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Push-out bond strength of biodentine after calcium hydroxide removal using novel chelation-activation protocols in regenerative endodontics
No full textThis study evaluated the effects of three chelating agents—glycolic acid (GA), ethylenediaminetetraacetic acid (EDTA), and etidronic acid (HEDP)—combined with different irrigation activation techniques on the pushout bond strength of Biodentine to root dentin after calcium hydroxide removal. A total of 120 extracted single-rooted mandibular premolars were randomly assigned to nine experimental and one control group (n = 12). Following Ca(OH)2 dressing and incubation, canals were irrigated with GA, EDTA, or HEDP, each activated using passive ultrasonic irrigation (PUI), XP-Endo Finisher (XPF), or conventional needle irrigation (CNI). Biodentine was placed into 2 mm-thick root slices, and pushout bond strength was measured using a universal testing machine. Statistical analysis was performed using one-way ANOVA for group comparisons, and two-way ANOVA was used to evaluate factor effects (α = 0.05). Overall, GA produced higher bond strength than EDTA (p = 0.027). The difference between GA and HEDP was not significant under PUI activation; however, GA yielded significantly higher bond strength than HEDP when activated with CNI or XPF. Using 10% GA with PUI enhanced Biodentine–dentin adhesion, suggesting its potential as a biocompatible and effective alternative to conventional chelators in regenerative endodontic treatments, improving coronal sealing and long-term stability
Cyclooxygenase Inhibitor 4-Methylthiazole Derivative Compound Alleviates Lipopolysaccharides-Induced Neuroinflammation in Male Rats With Regulating Cytokine Levels
No full textUnderstanding the relationship between rosemary odor and mental workload through deep learning
No full textThis research explores the novel application of aromatic odors, specifically rosemary, in reducing mental workload, employing deep learning methods to analyze electroencephalogram (EEG) signals without feature extraction. Thirty volunteers participated in five neuropsychological tests while being exposed to the aroma of rosemary. The EEG signals recorded during the performance of these tasks were analyzed using deep learning methods to classify mental workload. Deep learning algorithms such as Long Short-Term Memory (LSTM) and Convolutional Neural Networks (CNN) were employed to classify mental workload directly from EEG signals. The analysis revealed that volunteers exposed to the rosemary odor showed decreased error rates and increased test success and learning scores, in comparison to a condition without odor. The classification of mental workload under rosemary odor exposure was achieved with a high accuracy rate of 97.11% in both deep learning algorithms. This study presents a novel approach by combining olfactory stimulation and EEG-based mental workload classification through deep learning. These findings suggest that rosemary odor may reduce mental workload and that raw EEG signals can be effectively analyzed using deep learning without manual feature engineering
PERİ-İMPLANTİTİSİN CERRAHİ OLMAYAN TEDAVİSİNDE İKİ FARKLI MEKANİK UYGULAMANIN KLİNİK VE RADYOGRAFİK OLARAK KARŞILAŞTIRILMASI
No full textBantlama ve Bandajlama Dersinin Öğrencilerin Uygulama Davranışlarına Etkisi
