University Dental Hospital on Cardiff University

The PRECISE protocol (Prosthetic Reconstruction Engineered through CBCT Integration and Skeletal Engagement) presents a fully digital workflow for full-arch immediate implant loading, combining intra-oral photogrammetry (IPG) with skeletal-based cone beam CT referencing to enhance prosthetic accuracy and occlusal precision. This protocol integrates simplified data acquisition, remote prosthetic design, in-house 3D printing and a nurse-led finishing protocol, enabling same-day delivery while reducing surgical time, biological risk and technical complexity. Early clinical experience demonstrates promising accuracy and efficiency; however, further research is required to validate long-term outcomes and assess applicability across a broader range of cases. The PRECISE protocol offers a reproducible and predictable approach to full-arch rehabilitation. CPD/Clinical Relevance: This protocol enhances the accuracy and predictability of full-arch immediate implant loading through intra-oral photogrammetry, cone beam CT integration, remote design and 3D printing.

The smear layer is a thin layer of tooth tissue, bacteria and infected dentine that is intimately attached to the wall of root canals. It is created during any instrumentation of the root canal and inhibits microbe removal from dentine tubules and intimate attachment of endodontic sealer, which necessitates its removal. A variety of materials for removal of the smear layer is available: this article discusses the different types and makes general recommendations on the treatment of the smear layer and the use of chelating agents in endodontic treatment. CPD/Clinical Relevance: Removal of the smear layer is necessary for thorough disinfection of the root canal system and for the predictable healing of apical periodontitis.

Dental students should graduate from undergraduate programmes with the knowledge and skills to safely manage patients. This requires exposure to patients with a range of medical needs, which may impact the planning and delivery of care. We wished to establish the medical history complexity of patients presenting to student restorative clinics and compare them to patients attending a dental emergency clinic. We recorded the medical history data of 200 anonymised patients attending student restorative clinics and compared them to previously collected data from 200 dental emergency clinic patients. We collected basic demographic data (age/gender) and noted the number of medical disorders, amount of comorbidity and the number and types of medications for each patient. The age and medical complexity of patients were different, with fewer young patients seen in the dental restorative clinics. Patients attending restorative clinics were more likely to have multiple comorbidities and took greater numbers and types of medications than those seen in dental emergency clinics. For patients seen in student restorative clinics, medical histories are taken once at the beginning of care and the subsequent treatment plan is delivered over many appointments accounting for that medical history. Emergency clinic patients attend for single treatment episodes and their medical complexity is immediately relevant to the treatment offered. Students have multiple, single encounters with patients in emergency clinics. In both clinics, dental treatment plans need to be adjusted to account for patients' drugs and diseases, providing opportunities to consolidate human disease learning.

Objective. The study aimed to apply cloud-based tools to determine the levels of digital competencies of teachers at the University of Huanuco, Peru. Methods. The study was framed within the framework of applied research, under the experimental method and quasi-experimental design. The population consisted of 663 teachers at the University of Huanuco and the sample consisted of 244 teachers. A structured survey questionnaire was used, which was applied before and after the application. A parametric test was applied to test the main hypothesis and determine whether there was an improvement in the digital competencies of teachers. Results. The results obtained confirm that there was an improvement in digital competencies through the application of the cloud tools and through the training workshops conducted. 63% of teachers obtained a medium level of mastery of digital competencies and 36% achieved a high level; all this in the dimension "informatization and literacy", being one of the most important dimensions. In the other dimensions there was also an increase; for example, in the dimension "information security" 74 % of the teachers achieved a high level. Conclusions. It is concluded that the teachers of the University of Huanuco improved their digital competencies through the use of cloud tools thanks to the virtual training workshops programmed.

ABSTRACT We describe the population size and breeding ecology of the Red-billed Tropicbird, Phaethon aethereus, a poorly studied pantropical seabird, at St Helena, South Atlantic. The population size of 81–246 pairs and 272–564 individuals identifies the study population as the largest colony of Red-billed Tropicbirds in the South Atlantic, but also an internationally important part of the global population. We estimated the survival from laying to fledging of 158 nests between 2004 and 2017 at only 33%, among the lowest values reported globally for the species. Most nest failures occurred during incubation, with predation identified as the predominant cause of fledging failure. Intervals between breeding attempts were longer after successful nesting attempts than failed attempts. Previous breeding interval and nest cavity fidelity further influenced the interval between breeding attempts, while the presence of replacement clutches did not. Multiple nest site and cavity characteristics were important predictors of cavity use, nest site selection and productivity. Management options for reducing mammalian predators to ensure the long-term viability of this important population at St Helena are discussed.

