جستجوی مقالات مرتبط با کلیدواژه « دندانپزشکی ترمیمی » در نشریات گروه « پزشکی »

This study aimed at examining the effect of cusp coverage on fracture resistance of endodontically treated maxillary premolars restored with direct composite.

In this in vitro study, 84 sound extracted maxillary premolars were divided into three groups (n=28 per group). In all groups, root canal treatment was performed and access cavity preparation was designed as MO while preserving distal marginal ridge. In group I, buccal and palatal cusps were reduced and in group II, palatal cusps were reduced. No cusp reduction was done in group III. All teeth were restored with resin composite and underwent compressive load applied simultaneously to both cusps with an instant speed of 0.5 mm/min using an Instron machine. Data were analysed in SPSS V16.

The mean fracture resistances in groups I, II, and III were 3.4±1.06, 2.7±1, and 2.56±0.84 MPa, respectively. The mean effect of cusp coverage on resistance was significantly higher in group I compared to groups II and III (P≤0.05). Fractures in the area of CEJ or a more coronal position (favourable) in groups I, II, and III were seen in 23 (82.1%), 25 (89.3%), and 27(96.4%) cases, respectively, indicating no significant differences between the three groups.

In direct composite restoration of endodontically treated premolars when a proximal surface is involved, higher fracture strength is achieved by MO/DO cavity preparation and both buccal and palatal cups reduction while preserving marginal ridge.

Due to the review of general dental courses, it was necessary to assess the students' satisfaction with this curriculum. The aim of this study was the assessment level of students’satisfaction with the new educational curriculum of the Ministry of Health at the department of restorative dentistry of Tehran university of medical sciences in 2019-2020.

In this descriptive cross-sectional trial,72 sixth year dental students of Tehran University who passed the restorative dentistry courses based on the new curriculum were studied. A questionnaire was developed and for validity content assessment, it was presented to 5 professors and then revised. For reliability approval of the questionnaire, test-retest approach was used. The questionnaire was given to the 30 students of the main pilot group in one session and two-week later and agreement percentage and Kappa index were calculated.  After conducting the "test" process and re-testing, the "questions" were statistically analyzed using STATA software.

The most level of satisfaction regarding to practicality of subjects was found for fundamental of restorative dentistry including principles of amalgam class I cavity preparations and restorations on the dentic (81.94% and 76.39% acceptable respectively) and the principles of amalgam classII cavity restorations on the dentic (72.22%). The least satisfaction levels were obsereved in the first and second theoretical restorative courses including tooth-colored restorations (47.22%), onlays and inlays (47.22%) and tooth-colored classII cavity preparations and restorations (48.61%). The amount (P-value or error of the first type) was reported in all questions>0.001.

Despite the limitation of this study, final-year dental students’ satisfaction of theoretical restorative dentistry courses was medium, while it was high for the fundamental and practical restorative courses of 2017 educational curriculum.

There are several tools for evaluating the achievement of educational goals. One of these tools is logbook. The aim of this study was to evaluate the logbook designed in the operative dentistry department from the students’ point of view. 

Materials & Methods:

 In this cross-sectional descriptive study, 60 dental students included the study in the academic year of 2019. Information was collected through a researcher-made questionnaire in three sections: demographic data, logbook evaluation questions, and an open-ended question about suggestions. The validity of the questionnaire was confirmed by faculty members. The reliability of the questionnaire was confirmed by Cronbach´s alpha test with a coefficient of 0.8. Data analysis was performed using descriptive and analytical statistics.

 The mean overall evaluation score of Logbook was 28.98±5.77. 71.7% of students mentioned that the effect of logbook on their knowledge about the evaluation method was high and very high. Regarding the necessity of using logbook, 51.7% of students choose high and very high necessity. Using Pearson correlation test, there was a significant and positive relationship between the students’ final score of semester and their opinion about the Logbook evaluation. There was also a relationship between the logbook evaluation score and the experience of not using the logbook in the education period.

Based on the findings, in general, students' views on the use of logbook were moderate, and since logbook should meet the educational needs of all students, it is necessary to redesign its content.

Restorative dentistry is an important branch of dentistry and therefore it is very important to train students that have all or the majority of the skills to start practice. The aim of this study was to compare new and old curricula of restorative lessons form the perspective of faculty members of selected Iranian universities.

The perspectives and viewpoints of the faculty members of dentistry schools in the cities of Tehran, Qazvin, Gilan, Shiraz, and Yasuj were collected using a valid and reliable researcher-made questionnaire. A demographic questionnaire was also applied to collect the characteristics of the participants. SPSS was used for data analysis and the Friedman test was administered to explore the strong and weak points.

The results showed a significant correlation between the new and the old curriculum (p<0.0014). The new curriculum had advantages like proceeding with and completing treatment stages according to a treatment plan and familiarization with dentists profession regulation in comprehensive dentistry course. The weak point of the new curriculum was introducing the topic of bonding in advanced theoretical remedial lessons, which seems to be early for students.

It seems that revising and modifying educational activities and content, including the curriculum of restorative lesson, are necessary in light of recent advances in dentistry. Therefore, curriculum studies may be helpful in this regard.

