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Aim: Peri-implant mucositis, a dysbiosis-driven inflammatory disease, is a precursor to peri-implantitis, underscoring the need for early disease management. Therefore, we investigated the efficacy of glycine powder in resolving clinical inflammation and restoring host-microbial homeostasis., Methods: Thirty subjects were randomized to receive either glycine powder air-abrasive debridement or ultrasonic instrumentation. Clinical parameters (probe depth [PD], modified Sulcular Bleeding Index [mSBI], modified Plaque Index [mPlI]), biofilm and peri-implant crevicular fluid were collected at baseline and at 1-day, 1-, 3-, 6-weeks and 3- and 6-months post-therapy. Microbial recolonization was examined using 16S rDNA sequencing and immune response was semi-quantified using a bead-based 17-plex microarray., Results: At 6-months, both groups demonstrated non-significant reductions in mSBI when compared to baseline (p > 0.05, Wald test, mixed model for repeated measures). However, mSBI and PD decreased in the test group from week-1 to 3-months, while control group decreased at 1- and 3-weeks only. mSBI was lower in the test group when compared to controls from Week-1 to 3-months, while PD differed between groups at 6 weeks and 3-months. Glycine group demonstrated significant microbial shifts after 24-h, increases in species richness and health-compatible species, and loss of pathobionts (p < 0.001, Dunn test). Pro-inflammatory cytokines decreased from 1- to 6-weeks or 3-months (p < 0.05, Wald test). Comparable results were obtained in the ultrasonic group at 3-weeks and sustained over 6-weeks post-therapy., Conclusions: Glycine therapy leads to early and sustained change in host-microbial interactions when compared to ultrasonics, however, the changes wrought by both therapies were sustained for a maximum of 3 months., Trial Registration: ClinicalTrials.gov identifier: NCT05810558., (© 2024 The Author(s). Clinical Oral Implants Research published by John Wiley & Sons Ltd.)

Introduction: In dental hygiene education, a combination of ethics and professionalism, critical thinking, and problem-solving skills are utilized while managing conflict in academic settings, especially in academic clinical patient care settings. Limited evidence exists in determining whether emotional intelligence is related to conflict management styles (CMS)., Purpose: The purpose of this study was to determine whether relationships exist between emotional intelligence and CMS among undergraduate dental hygiene students., Methods: This quantitative cross-sectional survey research study involved a non-probabilistic sample of undergraduate dental hygiene students in the Western United States. The survey instrument consisted of three parts: 1. The Rahim Organizational Conflict Inventory-II (ROCI-II) included 28 questions measuring 5 CMS; 2. The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of emotional intelligence (EI); and 3. Demographic questions. The data were analysed using descriptive statistics, correlational statistics and multiple linear regression., Results: The responses from 92 participants were analysed. Most dental hygiene participants had EI scores in the moderate range and mainly used the collaborative and compromising CMS. Total EI scores were significant predictors of collaborative, compromising, accommodating and competing CMS., Conclusion: Improving EI scores may contribute to the increased use of the collaborative and compromising CMS in dental hygiene education., (© 2023 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)

Critical thinking is a key element of complex problem-solving that facilitates health professionals' clinical practice and professional behavior. Despite the importance of critical thinking, the measurement of critical thinking skills and its associations with academic performance remains a challenge. The aim of this study was to determine the associations between critical thinking and academic performance among undergraduate dental hygiene students. All 63 third- and fourth-year baccalaureate degree dental hygiene students (Class of 2018 and Class of 2017, respectively) in The Ohio State University Dental Hygiene Program were invited to participate in this quantitative, cross-sectional research study. Critical thinking was measured with the California Critical Thinking Disposition Inventory (CCTDI) and the Health Sciences Reasoning Test with Numeracy (HSRT-N). A total of 45 students completed the two tests, for an overall response rate of 71.4%. For the Class of 2018, the response rate was 90.6% (n=29), and for the Class of 2017, the response rate was 51.6% (n=16). The results showed the CCTDI and HSRT-N scores were higher for the Class of 2017 than the Class of 2018, suggesting that critical thinking skills were being developed across the course of the curriculum. The CCTDI was not significantly correlated with or a predictor of academic performance. The HSRT-N was more correlated with clinical performance than was the CCTDI, and HSRT-N components were found to be predictors of clinical performance. Continued attention is needed in the development and measurement of critical thinking skills to improve the academic and clinical performance of undergraduate dental hygiene students.

Emotional intelligence (EI) has been increasingly associated with the success of health care professionals, including dental professionals. Mental health, physical health, and life satisfaction all have been linked to having a high EI. The aim of this study was to determine any associations between EI scores and academic and clinical performance in a cohort of undergraduate dental hygiene students. All 63 first- and second-year dental hygiene students enrolled at The Ohio State University in the spring term 2017 were invited to participate in this quantitative cross-sectional study. The survey consisted of demographic questions and 30 emotional quotient self-assessment checklist questions divided into six EI subsets. The EI subset scores were then correlated with students' academic and clinical grades. A total of 45 students completed the questionnaire, for a response rate of 71.4%. Most of the participants scored between 16 and 19 for each EI domain, meaning they had a moderate EI level. A significant regression equation of EI subset scores and clinical GPA was found (F(3,41)=7.474, p<0.001), with an R 2 of 0.354. Simple linear regression was calculated to predict clinical performance based on EI, and a significant regression equation was found (F(3,41)=6.727, p<0.001), with an R 2 of 0.330. The EI subsets of self-control, motivation, and self-confidence were found to be predictors of overall academic performance. The EI subsets of social competence, empathy, and motivation were found to be predictors of clinical performance. These results suggest that more attention to the development of emotional intelligence may lead to improved academic and clinical performance among undergraduate dental hygiene students.