Faculty Bibliography

For years, the notion of chin ptosis was somehow integrated with the concept of witch's chin. That was a mistake on many levels because chin droop has four major causes, all different and with some overlap. With this article, the surgeon can quickly diagnose which type and which therapeutic modality would work best. In some cases the problem is a simple fix, in others the droop can only be stabilized, and in the final two, definite corrective procedures are available. Of note, in certain situations two types of chin ptosis may overlap because both the patient and the surgeon may each contribute to the problems. For example, in dynamic ptosis, a droop that occurs with smile in the unoperated patient can be exacerbated and further produced by certain surgical methods also. This paper classifies the variations of the problems and explains the anatomy with the final emphasis on long-term surgical correction, well described herein. This article is the ninth on this subject and a review of them all would be helpful (greatly) for understanding the enigmas of the lower face

The routine evaluation of teaching effectiveness is important in improving faculty, departmental, and institutional efforts. There are three main categories of assessments: those performed by students, peers, and self. Although each category is independently valid, a collection of data from all three categories leads to a more comprehensive outcome and a creation of a triangulation model. The purpose of this study was to identify commonly used methods of assessing teaching effectiveness and to suggest the use of a triangulation model, which has been advocated in the literature on performance assessment as an optimal approach for evaluating teaching effectiveness. A twelve-question survey was sent to all U.S. dental schools to identify evaluation methods as well as to find evidence of triangulation. Thirty-nine out of fifty-seven schools responded. The majority of the schools used student evaluations (81 percent) and peer reviews (78 percent). A minority of schools reported using self-evaluations (31 percent). Less than one in five dental schools reported using all three strategies to achieve triangulation (19 percent). The three most commonly used evaluation methods ('performed routinely') were all in the student evaluation category. Less than half of the schools routinely evaluated clinical teaching effectiveness by any means (42 percent). In conclusion, dental schools should implement a triangulation process, in which evaluation data are obtained from students, peers, and self to provide a comprehensive and composite assessment of teaching effectiveness

STATEMENT OF PROBLEM: Current methods of measuring soft tissue thickness over potential dental implant sites and locating submerged implants may be imprecise or invasive. PURPOSE: The purpose of this study was to develop and demonstrate proof of the concept of a customized ultrasound imaging system in locating and measuring the depth of implants submerged beneath soft tissue. MATERIAL AND METHODS: A complete ultrasound system, including a customized soft tissue-matched transducer, transceiver, and digital signal processing algorithms, was created for the specific application of detecting dental implants anchored in bone beneath soft tissue. The system was used to locate implants placed in cancellous bone and measure overlying soft tissue depth in a porcine model. Ten measurements were made on each porcine model by manually moving the transducer laterally over the soft tissue surface. Data were analyzed with descriptive statistics. RESULTS: The mean signal-to-noise ratio, SNR (standard deviation), from the bone surfaces, was 19.1 (4.6) dB, and the mean SNR from the implant surfaces was 36.6 (2.2) dB, resulting in a mean difference of 17.5 dB, or x56.2, in average signal power between the bone and implant surfaces. Consequently, implants were easily and accurately (+/-0.2 mm) located beneath at least 5 mm of soft tissue. Likewise, soft tissue depths over bone and implants were accurately measured and were within the corresponding caliper tissue measurement error (+/-0.5 mm). CONCLUSIONS: The specialized ultrasound imaging system located and measured the depth of implants placed in bone submerged beneath soft tissue in a porcine model

Several methods have been described for fabrication of occlusal devices, but many require complex and time-consuming laboratory procedures. In this article, an alternative fabrication method for a hard occlusal device while maintaining the articulation of the cast is described

The implementation of an implant dental curriculum in U.S. dental schools has been consistently increasing from 33 percent in 1974 to 97 percent in 2004. Among these, only 51 percent have clinical components implemented. A survey of students conducted in 2004 at New York University College of Dentistry (NYUCD) showed an inadequacy in clinical implant restoration experience by graduation. This prompted the development of an extensive dental implant curriculum at NYUCD to meet the needs of the dental students. This report addresses the challenges in implementing such a curriculum and describes a step-by-step approach to develop a program that encompasses didactic, simulation, and patient care components. In 2005, a fully integrated predoctoral implant curriculum was initiated. In 2008, nearly all of the NYUCD students (91.8 percent) completed implant restorations/prosthesis on patients. An assessment revealed a 30 percent increase in students' positive perceptions of the implant curriculum. Based on our experiences at NYUCD, it is recommended that an implant curriculum become part of the core predoctoral curriculum and be integrated throughout the four years of dental education. This article reports on a model for a pre-doctoral implant curriculum, which includes planning, curriculum implementation, program management, and post-implementation stages. Using this model, dental schools can develop implant education for their students that is adapted to their institutional missions, priorities, and resources

