Objective: To investigate the factors affecting enamel demineralization in orthodontic patients and to establish a logistic regression prediction model. Methods: A total of 1934 orthodontic patients were selected from three hospitals in Nanjing from December 2019 to December 2022 as the research subjects. The risk factors between the demineralization group (n=226) and the non-demineralization group (n=1708) were compared. Logistic regression analysis was used to establish a risk prediction model, and the prediction effect of the model was evaluated by ROC curve. Additionally, 828 patients who met the criteria from January to June 2023 were selected for model prediction effect validation. Results: Seven independent risk factors including caries, dental plaque, tooth surface erosion, preference for soft food, brushing frequency, fluoride toothpaste and orthodontic treatment duration were included to construct the risk prediction model. The area under the ROC curve of this model was 0.849, with the sensitivity, the specificity and the Youden index were 0.771, 0.723, and 0.494, respectively. The model validation results showed the sensitivity of 0.813, the specificity of 0.733, and the accuracy of 74.09%. Conclusions: The model is effective in predicting the risk of enamel demineralization, and can provide reference for healthcare professionals to implement timely preventive management measures.

Objective: To summarize the osteogenic effect of monocortical mandibular bone combined with calcium phosphate cement (CPC) powder containing recombinant human bone morphogenetic protein-2 (rhBMP-2) in alveolar bone graft. Methods: Patients with alveolar cleft treated by the above methods from December 2020 to November 2021 were reviewed, and the bone resorption and complications were analyzed. Results: A total of 8 cases were included, the average bone resorption rate was 28.88%. One case had wound dehiscence, and the curative effect was still good after treatment. One case suffered from wound dehiscence and infection 2 weeks after operation. The CT scan at 6 months after operation indicated that the graft bone was not continuous with the surrounding bone. At 8 months after operation, the bone block was discharged from the dehiscence. Conclusions: The effect of monocortical mandibular bone combined with CPC powder containing rhBMP-2 in repairing alveolar cleft was acceptable with lower bone absorption rate, higher new bone density, less trauma, and thus valuable clinical application.

The timing of treatment for traumatic dental injuries of different types has varying effects on prognosis. This article classified and prioritized patients with dental trauma based on whether the development of different types of dental trauma would rapidly progress or affect disease prognosis in a short period of time, combined with the actual clinical work of oral emergency. The treatment sequence of dental trauma was divided into dental trauma that required priority treatment in the oral emergency department, dental trauma that required treatment on the same day in the oral emergency department, and dental trauma that could be treated with short-term delayed treatment. There was a significant correlation between the long-term prognosis and treatment time of trauma teeth that required priority emergency treatment. So as to achieve rational utilization of limited oral medical resources, avoid delaying the condition.

With the development of minimally invasive concepts and biomaterials, the application of pulpotomy in mature permanent teeth has received more attention. Based on the latest research, this article will summarize the progress in diagnostic methods for irreversible pulpitis and the biological basis, clinical efficacy and influencing factors of pulpotomy in the treatment of irreversible pulpitis for mature permanent teeth, in order to provide reference for the clinical implementation of pulpotomy for mature permanent teeth with irreversible pulpitis.

Objective: To observe the clinical efficacy of neodymium-yttrium aluminum garnet (Nd:YAG)laser combined with 5-aminolevulinic acid photodynamic therapy (ALA-PDT) in the treatment of patients with hyperkeratotic oral leukoplakia, in order to provide a reference for the clinical application of this therapy. Diagnosis and treatment: Three patients with hyperkeratotic oral leukoplakia with different abnormal hyperplasia were treated with Nd:YAG laser combined with ALA-PDT. The therapeutic effect was evaluated by comparing the lesion area before and after operation. Results: After combined treatment, the white lesions on the tongue belly of 3 patients disappeared completely. The patients were followed up for 24 months without recurrence. Conclusions: Nd:YAG laser combined with ALA-PDT can be used as a new treatment for oral leukoplakia (OLK) with hyperkeratosis.

Objective: To evaluate the effect of applying the step-by-step teaching method in the training of implant guide design. Methods: 50 students of stomatological technology class in Yantai Stomatological Hospital of Binzhou Medical University, were recruited in this study. They were randomly divided into the experimental group (n=25) and the control group(n=25). The experimental group was taught in the step-by-step method, and the control group was taught in the traditional teaching method. Thereafter, the assessments were done by the students and teachers. The quality of design was evaluated by the third-party peer experts from the establishment of data, the registration of three-dimensional reconstruction, the alignment of virtual dental crown, the design of implant’s three-dimensional position and the generation of guide, respectively. The scores of each aspect and the total were taken together as the outcome. Results: For the outcome of the experimental group and the control group, the students’ assessments were (4.44±0.58) and (3.48±0.59), the teachers’ assessments were (4.52±0.51) and (3.28±0.54). The total scores of the design effect evaluated by the third-party peer experts were (8.32±0.64) and (7.48±0.65). The scores of the design of implant’s three-dimensional position were (1.60±0.50) and (1.24±0.44), and the scores of the generation of guide were (1.88±0.33) and (1.32±0.69). The differences were statistically significant (P<0.05). Conclusions: The step-by-step teaching method could improve the training effect of implant guide design, and the acceptance of students and teachers was higher.