Introduction In March 2020, a cohort of dental foundation trainees (DFTs) were affected by the start of the COVID-19 pandemic. Then, in September 2020, a second cohort of DFTs began their training, with COVID-19 still affecting provision of primary dental care.Aims To study the effects of COVID-19 on these two cohorts by surveying Wales' dental core trainees (DCTs) who had been undertaking dental foundation training (DFTg) in 2019/20 and 2020/21.Materials and methods Following ethical approval, we conducted two online surveys for the 2019/20 and 2020/21 DFTs' cohorts. We compared and contrasted their reported completion of various DFTg curriculum components and any additional skills derived from redeployment.Results A response rate of 52% was achieved for both surveys. All participants successfully completed DFTg; although, some small differences were noted between the cohorts and their ability to fulfil all their portfolio requirements.Discussion Despite the effects of COVID-19, all DFTs were able to demonstrate completion of curriculum elements. The redeployment of three DFTs enhanced their learning. This was comparable to reports from other DFTs who were redeployed in the pandemic.Conclusions All DCTs surveyed from both cohorts successfully completed their DFTg portfolios. In some cases, additional skills were developed, which in the absence of the pandemic, may not have been the case.

Biofilms are naturally occurring communities of microorganisms, attached to a surface and often embedded in a matrix of self-produced polymeric substances. Biofilms are widely implicated in human infections, particularly on prostheses and medical implants. Such biofilms are difficult to eradicate, often leading to replacement of the prosthesis and resulting in a significant burden to healthcare. Here we present a fun and engaging interactive activity targeted toward primary school/early secondary school children, introducing the concept of natural and healthcare-associated biofilms, using dental plaque as an archetypal example. Dental plaque forms as a result of poor oral/dental hygiene, and develops according to a typical series of defined stages: attachment and adherence to the surface, followed by colonisation and maturation of the biofilm structure, and eventually, dispersal. This activity uses dental disclosing tablets to visualise real biofilms (plaque) on the participants teeth, and uses interlocking building-blocks to represent microorganisms, where children build three-dimensional ‘biofilms’ of varying shapes and structural integrities. Each of the stages of development are discussed in detail, and after building the biofilms, balls of different shapes, sizes and weights can be used as ‘antimicrobials’ to disrupt the biofilm structure. The outcomes of the activity are to enhance knowledge and general understanding of biofilms; their ubiquitous presence in the natural environment, development, implications in healthcare, and challenges of treatment. The various ‘antimicrobial’ balls also provide a basis to introduce and discuss drug selection for infections, and the importance of using the correct antimicrobial for different infections to avoid development of resistance.

Graduating confident students who can flourish and develop in their future career is an important outcome of dental education. The aim of the study was to gain an insight into students' self-reported level of confidence in restorative crown and bridge procedures, highlighting in which stage of the process students have the highest and lowest confidence, depending on the level of supervision required. Fourth and final year students (n = 85) were invited to complete a 71-item closed questionnaire specific to self-reported confidence based on the level of supervision required in stages of crown and bridge procedures. Clinical activity for each student from their portfolio system was collected. Non-parametric tests, specifically the Mann-Whitney U-test was used to analyse the continuous non-normal data. A response rate of 65% was obtained. Final year students were more confident in crown and bridge procedures than fourth year students. Fourth year students were more confident in bridges, whilst final year students were more confident with crowns. Majority of students expressed "average confidence requiring minimal supervision" in crown and bridge procedures. An association between clinical activity, confidence and year of study was noted. Gender was not strongly associated with confidence. Stages in crown and bridge procedures were noted where students lacked confidence. The study highlighted areas in which students were most and least confident in crown and bridge procedures. A positive relationship between clinical activity in crown and bridge procedures and student self-confidence has been noted for both years, though slightly higher in the bridge procedure for fourth year students. We attribute this to the fact that fourth year students had recently completed their bridge competency assessment. Upon graduating, final year students still require supervision and reported average confidence in certain aspects of crown and bridge procedures, namely occlusal, bevel and axial reduction.