OBJECTIVE: The aim of this study was to test the hypothesis that microtensile bond strength values are inversely proportional to dentin-to-composite adhesive layer thickness through laboratory mechanical testing and finite element analysis. METHOD: Eighteen noncarious third molars were obtained, and occlusal enamel removed perpendicular to the tooth long axis. Two different adhesive systems were utilized as follows (n=3): (1) application of a single layer of Single Bond (3M ESPE Co.) and Clearfil SE Bond (Kuraray Co.) following the manufacturer's directions; (2) application of one layer of both adhesive systems followed by one additional layer; (3) application of one layer of both adhesive systems followed by two additional layers. A 4mm build up was fabricated in increments on each tooth sample (Z 100 composite, 3M ESPE). Section measurements were performed and specimens were separated into three adhesive thickness groups per material (40, 40-80 and 80-120 microm) for microtensile testing. The bond strength data (MPa) were analyzed by one-way ANOVA and Tukey test. Maximum principal stresses (MPS) were determined through FEA for three different adhesive layer thicknesses (20, 50 and 100 microm). RESULTS: The bond strength data obtained for Single Bond at 0-40 microm presented significantly higher values compared to higher adhesive layer thickness groups. There were no statistical differences among bond strength values for all Clearfil SE Bond adhesive layer thicknesses. FEA modeling indicated that MPS increased as adhesive layer increased. The hypothesis was accepted for the Single Bond only. SIGNIFICANCE: Correspondence (not tested statistically) between microtensile laboratory testing and FEA model was only observed for Single Bond as increased adhesive layer thickness did not reduce Clearfil SE Bond strength

AIM: Static Hertzian contact tests of monolayer glass-ceramics in trilayer configurations (glass-ceramic/cement/composite) have shown that thick cement layers lower strength. This study sought to test the hypothesis that thick resin cement layers lower mouth motion fatigue reliability for flat glass-ceramic/cement/composite trilayer systems and that aging in water reduces reliability. METHODS: Dicor plates (n > or = 12 per group) (10 x 10 x 0.8 mm(3)) were aluminum-oxide abraded (50 microm), etched (60 s), silanized, and bonded (Rely X ARC) to water aged (30 days) Z100 resin blocks (10 x 10 x 4 mm(3)). Four groups were prepared: (1) thick cement layer (>100 microm) stored in water for 24-48 h, (2) thick cement layer stored for 60 days, (3) thin cement layer (< or =100 microm) stored for 24-48 h, and (4) thin cement layer stored for 60 days. The layered structures were fatigued (2 Hz) utilizing mouth motion loading with a step-stress acceleration method. A master Weibull distribution was calculated and reliability determined (with 90% confidence intervals) at a given number of cycles and load. RESULTS: The aged group (60 d) with thick cement layer had statistically lower reliability for 20,000 cycles at 150 N peak load (0.11) compared with both nonaged groups (24-48 h) (thin layer = 0.90 and thick layer = 0.82) and aged group with thin cement layer (0.89). CONCLUSION: Trilayer specimens with thick cement layers exhibited significantly lower reliability under fatigue testing only when stored for 60 days in water. The hypothesis was accepted. These results suggest that diffusion of water into the resin cement and also to the glass-ceramic interface is delayed in the thick cement specimens at 24-48 h.

OBJECTIVE: To test the hypothesis that dentin Hertzian contact response varies with loading rate and tubule orientation. DESIGN: Sound teeth (n=12) were cut either parallel or perpendicular to the axial direction to expose dentin (n=6 each). The cut specimens were embedded (poly-methyl-methacrylate (PMMA) and divided into two groups: (GL) load applied parallel to dentin tubule direction and (GP) load applied perpendicular to tubule direction. A 1.5mm diameter tungsten-carbide ball was used for Hertzian contact testing with a maximum load of 150 N load and loading rates of 0.1, 1, 100, and 1000 N/s on each specimen. Indented specimens were observed microscopically and photomicrographs acquired. Hertzian contact diameter and modulus were analysed (p<0.05) by one-way ANOVA and Tukey test. RESULTS: There were significant differences (p<0.05) in Hertzian response with respect to loading rate for GL (0.1N/s versus 1000 N/s, 0.1N/s versus 100 N/s, 1N/s versus 1000 N/s, and 1N/s versus 100 N/s), and GP (0.1N/s versus 1000 N/s, 0.1N/s versus 100 N/s, and 1N/s versus 1000 N/s). Contact modulus was higher for GL compared to GP at all loading rates (p<0.05). CONCLUSION: The results suggest that dentin contact modulus is loading rate dependent. Tubule orientation of dentin did not influence contact modulus values (p>0.05)

The goal of interprofessional education (IPE) is to bring various professional groups together in the educational environment to promote collaborative practice and improve the health care of patients. Interest in IPE has been sparked by several factors in the health care system, including the increased awareness of oral-systemic connections, an aging population, the shift of the burden of illness from acute to chronic care, and lack of access to basic oral care. Increasingly, since the publication of the U.S. surgeon general's report in 2000, the dialogue surrounding IPE in dentistry has escalated. But how has dentistry changed regarding IPE since the report was released? This position paper argues that little has changed in the way dental students are taught and prepared to participate in IPE. The authors contend that academic dentistry and organized dentistry must take the lead in initiating and demanding IPE if dental students are to be prepared to work in the health care environment of the twenty-first century. Included are reasons why IPE is necessary and why dentistry must lead the conversation and participate in the solution to the oral health care crisis. It explores existing models and alternate approaches to IPE, barriers to implementation, and proposed strategies for academic institutions