Objective: To study the application of case-based Learning (CBL) combined with Patient, Iinterventions, Comparisons, Outcome and Study design(PICOS) mode in standardized training for oral and maxillofacial surgery residents. Methods: A total of 60 oral and maxillofacial surgery residents from January 2021 to December 2021 were selected as the subjects. They were randomly divided into traditional LBL (Learn-based Learning) teaching group (28) and CBL combined with PICOS teaching group (32). At the end of the residency program, the theoretical knowledge assessment was carried out, and the clinical thinking ability was scored by mini-clinical evaluation exercise (Mini-CEX) scale, and the personal teaching efficacy and teacher efficacy were evaluated. Results: The basic theoretical knowledge, clinical case analysis and total scores of the experimental group were better than those of the control group; the scores of the experimental group in clinical judgment were higher than those of the control group; the satisfaction of the experimental group on the teaching form and teaching effect was higher than that of the control group; the personal teaching efficacy and general teacher efficacy and total scores of the experimental group were higher than those of the control group. The differences were statistically significant (P<0.05). Conclusions: CBL combined with PICOS model is superior to traditional teaching methods, which can improve the learning initiative, clinical diagnosis and treatment standardization and clinical decision-making ability of residential training physicians, and improve the teaching efficacy of teachers, which is worthy of further promotion.

Objective: Exploring the application of case-based learning in integrating traditional theory teaching of stomatology with tooth extraction as a pilot course in oral and maxillofacial surgery. Methods: Online questionnaire was used to investigate the knowledge and clinical thinking ability of fourth-year stomatological students before, after and 2 months after class. Results: The investigation included 41 students. They had higher accuracy in extraction indications and contraindications, definition and classification of impacted teeth, treatment principles and operation process of impacted teeth after class than before class, with statistical significance (P<0.05). The follow-up visit 2 months after the class, 95.1% of the students thought the form was helpful to understand the course content, and they had high satisfaction with both the course and the teacher. Conlusions: Integrating CBL into traditional teaching of stomatology is beneficial to improve students’ interest in class and knowledge mastery, which is worth promoting.

Objective: To explore the effect of teach-back method combined with workshop in research ability training for nurses in stomatology department. Methods: 31 nurses from a stomatological hospital in Beijing were selected as subjects. The nurses were trained in theoretical knowledge of nursing research by teach-back method, and then a workshop was set up to train them in practical ability of nursing research. The self-evaluation scores of nursing research ability before and after the training were compared, and the recognition degree of nurses after the training was investigated. The number of publication of their nursing research findings from the training period to 6 months after the training was collected. Results: The self-evaluation score of nursing research ability of 31 nurses was 36 (30, 49) points before training and 71 (61, 79) points after training, and the difference was statistically significant (Z=5.563, P<0.001). 90.32% of the nurses recognized the training method of teach-back method combined with workshop. Conclusions: The application of teach-back method combined with workshop in research ability training for nurses in stomatology department can effectively improve the theoretical knowledge and practical ability of nursing research.

Objective: To explore the application effect of the teaching method of flipped classroom combined with clinically-oriented reform in science of dental materials in international dental medicine students. Methods: International students in dental medicine from Zhengzhou University in 2018 and 2019 were selected as the research objects. They were divided into two groups according to their grades. The control group used the traditional teaching method, and the experimental group used the teaching method of flipped classroom combined with clinically-oriented reform. The teaching effect is comprehensively compared after class in the form of theoretical examination and satisfaction questionnaire. Results: The overall teaching satisfaction of the experimental group was significantly higher than that of the control group (P<0.01). The comparison between two groups of students’ test scores in science of dental materials showed that the experimental group was significantly higher than that of control group (P<0.01). In addition, the experimental group was also higher than that of control group in the results of students’ self-evaluation, mutual evaluation (P<0.05) and evaluation of teaching plans (P<0.05). However, the teaching method of flipped classroom combined with clinically-oriented reform significantly increased the learning burden of students and teachers (P<0.05). Conclusions: The teaching method of flipped classroom combined with clinically-oriented reform has been applied to international dental medicine students in science of dental materials, providing new ideas and research methods for exploring the teaching method of science of dental materials in international dental medicine students.

Objective: To explore the application effect of scenario teaching method in cardiopulmonary resuscitation(CPR) teaching for postgraduates of stomatology. Methods: 80 postgraduate students of grade 2021 from the School of Stomatology of Chongqing Medical University were selected as the research objects. The experimental group included 40 students of class 1, and the control group included 40 students of class 2. The scenario teaching method for CPR teaching was adopted for the experimental group, while the traditional teaching method was adopted for the control group. At the end of the course, the outcomes of theoretic test and skill evaluation about CPR were compared between the two groups. And the recognition of the two groups was evaluated through a questionnaire survey. Results: CPR theoretic test and skill evaluation scores of the experimental group were better than those of the control group (P<0.001). And the students in the experimental group of the scenario teaching method had significantly higher recognition than those in the control group. Conclusions: In the teaching of cardiopulmonary resuscitation for postgraduates of stomatology, the effect of the scenario teaching method is obviously better than the traditional teaching method.

Objective: In combination with the relevant requirements of our nation for ideological and political work, to sort out the content and work requirements related to ideological and political work in the personal career development and the practical work process of human resources for young postdoctoral workers in stomatology. Methods: A questionnaire survey was conducted on 55 postdoctoral employees who have been in the hospital for 1-3 years. Sort out the relevant ideological and political requirements for each node of employee career development. Results: In the future professional development process of young medical workers, ideological and political requirements have always been the top priority, and young employees are also more concerned about fairness, interpersonal atmosphere, and skill growth in the work process. Conclusions: Hospitals should improve their teaching mechanism, emphasize fairness, improve the education system and strive to cultivate moral character through service neutrality.