Fully‐ versus conventionally guided implant placement by dental students. A randomized controlled trial

2021 ◽  
Author(s):  
Kasper Søndergaard ◽  
Mandana Hosseini ◽  
Simon Storgård Jensen ◽  
Rubens Spin‐Neto ◽  
Klaus Gotfredsen
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Randomized Controlled ◽  
Implant Placement

scholarly journals Fully‐guided versus conventional implant placement by dental students. A randomized controlled trial

2020 ◽  
Vol 31 (S20) ◽  
pp. 51-51
Author(s):  
Kasper Søndergaard ◽  
Rubens Spin‐Neto ◽  
Mandana Hosseini ◽  
Simon Storgaard Jensen ◽  
Klaus Gotfredsen
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Dental Students ◽  
Randomized Controlled ◽  
Implant Placement

Immediate Single-Tooth Implant Placement in Bony Defects in the Esthetic Zone: A 1-Year Randomized Controlled Trial

2016 ◽  
Vol 87 (6) ◽  
pp. 619-629 ◽  
Author(s):  
Kirsten W. Slagter ◽  
Henny J.A. Meijer ◽  
Nicolaas A. Bakker ◽  
Arjan Vissink ◽  
Gerry M. Raghoebar
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Implant Placement ◽  
Single Tooth ◽  
Single Tooth Implant

scholarly journals Objective criteria for assessment of the quality of dental restorations improve student’s critics towards the treatment assignment: a randomized controlled trial

2018 ◽  
Vol 47 (3) ◽  
pp. 161-167
Author(s):  
Brenda MARMENTINI ◽  
Monique Vendruscolo CAROSSI ◽  
Larissa Luane Soder HENTZ ◽  
Sinval Adalberto RODRIGUES-JUNIOR
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Training Group ◽  
Dental Students ◽  
Wilcoxon Test ◽  
Practical Training ◽  
Randomized Controlled ◽  
Dental Restorations ◽  
Significant Difference

Abstract Introduction Objective parameters may help the decision of how to manage existing dental restorations in patients. Objective This study tested the following hypotheses: i) teaching objective criteria to dental students enhances their criticism toward the indication for replacement of dental restorations; and ii) a complementary practical approach enhances the proportion of correctly indicated treatments compared with a strictly theoretical approach. Method This block-randomized controlled trial involved dental students from a Brazilian university who were randomized to either a didactic/theoretical class group (A, control) or a didactic/theoretical class followed by practical training (group B); both conditions were applied in a moodle-based environment. The proportion of correctly indicated interventions before and after teaching the criteria was compared with using Mann–Whitney U-test (p<0.05), and a comparison between the approaches was established with Wilcoxon test (p<0.05). Result The baseline proportion of correct assignments significantly increased after interventions for both groups (p=0.02), with no significant difference between the interventions (p=0.871). Conclusion The proposed online training enhanced the proportion of correct assignments to restorations, confirming the first study hypothesis. The second hypothesis was rejected because differences between the strategies had no effect on the proportion of correct answers. Focusing on teaching objective criteria for assessment of the quality of restorations would enhance students’ ability to correctly treat them.

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