Still Scholarworks (A.T. Still University)
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A cross-sectional study of dental students perception of dental faculty gender differences
No full textObjective The objective of this study was to evaluate students\u27 perceptions of differences in learning from faculty of different gender. Method This cross-sectional study involved pre-doctoral dental students (years 2 to 4) who had a simulation and/or clinical experience working with dental faculty for at least one year. Students completed a self-administered questionnaire with three sections: demographic, difference between faculty related to their knowledge, skill, critical thinking, acceptance of cultural differences, and students\u27 preferences in working with faculty in specialty clinics. Results A total of 136 students completed the survey (75.4% response rate). Participants were 52.6% women, 62.2% self-identified as Caucasian/White. Students reported that female faculty are more understanding (p = 0.001) and accepting of cultural differences (p\u3c0.001) compared to male faculty (p\u3c0.05). Students reported perceiving female faculty more as being a role model than male faculty (p = 0.034). When comparing male and female students, male student\u27s perception of male faculty as a role model was significantly higher than female students (p\u3c0.05). There was no significant difference in student\u27s perceptions between male and female faculty in their knowledge, skills, compassion, critical thinking, providing feedback, communication skills, and grading (p\u3e0.05). Caucasian/White students perceived female faculty as more encouraging for discussions and male faculty as more rigid/inflexible (p\u3c0.05). Conclusions Students perceived female faculty as more understanding and culturally competent compared to male faculty. There were no significant differences in student\u27s perceptions of male and female faculty in their knowledge, skills, compassion, critical thinking, feedback, communication skills, and grading. Students perceived female faculty as role models more than male faculty
Use of temporary skeletal anchorage devices for intrusive root movement of maxillary incisors in adult patients with Class II Division 2 malocclusion
No full textTreatment of nongrowing patients with Class II Division 2 malocclusion with a severe deep overbite is one of the most difficult cases that orthodontists can experience. Appropriate biomechanics should be applied for the intrusion of maxillary anterior teeth with these patients to avoid undesirable side effects. The vertical position of the maxillary anterior teeth needs to be decided first for esthetic incisor display, and then an adequate maxillary occlusal plane angle must be obtained accordingly, both for functional and esthetic reasons. This case report presents the biomechanics and its clinical application to treat a nongrowing patient with a severe deep overbite and retroclined maxillary incisors using multiple temporary skeletal anchorage devices
An Orthodontic Treatment Case of a TMD Patient with Maxillary Posterior Intrusion Using TSADs
No full textThe orthodontic treatment of patients having temporomandibular disorders are some of the most complicated cases to treat. The positions of the mandibular condyles are often unstable, which means clinicians find it difficult to have definite criteria for making an accurate and reliable orthodontic diagnosis. This article reports the orthodontic treatment of a patient showing skeletal Class II and temporomandibular disorders with condylar resorption. To stabilize her condylar position and to relieve her symptoms in the temporomandibular joint, a stabilization splint was used before orthodontic tooth movement. After the splint therapy, the patient exhibited significantly increased open bite and a more severe Class II occlusal relationship as her mandibular condyles were seated anteriorly and superiorly in the articular fossae. The occlusion and facial esthetics of the patient were improved by orthodontic camouflage treatment with the proper use of temporary skeletal anchorage devices and treatment mechanics
Non-extraction camouflage treatment using extra-alveolar skeletal anchorage
No full textA 23-year-old female patient with moderate crowding and a bilateral molar scissor-bite was successfully treated without tooth extraction. Extra-alveolar skeletal anchorage, involving a three-dimensional key plate in the maxilla and two miniscrews in the buccal shelf of the mandible, were used for distalisation, buccolingual uprighting, and the intrusion of molars by fixed orthodontic appliances. Cone-beam computed tomography was used to identify available posterior space for the distalisation and buccolingual correction of the molars in scissor-bite. The total treatment time was 24 months. Post-treatment results showed good occlusal relationships and smile aesthetics. Twelve-month post-treatment records demonstrated no significant relapse and a favourable facial balance
Recognizing and Managing Isotretinoin-Induced Acne Fulminans without Systemic Symptoms
No full textAbstract
This report describes the case of a 14-year-old female patient who presented with severe nodulocystic acne on the face that started 6 to 8 weeks into treatment with isotretinoin. The patient complained of intermittent arthralgias but denied other systemic symptoms. She was diagnosed with acne fulminans without systemic symptoms induced by isotretinoin. She discontinued this medication and began a prolonged prednisone taper. As this began to mitigate the acute inflammation, isotretinoin was re-initiated and gradually up-titrated to induce long-term control of her acne. Acne fulminans has multiple clinical manifestations, thus making it difficult to distinguish at times. Management of this condition can also be challenging and requires a personalized approach. Isotretinoin-induced acne fulminans is increasing in incidence due to more widespread treatment of acne vulgaris with this medication. The prompt recognition and management of this adverse effect of isotretinoin can prevent it from progressing into fulminant disease, and diminish the number of disfiguring scars
Frequency of Student Resource Use and Academic Performance in Preclerkship Education: A Survey Study
No full textMedical students have unprecedented access to a large variety of learning resources, but patterns of resource use, differences in use across education cohorts, and the relationship between resource use and academic performance are unclear. Therefore, the purpose of the current study was to evaluate student resource use and its relationship to academic performance during preclerkship years. First-year and second-year medical students completed a 10-question electronic survey that assessed likelihood of using outside resources recommended by others, reasons for using outside resources, frequency of use of resources, and use of outside resources for specific disciplines. Outcomes were compared between the 2 cohorts of students. First-year students were more likely to use instructor-produced resources and self-generated study resources, and second-year students were more likely to use board review resources. Although differences were found between cohorts for frequency of use of certain resources, correlations between resource use and academic performance were modest. Overall, our results indicated that student use of study resources changed between the first and second years of medical school. These results suggest opportunities for medical educators to guide students in the selection and effective use of outside resources as they mature as self-regulated learners. Further, since students seem to extensively use external resources for learning, institutions should consider calibrating their curriculum and teaching methods to this learning style and providing high-quality, accessible resource materials for all students to reduce the potential impact of socioeconomic factors on student performance
