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Background: Tooth loss is generally considered the final outcome of oral disease. This retrospective study was performed to identify risk factors for tooth loss in patients undergoing long-term maintenance therapy. Methods: We surveyed 1145 adult patients who underwent maintenance therapy for ≥5 years after they had undergone active treatment from January 2015 to December 2016 and established a baseline status. The study variables were patient compliance, sex, number of teeth lost, cause of tooth loss, age at start of maintenance, number of remaining teeth at start of maintenance, duration of maintenance, smoking status, use of salivary secretion inhibitors, and diabetes mellitus. Additionally, 57 patients who did not undergo maintenance therapy were surveyed to examine and compare the effects of maintenance therapy. Statistical analyses were performed to assess the correlation of each variable with tooth loss. Results: The average number of teeth lost under maintenance therapy was 0.07/year. Significantly fewer teeth were lost in the maintenance than non-maintenance group. Most of the teeth lost were non-vital teeth, and the most common cause of tooth loss was tooth fracture. Patient age, number of remaining teeth at start of maintenance, use of salivary secretion inhibitors, and diabetes mellitus were related to tooth loss. Conclusions: To the best of our knowledge, this is first large-scale study of tooth loss in patients undergoing long-term maintenance therapy within a general dental clinic. Our findings demonstrate that starting maintenance therapy when patients are younger and possess more teeth may prevent future tooth loss.

Background: Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students study before the class, take the Individual Readiness Assurance Test (IRAT) and Group Readiness Assurance Test (GRAT), and then discuss Group Assignment Projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data. Methods: Flipped classroom and TBL effectiveness was assessed from the results of the term-end examinations at the end of the semester from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations. The dentists were clinical prosthodontic residents who graduated within 3 years from undergraduate course. All prosthodontic residents attended the referential examinations. Results: The term-end examination score of FC and TBL did not show a statistical difference. Multi-way ANOVA showed that the referential examination scores by the dentists were significantly higher than that of the students (P < 0.0001). According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials. Conclusions: There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.