RESUMO
ABSTRACT The traumatic bone cyst is an uncommon nonneoplastic lesion of the jaws that is considered as a "pseudocyst" because of the lack of an epithelial lining. This lesion is particularly asymptomatic and, therefore, is diagnosed by routine dental radiographic examination as a unilocular radiolucency with scalloped borders, mainly in the posterior mandibular region. The exact etiopathogenesis of the lesion remains uncertain, though it is often associated with trauma. The objective of this paper is to report one case of atypical traumatic bone cyst involving impacted lower third molar, addressing its clinical and radiographic characteristics, differential diagnosis, treatment through surgical exploration and case follow-up.
RESUMO O cisto ósseo traumático é uma lesão não neoplásica incomum dos maxilares, considerada um "pseudocisto" devido à ausência de um revestimento epitelial. Esta lesão é particularmente assintomática e, portanto, é diagnosticada pelo exame radiográfico odontológico de rotina como uma radioluscência unilocular com bordas recortadas, principalmente na região mandibular posterior. A etiopatogenia exata da lesão permanece incerta, embora esteja frequentemente associada a trauma. O objetivo deste trabalho é relatar um caso de cisto ósseo traumático atípico envolvendo terceiro molar inferior impactado abordando suas características clínicas, radiográficas, diagnóstico diferencial, tratamento por meio de exploração cirúrgica e proservação do caso.
RESUMO
This study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching-learning resource in Dentistry, to be used as a complementary methodology to lectures.
