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Objective: To measure the light energy that dental students delivered to a simulated Class I restoration before training, immediately after training and 4 months after training. Methods: Thirty-eight (38) dental students used a single light-emitting diode curing light (SmartLite iQ2, Dentsply) to cure, for 10 seconds, a simulated Class I restoration positioned in the Managing Accurate Resin Curing - Patient Simulator (BlueLight analytics inc.). The students then attended an instructional lecture and received individualized instruction on optimizing their lightcuring technique. The students were retested immediately after instruction and again 4 months later (without further instruction). The irradiance and energy delivered during light-curing were calculated for each student at all 3 time points. Mean values were calculated and compared. Results: Before instruction, the students delivered between 0.1 and 7.2 J/cm² of energy (mean ± standard deviation [SD] 4.1 ± 1.7 J/cm²). After instruction, the same students delivered between 5.8 and 7.5 J/cm² of energy (mean ± SD 6.7 ± 0.4 J/cm²). Analysis of variance and Fisher's Protected Least Significant Difference tests showed that instruction with the patient simulator led to a significant improvement in the amount of energy delivered and that the students retained this information. When retested 4 months later, the students delivered between 4.2 and 7.9 J/cm² of energy (mean ± SD 6.1 ±1.1 J/cm²). Although this was less energy than immediately after instruction, the decline was not significant (p = 0.44). Conclusions: Provision of immediate feedback on light-curing technique and instruction on how to avoid mistakes led to a significant and lasting improvement in the amount of energy delivered by the students. [ABSTRACT FROM AUTHOR]

We have examined the reliability risks of complementary SiGe HBTs on thick-film silicon on insulator (SOI). DC stress techniques, such as reverse emitter–base (EB) stress, mixed-mode stress, and flyback measurements, were used to characterize the safe operating area of n-p-n and p-n-p SiGe HBTs fabricated on SOI substrates. The measurements were analyzed based on fundamental damage mechanisms, such as hot carriers generated at the EB and collector–base junctions during large reverse voltage, and thermal runaway as a result of high current phenomena. RF stress (using a large amplitude continuous-wave signal) was also performed to examine the reliability of complementary bipolar complementary metal–oxide–semiconductor devices and circuits in an RF context. In both cases, p-n-p SiGe HBTs were found to be more reliable than n-p-n SiGe HBTs, a fact that may offer opportunities for circuit design optimization. [ABSTRACT FROM PUBLISHER]

Purpose/Objective: On 11 March 2020, the World Health Organization declared COVID-19 a pandemic, and universities transitioned to online learning. The objective of this study was to evaluate the experience of students with the online education program offered during the initial phase of the pandemic. Methods: In April 2020, an anonymous online survey was distributed to 248 undergraduate dental and dental hygiene students in Dalhousie University's faculty of dentistry. The survey contained 10 Likert-type and 3 open-ended questions asking students to evaluate their online learning experience and their preferences regarding in-person and online learning. Results: The response rate was 62.5%. Two-thirds (65.8%) of respondents reported that their educational experience in a virtual setting was very or somewhat positive, while only 14.8% said it was negative or somewhat negative. However, 60.6% agreed or strongly agreed that they preferred face-to-face learning over virtual classroom learning. Students were evenly split on whether online teaching should replace classroom teaching where possible (38.1% agreed/strongly agreed, 39.3% disagreed/strongly disagreed). Analysis of the responses to open-ended questions gave rise to 6 themes: online teaching and assessment methods; helpful online instructor behaviours/traits; advantages of online learning; disadvantages of online learning; combining online and in-person learning; online learning during the pandemic. Conclusions: Although the sudden transition to online learning was generally well received by students, there still appears to be support for maintaining some form of traditional, face-to-face learning methods in dental education. Students felt that ensuring faculty were creative, understanding and flexible was paramount in the transition to teaching in an online format. [ABSTRACT FROM AUTHOR]

Purpose/objective: On 11 March 2020, the World Health Organization declared COVID-19 a pandemic, and universities transitioned to online learning. The objective of this study was to evaluate the experience of students with the online education program offered during the initial phase of the pandemic., Methods: In April 2020, an anonymous online survey was distributed to 248 undergraduate dental and dental hygiene students in Dalhousie University's faculty of dentistry. The survey contained 10 Likert-type and 3 open-ended questions asking students to evaluate their online learning experience and their preferences regarding in-person and online learning., Results: The response rate was 62.5%. Two-thirds (65.8%) of respondents reported that their educational experience in a virtual setting was very or somewhat positive, while only 14.8% said it was negative or somewhat negative. However, 60.6% agreed or strongly agreed that they preferred face-to-face learning over virtual classroom learning. Students were evenly split on whether online teaching should replace classroom teaching where possible (38.1% agreed/strongly agreed, 39.3% disagreed/strongly disagreed). Analysis of the responses to open-ended questions gave rise to 6 themes: online teaching and assessment methods; helpful online instructor behaviours/traits; advantages of online learning; disadvantages of online learning; combining online and in-person learning; online learning during the pandemic., Conclusions: Although the sudden transition to online learning was generally well received by students, there still appears to be support for maintaining some form of traditional, face-to-face learning methods in dental education. Students felt that ensuring faculty were creative, understanding and flexible was paramount in the transition to teaching in an online format.

Objective: To measure the light energy that dental students delivered to a simulated Class I restoration before training, immediately after training and 4 months after training., Methods: Thirty-eight (38) dental students used a single light-emitting diode curing light (SmartLite iQ2, Dentsply) to cure, for 10 seconds, a simulated Class I restoration positioned in the Managing Accurate Resin Curing - Patient Simulator (BlueLight analytics inc.). The students then attended an instructional lecture and received individualized instruction on optimizing their light-curing technique. The students were retested immediately after instruction and again 4 months later (without further instruction). The irradiance and energy delivered during light-curing were calculated for each student at all 3 time points. Mean values were calculated and compared., Results: Before instruction, the students delivered between 0.1 and 7.2 J/cm2 of energy (mean ± standard deviation [SD] 4.1 ± 1.7 J/cm2). After instruction, the same students delivered between 5.8 and 7.5 J/cm2 of energy (mean ± SD 6.7 ± 0.4 J/cm2). Analysis of variance and Fisher's Protected Least Significant Difference tests showed that instruction with the patient simulator led to a significant improvement in the amount of energy delivered and that the students retained this information. When retested 4 months later, the students delivered between 4.2 and 7.9 J/cm2 of energy (mean ± SD 6.1 ±1.1 J/cm2). Although this was less energy than immediately after instruction, the decline was not significant (p = 0.44)., Conclusions: Provision of immediate feedback on light-curing technique and instruction on how to avoid mistakes led to a significant and lasting improvement in the amount of energy delivered by the students.