To perform a proper restoration, we are required to observe the principles in a framework of the restorative dentistry. Regardless of these criteria, rapid repair failure occurs. The purpose of this study was to evaluate the clinical performance of composite restorations placed by dental students in Shahid Sadoughi University of Medical Science in 2014-2016.

In this cross-sectional study, 200 restorations were performed in the Faculty of Yazd Dentistry in the years 2014-2016 through a clinical examination and completion of the questionnaire by the patients were examined. The results were evaluated by descriptive statistics and Chi-squared / Fisher's exact test using SPSS Inc., Chicago, IL; Version 16.

In general, 5% of the restoration were completely defective and considered as successful repairs. 12% of the restoration failed in the clinical examination. The main reason for the failure of these restorations was the secondary caries with irreversible pulpitis. Finally, 83% of the restoration had defects, but these teeth were considered as functionally present.

Dental students are able to place resin composite restorations in teeth with an acceptable annual failure (P>.05).

To improve the quality of tooth-colored restorations, various equipment and materials are being used. In this study, we sought to determine the degree of conversion of metacrylate- and silorane-based composites using transparent blue matrix strip at different depths.
In this experimental-laboratory study, 48 specimens of methacrylate- and silylane-based composites were prepared in pre-made molds in thicknesses of 1, 2 and 3 mm. half of the specimens were cured with transparent polyester strips and the other half with blue strips, and then they were hardened by using a light-curing unit. The degree of conversion was determined by FT-IR. The degree of polymerization was assessed by comparing the IR absorption spectra between monomer and polymer specimens. The data were analyzed by performing Mann-Whitney and Kruskal-Wallis tests in SPSS.
The highest degree of conversion pertained to P90 composite with using transparent strip in 1 mm thickness (45.5±1.29), while the lowest degree belonged to Z350 composite with using transparent strip in 3 mm thickness (14.7±1.70). In comparison of the four groups, the silorane-based group with blue strip (41%) had the highest conversion degree, followed by the same composite (silorane) with transparent strip (39.6%). Conversion degrees in these types of materials were much greater than those in metacrylate-based types (21%).
In deep restorations with limited access to a light source, the use of silorane-based composites and blue polyester strips enhances the degree of conversion.

Survey of patients’ demand and need to receive dental services, has a special role in providing these services and meeting the community therapeutic needs. This study compares patients’ demand and need to receive restorative dental services in a dental clinic in Isfahan. This was a descriptive-cross sectional study and data gathering was by checklist. The data of identified demands and needs of restorative dental services of refered patients to Farhangian dental clinic chosen by non-‎random ‎consecutive sampling during three months were entered into statistical software SPSS (version 17. Chi-square test was used for data analyzing. P <0.05 was considered as significant level. Totally 1040 patients were studied that included 603 peoples (58.2 %) were in 15-49 years age group. The most referring reason of patients were respectively related to endodontic (24.8%), restorative and prosthetic included 193 peoples (each 18.5 %) and periodontics included 133 peoples (12.8%) and the least of referring reason was oral diseases included 7 peoples (0.7 %). 1027 patients (98.75%) needed to restorative dental services but just 195 patients (18.8%) had demand for these services (p<0.05). Most people do not visit dentist until they have tooth pain that indicate lack of knowledge of patients in role of preventive examination and periodic controls in increasing oral health. Many patients are not aware of their dental services needs. To meet these services, patients’ demand of receiving the services should be increased. Thus, there would be establisged a balance between the demands and real needs of people.

Numerous studies have emphasized on the importance of developing an ideal educational system for high-quality dental education. The present study sought to assess the perception of dental students on operative dentistry education in Department of Restorative Dentistry, Shahid Beheshti Dental School, Tehran, Iran. In this descriptive cross-sectional study, 220 students were selected and given a questionnaire including demographic, grades in operative dentistry clinical and didactic courses, the efficacy of preclinical courses in preparing students for clinical practice, ways to improve competency and expertise of students for clinical setting, student’s opinion on relating the assessment tests with the taught topics, required instructional resources for assessment of students’ proficiency in restorative dentistry and satisfaction rate of students with clinical courses offered in the current curriculum. Data were analyzed using descriptive statistics (SPSS 18). The Clinical Operative Dentistry 3 and Preclinical Dental Anatomy received a mean satisfaction score of 3.31 and 2.74, respectively. Furthermore, 57.3% of students highly emphasized the necessity of studying textbooks of restorative dentistry. 50.5% of students believe that lectures by instructors along with active participation of students were the best method for didactic operative dentistry courses. In addition, 60.5% were in favor of using a combination of textbooks, lectures, and class notes for the assessment of students’ learning. The present study revealed that Department of Restorative Dentistry in Shahid Beheshti Dental School is successful in its teaching and achieving students’ satisfaction. However, some revisions need to be made in educational methods and contents and active participation of students in class discussions should be encouraged as well.

