Otemae College

Background: As a multidisciplinary field, dental hygiene has seen the emergence of novel research topics that have reshaped its scholarly landscape during the pandemic.This study investigated the evolution of research themes and knowledge structures in the Journal of Dental Hygiene Science (JDHS) by comparing the pre-COVID-19 (20152019) and post-COVID-19 (20202024) periods.Methods: A total of 499 articles (319 from 20152019 and 180 from 20202024) published in JDHS were analyzed.Using NetMiner 5.0, meaningful keywords were extracted from titles, abstracts, and author keywords.Term frequency, term frequency-inverse document frequency, degree centrality, and betweenness centrality were examined.Topic modeling was conducted using the Latent Dirichlet Allocation algorithm.Results: During 20152019, "student," "stress," "health," and "tooth" showed high degree centrality, with eight topics identified: education and clinical practice satisfaction, oral health behaviors, job stress, teeth and oral tissues, professional identity, core competencies, preventive research, and factor analysis.In 20202024, "tooth," "work," and "surface" demonstrated the highest degree centrality, with five reconfigured topics: dental hygienist competencies, infection control, biofilm and material-related experimental research, and oral health behaviors.Notably, "COVID-19," "infection," "control," and "hand hygiene" emerged as an independent topic cluster.Across both periods, "health" and "dental hygienist" maintained high betweenness centrality, serving as bridging concepts across research domains.Conclusion: Over the past decade, JDHS research has shifted from an education-and psychology-oriented focus to clinical and experimental studies, with infection control emerging as an independent research theme after COVID-19.However, internationally prominent topics such as teledentistry and digital dentistry remain underrepresented, suggesting the need for expanded research in these emerging areas.This study provides quantitative evidence of structural changes in Korean dental hygiene research, offering insights to guide future research directions and journal development strategies.

Background: This scoping review examined research on artificial intelligence (AI) published in Korean academic journals in the fields of dental hygiene and dentistry.The Context-Concept-Maturity framework was applied to compare research trends and identify future directions.Methods: Following the Arksey and O'Malley framework, with extensions by Levac et al., the review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines.Domestic academic journals published between January 1, 2020, and September 30, 2025, were searched in KISS, RISS, ScienceON, and DBpia.Studies were screened, extracted, and coded according to population, concept, and context criteria, yielding 70 eligible articles (26 in dental hygiene and 44 in dentistry).Results: In dental hygiene, most research focused on education (38.5%) and community/public oral health (38.5%), while clinical applications were limited (7.7%).Major conceptual domains included education/training tools (42.3%), workflow/automation (38.5%), prediction (15.4%), and classification (3.8%).Dentistry studies were predominantly clinically oriented and imagingbased, emphasizing classification, automation, and segmentation.Maturity analysis indicated that dentistry primarily occupied Stage 2 (application; 84.1%), whereas dental hygiene showed a dual distribution across Stage 1 (exploration; 46.2%) and Stage 2 (application; 46.2%), with limited Stage 3 (integration; 7.7%) studies.Conclusion: AI research in Korea exhibits divergent developmental trajectories.Dental hygiene research emphasizes education, prevention, and public oral health, combining exploratory and applied approaches, while dentistry demonstrates greater clinical integration and application-level maturity.Advancing AI maturity in dental hygiene will require expansion of clinical data-driven studies, incorporation of AI and data literacy into curricula, standardized integration of unstructured and clinical data, multicenter long-term validation, and the development of ethical and performance governance frameworks.

This study aimed to evaluate the conditions for the finish line position and gingival retraction width that allow for taking optical impressions using three-dimensional (3D) printed models. Taking an impression using an intraoral scanner (IOS) is widely performed in fabricating crown prostheses. Measuring the subgingival finish line using an IOS is difficult; to obtain optical impressions of the subgingival finish line, the gingival retraction has been recommended. However, no study has evaluated the amount of gingival retraction width and the depth of the finish line. In this study, the measurement limits of the subgingival finish line using an IOS and models fabricated by a 3D printer were investigated. The results of this study revealed that TRIOS3 could not measure the finish line when the gingival retraction width was <0.25 mm, and the finish line was located >0.50 mm below the gingival margin.