No full textGiriş: Bantlama ve bandajlama uygulamaları, klinik pratikte sık kullanılan ve hasta güvenliği açısından kritik öneme sahip temel becerilerdendir. Fizyoterapi ve rehabilitasyon bölümü öğrencilerinin bu becerilerde yeterli donanıma sahip olmaları, hem klinik etkinliği hem de hasta güvenliğini artırmaktadır. Bu araştırmanın amacı, bantlama ve bandajlama dersini alan ve almayan öğrencilerin uygulama davranışlarının karşılaştırılmasıdır. Yöntem: Bu araştırma kesitsel tipte bir anket çalışması olarak planlanmıştır. Çalışmaya toplam 107 öğrenci katılmıştır. Katılımcıların 56’sı bantlama ve bandajlama dersini almış, 51’i almamıştır. Veriler, 14 maddeden oluşan 5’li Likert tipi bir ölçek ile toplanmıştır (1: hiç katılmıyorum – 5: tamamen katılıyorum). Ölçek, öğrencilerin bandaj ve bantlama uygulamalarındaki davranışlarını ölçmüştür. İstatistiksel analizlerde tanımlayıcı istatistikler ve bağımsız örneklem t-testi kullanılmış, anlamlılık düzeyi p<0.05 olarak kabul edilmiştir. Bulgular: Katılımcıların %52,3’ü dersi almış, %47,7’si almamıştır. Tüm maddeler değerlendirildiğinde, en düşük ortalama “Doğru bandaj uygulaması yapabilirim” maddesinde (3,28±1,25), en yüksek ortalama ise “Hijyen kurallarına uyarım” maddesinde (4,40±1,09) bulunmuştur. Ders alan öğrenciler, doğru bandaj uygulaması yapabilme (3,95 vs. 2,57; p<0.001), uygulamaları doğru sırayla yapabilme (4,07 vs. 2,69;p<0.001) ve model üzerinde pratik yapma (4,57 vs. 2,63; p<0.001) konularında anlamlı olarak daha yüksek puan almıştır. Hasta güvenliği ile ilgili alanlarda (dolaşım kontrolü, konfor, hasta bilgilendirme) yine ders alanlar daha yüksek puan almıştır (p<0.001). Hijyen, malzeme hazırlığı ve pozisyon dikkatinde daha küçük ama anlamlı farklar bulunmuştur (p<0.01). Sonuç: Bu çalışma, bantlama ve bandajlama dersinin öğrencilerin uygulama davranışlarını anlamlı düzeyde geliştirdiğini göstermektedir. Özellikle pratik yapma ve temel bandaj becerileri açısından ders alan öğrenciler ile almayanlar arasında belirgin farklar bulunmuştur. Bulgular, uygulamalı derslerin öğrencilerin klinik yeterliliklerini artırmada kritik rol oynadığını ortaya koymaktadır. Bu nedenle, fizyoterapi ve rehabilitasyon bölümü öğrencilerinin bantlama ve bandajlama eğitimine yönelik uygulamalı ders saatlerinin artırılması önerilmektedir. Anahtar Kelimeler: Bantlama, Bandajlama, Öğrenci DavranışlarıIntroduction: Taping and bandaging practices are fundamental skills frequently used in clinical practice and are critical for patient safety. For physiotherapy students, having sufficient competence in these skills contributes to both clinical effectiveness and patient safety. The aim of this study was to compare the application behaviors of students who had taken the taping and bandaging course and those who had not. Methods: This cross-sectional survey study included a total of 107 students. Of these, 56 had taken the course, while 51 had not. Data were collected using a 14-item, 5-point Likert-type scale (1: strongly disagree – 5: strongly agree), which measured students’ behaviors related to bandaging and taping practices. Descriptive statistics and independent samples t-test were used for analysis, with a significance level set at p<0.05. Results: Among the participants, 52.3% had taken the course and 47.7% had not. The lowest mean score was found in the item “I can perform correct bandaging” (3.28±1.25), while the highest mean was in “I comply with hygiene rules” (4.40±1.09). Students who had taken the course scored significantly higher in performing correct bandaging (3.95 vs. 2.57; p<0.001), following the correct sequence of application (4.07 vs. 2.69; p<0.001), and practicing on models (4.57 vs. 2.63; p<0.001). Similarly, in areas related to patient safety (circulation control, comfort, patient information), course participants also scored higher (p<0.001). Smaller but significant differences were found in hygiene, material preparation, and attention to positioning (p<0.01). Conclusion: This study demonstrated that taking a taping and bandaging course significantly improves students’ application behaviors. In particular, practical training and basic bandaging skills showed notable differences between students who had taken the course and those who had not. The findings highlight the critical role of practical courses in enhancing clinical competence, and it is therefore recommended to increase the number of practical training hours in taping and bandaging education for physiotherapy students. Keywords: Taping, Bandaging, Student Behaviors</div