Search

The evaluation of education environment is essential to provide to the professors a better understanding of the teaching process. One valuable tool for this assessment is the Dundee Ready Educational Environment Measure (DREEM). This questionnaire has 50 questions and is divided in five dimensions: D1--Perceptions of teaching, D2--Perceptions of teacher, D3--Academic self-perceptions, D4--Perception of atmosphere, D5--Social self-perception. Although it was first elaborated to undergraduate medical students, it has been used to other health areas. The aim of this study was to evaluate learning environment of a dental postgraduate course in a Brazilian University. Twenty-one students of master degree and PhD program in Periodontics were invited to answer the DREEM questionnaire. The mean age of the students was 27.4 years old. The total DREEM mean was 146.8, presenting a positive learning environment. Possible correlations were analyzed by Spearman's correlation test (P<0.05). There was a positive correlation between total DREEM and all 5 dimensions (p<0.05). The highest correlation was total DREEM with academic self-perceptions (r = 0.938). There was no correlation between age and distance from parents home (p>0.05). In conclusion, the postgraduate learning environment is positive and students are satisfied. This questionnaire was very efficient and provided important information to maintain or improve our learning environment.

Clinical education in dental practice is a challenge for professionals and students. The traditional method of clinical training in Periodontology usually is based on following the procedure and practicing under supervision, until achieving proficiency. However, laboratory practice is required before direct care in patients. Specific anatomic plastic models can be useful, but animal cadaver models provide better similarity to human tissues. The objectives of this study are to describe a model for training periodontal surgical techniques in a pig mandible model and evaluate the effect of the program on student's progress. Several surgical procedures were critically analyzed and trained with graduate students, including: gingivoplasty/gingivectomy, distal wedge procedure, frenectomy, internal bevel incision, total/partial flap, furcation access, gingival grafts and suture techniques. These procedures were theoretically reminded before laboratory practice. A questionnaire was applied concerning aspects of the laboratory and students provided their concepts and impression. The majority of the students scored positive aspects related to laboratory practice. Based on the questionnaire answers, we observed that the practical laboratory helped in the assimilation of the theoretical content and improved skills in the practice of periodontal surgical techniques. Graduate students were also more confident in performing these surgical procedures directly on the patient. Another positive aspect is the similarity of pig teeth and gingival tissues to human correspondent, being especially appropriate for surgical demonstration and training with excellent reproducibility. The laboratorial practice with pig mandible for graduate students was a valuable tool to improve periodontal surgical techniques.

Focused Clinical Question: How should cases of altered passive and active eruption be diagnosed, classified, and treated? Summary: Frequently, a “gummy smile” contributes to esthetic problems and is caused by several factors such as vertical maxillary growth, dentoalveolar extrusion, short upper lip, upper lip hyperactivity, altered passive eruption (APE), or a combination of these factors. APE is a genetic or developmental condition characterized by coronal positioning of the gingival margin over enamel, resulting in short clinical crowns. Active eruption is defined as tooth movement in the occlusal direction as the tooth erupts from its osseous crypt. Altered active eruption (AAE) occurs when teeth achieve the opposite relationship to the occlusal plane prematurely and the osseous crest is on or very close to the cemento‐enamel junction. Thus, correct understanding of biologic events related to APE and AAE should be considered in the classification of a gummy smile. This article proposes a modification of a previous clinical classification and provides a surgical guide for treatment planning of cases involving APE and/or AAE. Periodontal biotypes are also taken into consideration. Conclusions: This article proposes modification of a previous classification dealing with two eruptive processes known as AAE and APE. Clinical cases and schemes enable understanding and treatment planning of different conditions. [ABSTRACT FROM AUTHOR]