In the intricate network of factors that influence teacher engagement within the classroom, educational aspirations stand as potential critical predictors. These aspirations, which could be defined as the goals and objectives set by educational institutions or by the teachers themselves, could serve as a guiding force, steering the level and quality of engagement teachers display in the class. This essay explores the hypothesis that educational aspirations could indeed be potent predictors of teacher engagement, delineating the pathways through which aspirations mold teachers' dedication, enthusiasm, and proactive involvement in the educational process. Initially, it is fundamental to understand that educational aspirations are a two-pronged entity - encompassing the macro-level aspirations set forth by educational boards and policies, and the micro-level aspirations nurtured by individual teachers for their personal growth and the academic progression of their students. These aspirations, when clearly articulated and aligned, can act as a catalyst, propelling teachers towards higher levels of engagement in class. From one perspective, aspirations can foster engagement by instilling a sense of purpose and direction. When teachers are driven by well-defined goals - be it enhancing student literacy levels, fostering critical thinking skills, or nurturing holistic development - their engagement in class is naturally heightened. They are more likely to invest time and effort in devising innovative teaching strategies, engaging in continuous learning, and fostering an environment that is conducive to achieving these aspirations. Furthermore, educational aspirations often encapsulate the ideals of inclusive and equitable education. Teachers working towards these aspirations are likely to be more engaged, as they strive to create classrooms where every student is given an opportunity to thrive. This inclusive approach not only fosters positive student outcomes but also enriches the teacher's experience, as they find fulfillment and satisfaction in witnessing the growth and development of their students. Moreover, educational aspirations can foster a collaborative spirit among teachers. As they work towards common goals, there is an enhanced sense of community and collaboration.

The use of Q-switched erbium:yttrium-aluminum-garnet laser (Er:YAG laser), which have much less thermal effects than conventional Er:YAG lasers, has been proposed mainly in the medical field. The purpose of this study was to evaluate the bonding ability of dentin after Q-switched Er:YAG laser irradiation.The effects of dentin irradiation with Q-switched and conventional lasers were evaluated in terms of dentin morphology, roughness, hardness, elemental content, and resin bonding strength. Q-switched Er:YAG laser at average power densities of 20, 40, and 60 W/cm2 and conventional Er:YAG laser at 909 W/cm2 were used, and their performance was compared with that of the untreated group. Significant differences (p<0.05) were observed between 20 W/cm2 and the other groups in term of surface roughness and surface hardness. The resin adhesion of the 20 W/cm2 group was significantly higher than that of the other groups (p<0.05).

The fluorescence and physical properties of thulium and erbium co-doped dental zirconia were investigated. The high-translucency yttria-stabilized dental zirconia specimens co-doped with Tm2O3 powder 0.8 wt% and Er2O3 powder at proportions from 0.1 to 0.8 wt% were used. The specimens co-doped with Tm2O3 powder 0.8 wt% and Er2O3 from 0.3 to 0.5 wt% exhibited the fluorescence similar to that of natural tooth. All the specimens had a tetragonal peak and no major change in the Vickers hardness, fracture toughness and bending strength on addition of Tm2O3 and Er2O3. These results suggest that the method of co-doping trace amounts of Tm2O3 and Er2O3 into high-translucency dental zirconia powder can effectively improve the esthetics of zirconia monolithic fixed dental prothesis.

Abstract Background: psychological violence often called emotional violence is a form of violence that may result in psychological trauma. Psychological violence can destroy intimate relationships, friendships and even our relationship with us. The majority of human beings may have been a victim of some form of psychological violence at some point of their life. Therefore this study expected to assess the magnitude of Psychological violence and its associated factors among housemaids.Methods: A community based cross-sectional study was conducted from April 1-30/ 2018. About 688 study participants were selected using cluster sampling. Data were entered into Epi info version 7.2.2.6 and analyzed with SPSS version 20 then, mainly analyzed using descriptive statistic and Binary logistic regression.Result: A community based cross-sectional study was conducted from April 1-30/ 2018 among 688 randomly selected housemaids. From 688 participated in the study, about 387(56.3%) (95%CI: 52.6 - 60.2) housemaids had experienced at least one form of psychological violence in their life time. From those who had experienced violence, 175(25.4%) (95%CI: 22.1%-28.6%) had experienced in the last 12 months. No formal education (AOR=3.13, 95%CI: 1.76, 5.57), primary education (AOR=2.09, 95%CI: 1.12, 3.90), being rural (AOR=2.04, 95%CI: 1.13, 3.71), and family live situation and alcohol consumption of employers had significant association with housemaid psychological violence. Conclusion: n this study,high prevalence of housemaid psychological violence has been reported. To resolve the problem, it is important to expand information education communication and behavioral change to empower housemaid.