuals. Methods: A comprehensive search was conducted across multiple electronic databases to identify relevant studies. Specifically devised selection criteria were applied to select studies that assessed PH outcomes in DM sufferers undergoing different treatment protocols. Data extraction and quality assessment were performed following predetermined protocols. ROB - 2 risk assessment tool assessed quality of the included studies. Results: A total of 11 studies met the inclusion criteria and were included in the investigation. Four studies showed greater occurrence of apical periodontitis and five of them reduced healing and success rate in diabetic as compared to controls. Overall, nine studies showed that diabetes mellitus affected periapical outcome negatively. This suggests that diabetes mellitus is an important factor in the prognosis of endodontic intervention. Assessment tools used were PAI, PR, SC and FD analysis. RoB-2 assessed the included studies to have moderate risk of bias. Conclusion: This review provided compelling evidence that DM patients experienced a noticeable negative impact on PH outcome as compared to control population. These findings highlight the importance of considering the diabetic status of patients when assessing the prognosis of periapical diseases and planning NEI interventions. Further research is needed to validate these findings and explore potential mechanisms underlying the observed associations.
RESUMO
BACKGROUND: Interprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). METHODS: This quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students' attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students' understandings and attitudes about IPE. RESULTS: Out of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students' attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics. CONCLUSION: The present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.
