Faculty Bibliography

STATEMENT OF PROBLEM: Currently, there is no commercially available method to provide non-invasive, non-ionizing, real-time imaging of the gingival form and bony architecture of implant sites, before, during, and after implant placement. PURPOSE: The purpose of this study was to demonstrate the feasibility of 2-dimensional (2-D) ultrasound imaging of soft and hard tissues for implant diagnosis and treatment planning. MATERIAL AND METHODS: A sector scanning ultrasound system was applied. Five representative clinical features (implant in an edentulous ridge, single implant tooth replacement, implant dehiscence, tooth dehiscence, and mental foramina) were created or identified in each of the 5 porcine jaws, which were then covered with soft tissue and imaged in an acoustic water tank. RESULTS: All of the 5 model features, in all 5 jaws, were clearly visible with the ultrasound. Most objects were visible over a large range of positions and angles. Each of the features, as well as the soft tissue and bone surfaces, were recognized by specific acoustic signatures, with the same signature recurring for each object type among all 5 of the jaw specimens. All implants were highly reflective and clearly visualized. CONCLUSIONS: A 2-D sector scanning ultrasound system was demonstrated to be capable of imaging representative features for implant treatment planning in a porcine model; these included implants placed in edentulous ridges; implants placed for single tooth replacement; implants with simulated dehiscences; teeth with simulated dehiscences; and mental foramina. Specific acoustic signatures for these features were defined. Qualitative differences between ultrasound and other dental imaging techniques were described.

Purpose: Fracture is a frequent complication of resinous prostheses. The purpose of this study was to evaluate the effect of thickness on flexural strength of a resinous prosthesis containing a prosthetic tooth. Materials and Methods: Beam-shaped specimens 65-mm long, 12-mm wide, and 1, 2, 3, 4, or 6 mm in thickness were made from high-impact strength polymethyl methacrylate denture base material, each containing a resin-based molar prosthetic tooth at the center of the beam. A group of 3-mm-thick specimens without a prosthetic tooth (n = 7) were also made. Specimens were aged artificially, loaded in three-point flexure, examined fractographically, and analyzed. Results: The 1- and 2-mm-thick beams underwent considerable deformation at low loads. Maximum loads varied considerably from 0.6 kg (1-mm beams) to 38 kg (6-mm beams). The 3-, 4-, and 6-mm beam groups all underwent brittle fracture, with mean relative flexural strengths of approximately 73 MPa. Denture teeth reduced the relative flexural strength of resin beams by 0.7x. Fracture initiation sites were generally at tiny surface defects, but did not directly involve denture teeth. Denture resin fracture toughness was 3.2 MPa m1/2, and modulus of rupture was 104 MPa. Conclusion: Denture teeth substantially decreased the strength of resinous beams. Increased thickness markedly increased the load-bearing capacity of resinous beams containing denture teeth. Beams less than 2 mm in thickness with denture teeth were weakened substantially more than comparable beams of 2 mm or more in thickness. Surface finish was of critical importance. Fracture toughness was calculated fractographically, facilitating future forensic examination of clinically failed resinous prostheses. Int J Prosthodont 2012;25:53-59.

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

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 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