Search

The aim of this study was to analyse the acceptance of technology by professors and the adherence of dental students to virtual teaching during the social distancing period due to the coronavirus disease (COVID-19) pandemic. This was a retrospective observational cross-sectional study that involved the anonymous opinion of dental school professors. After each virtual class, the professors filled out the e-questionnaire about the remote activities (discipline identification, method used, number of students, satisfaction of the professor, and a technology acceptance model questionnaire) performed between 18 March and 18 May (60 days of virtualisation of theoretical classes during interruption of face-to-face classes). This study showed a good acceptability of this learning technology by professors (TAM score 81.82 ± 11.79). During the pandemic, live video conferencing classes (n = 632, 63.6%) were the most preferred method of teaching by professors, followed by previously recorded video lessons (n = 403, 40.5%). The acceptability of professors was strongly associated with the perception of the quality of interaction (p < 0.001). Higher student participation was significantly associated with live video conference classes (p = 0.019). Prior availability of articles or documents for study (p = 0.028) and the absence of technological complications during the virtual classes (p = 0.003) significantly increased acceptability. In conclusion, the virtual class technology used during the COVID-19 pandemic period was well accepted by professors at a dental school and had good adherence by students, especially in videoconferencing classes. O objetivo deste estudo foi analisar a aceitação da tecnologia por professores e a adesão dos alunos de odontologia ao ensino virtual durante o período de distanciamento social devido à pandemia do coronavírus (COVID-19). Este foi um estudo transversal observacional retrospectivo que envolveu a opinião anônima de professores de escolas de odontologia. Após cada aula virtual, os professores preencheram um questionário sobre as atividades remotas (identificação da disciplina, método utilizado, número de alunos, satisfação do professor e questionário do modelo de aceitação de tecnologia) realizado entre 18 de março e 18 de maio (60 dias de virtualização das aulas teóricas durante a interrupção das aulas presenciais). Este estudo mostrou uma boa aceitabilidade desta tecnologia de aprendizagem pelos professores (pontuação TAM 81,82 ± 11,79). Durante a pandemia, aulas de videoconferência ao vivo (n = 632, 63,6%) foram o método de ensino preferido pelos professores, seguido por vídeo aulas previamente gravadas (n = 403, 40,5%). A aceitabilidade dos professores esteve fortemente associada à percepção da qualidade da interação (p

Granulocytic sarcoma (GS) is a localized infiltrate of immature granulocytes in an extramedullary site. This lesion is most frequently associated with leukemia, but can occur associated with others myeloproliferative disorders.GS can affect virtually any part of the body, but lesions in the oral cavity are rare, with only 37 cases described.Case Description: We present a rare case of GS in a 23-year-old female, with a prior history of acute myeloid leukemia, presenting with a solitary mandibular swelling in the region of the erupting 3rd lower left molar. After biopsy, conventional immunohistochemical stains were positive for CD45 (hematological marker) and myeloid markers, such as myeloperoxidase, and CD68, demonstrating myeloid lineage with monocytic cells differentiation, suggesting the diagnosis of GS associated to Acute Myeloid Leukemia (AML-M5).Clinical implication: Although GS is a rare tumor in oral cavity, and its diagnosis is usually difficult, the clinician must know about its existence to make differential diagnosis.