Operative dentistry is one of the most useful scopes in practice of dentistry. Recognition of weaknesses of dentists in this scope is very important and general dentists are the main sources to evaluate the operative dentistry curriculum and receiving feedbacks from it. The aim of this study was to evaluate the importance of the topics of theoretical and clinical courses of operative dentistry in general dentistry major curriculum by Mashhad Dental School alumni graduating between 2006-2010. A valid and reliable questionnaire to evaluate the topics of courses in theoretical course of operative dentistry and practical course (including different restorations and number of sessions) was distributed among 200 dentistry alumni. The data were reported descriptively. Response rate was 75%. Most of the responders evaluated that most of theoretical topics are important (more than 50%); Practical topics were mostly sufficient and it was recommended to increase the number of extensive composite restorations. According to alumni point of view of importance of defferent topics in operative dentistry curriculum، revision of the curriculum is in demand with special regard to extensive and cosmetic restorations.

Evaluation of educational objectives achievement is one of the most important jobs by medical universities. Therefore the aim of this study is to evaluate educational goal achievements of operative dentistry department from the viewpoints of general dentists graduated from dental school of Hamadan University of Medical Sciences during 2004-2009 years. Also their viewpoints about preclinical and clinical courses were surveyed.

In this descriptive cross-sectional study, a questionnaire was sent to all dentists graduated during the years 2004 to 2009 from dental school of Hamadan University of Medical Sciences. This researcher made questionnaire encompassed multiple choice questions to evaluate theoretical knowledge of graduates and opinion poll about preclinical and clinical courses. Data was analyzed using Fisher's exact test.

Achievement of general goals was desirable in 16.3%, almost desirable in 83%, and poor in 0.7% of dentists. The impact of preclinical courses on operative skills of dentists was considered desirable by 16.72%, and almost desirable by 83.2 percent. The effect of clinical courses on operative skills of dentistry was considered desirable by 21.94% of graduates, almost desirable by 61.87%, and poor in 16.18% of them. Achievement of educational objectives of operative dentistry showed a significant correlation with sex, age, admission allotment, marital status, interest, and graduation year (p<.05).

This study showed that the educational objective achievement of operative dentistry department of dental school of Hamedan University of Medical Sciences enjoys a good status.

Statement of Problem: 

Recently, usage and demand for posterior composite restorations (PCRs) have been rising in dentistry.

The purpose of this study was to determine the Iranian dental students' opinion regarding the teaching quality of PCRs.

In this descriptive study, 450 undergraduate dental students in the 5th and 6th years of education were randomly selected. A questionnaire was prepared with 41 questions based on the similar studies and restorative dentistry textbooks. The questionnaire contained question about the participants' satisfaction about the theoretical and practical methods of PCRs and their knowledge and ability in performing the PCRs. Validity and reliability of the questionnaire were confirmed by specialists of restorative dentistry and using test-retest. The data were analyzed by descriptive statistical methods.

The students had lower satisfaction concerning the quality of theoretical and practical teaching of PCRs than amalgam restorations and believed that there was no balance between the theoretical and practical teaching of PCRs. 1.6% of them believed that the time allocated to the teaching of PCRs was sufficient; 54.4% answered that self-evaluation of their learning was acceptable and 42.9% believed that preclinical teaching was not satisfactory. The content of the PCRs teaching covered only 50% of their needs in clinical practice. Also they believed that in their schools the amalgam was more preferred than composite and 97% stated that the amalgam restorations were taught before PCRs. The students' knowledge about contraindications of PCRs, principles of cavity design, indications for lining and basing, matrix and wedging techniques was assessed at a relatively good level of quality.

The satisfaction level of the dental students about the time and amount of teaching in theoretical, preclinical and clinical courses of PCRs was less than that about amalgam restorations. Accordingly, it is noteworthy to modify the method of PCRs teaching especially in clinical courses.

Identifying educational needs of general dentists and prioritizing them in continuing education programs are matters of necessity. This study was conducted to identify the viewpoints of general dentists concerning their educational needs, proper methods of teaching, and implementing continuing education program of restorative dentistry in Rafsanjan and Kerman. This descriptive cross-sectional study, in which 145 general dentists in Kerman and Rafsanjan participated, was performed in the year 2007. Data was gathered by a questionnaire consisting of demogra-phic questions, 17 questions about the subjects and headings of continuing education program of restorative dentistry, 8 and 6 questions about proper teaching methods and implementing continuing education programs, respectively. The questionnaire was based on 5 point Lickert scale. Data was analyzed by SPSS software using descriptive statistics and t-test. Ninety three general dentists from Kerman and 52 ones from Rafsanjan participated in this study. The most important educational priorities in continuing education program of restorative dentistry were new generations of composites, infection control, sterilization principles, causes of anterior and posterior composite resin restorations failure and porcelain laminate veneer. Participants preferred teaching methods of practical training in educational workshops, observing practical works, and lecture along with film presentation they also realized the study of textbooks and scientific journals, watching educational film, attending seminars and congresses more suitable for continuing education program of restorative dentistry. The headings of continuing education program of restorative dentistry should be revised regularly based on the learner's needs. Performing or observing practical work are recommended as teaching methods for this kind of programs. Also new methods should be employed in implementing the program.