Effect of instruction, light curing unit, and location in the mouth on the energy delivered to simulated restorations.
Notice bibliographique
Résumé
PURPOSE: To determine the amount of energy (Joules/cm²) delivered by students to simulated restorations in a patient simulator based on the restoration location, the curing light unit used, and before vs. after instruction on how to improve their light curing technique. METHODS: 30 dental students "light cured" two simulated restorations (that were 1-mm deep anterior and 4-mm deep posterior) using three light-curing units (LCUs) : VALO, Bluephase G2, and Optilux 401. A MARC Patient Simulator was used to measure the irradiance (mW/cm²) received by the restorations in real-time to calculate the radiant exposure (J/cm²) delivered during a 20-second exposure. At first, students were asked to use the light curing technique that they had been previously taught. They were then given 5 minutes of additional verbal instructions and a practical demonstration on proper curing technique using the patient simulator. They then light cured the restorations again. Based on a literature review, 16 J/cm² was considered the minimum acceptable radiant exposure. RESULTS: Before receiving instruction using the simulator, some students delivered as little as 4 J/cm² to the restoration. A mixed model test determined that the radiant exposure delivered to the anterior restoration was significantly greater than that delivered to the posterior restoration (Plt; 0.001). Additionally, when the locations were compared for each LCU individually, a paired t-test determined that before the students received the additional instruction, the anterior restoration received a significantly greater radiant exposure than the posterior restoration, for all three LCUs. Further paired t-tests and Wilcoxon signed-rank tests determined that after instruction, the radiant exposure improved significantly at both the anterior and posterior locations, for all three LCUs. The Bluephase G2 and the VALO each individually delivered 45% more radiant exposure than the Optilux 401 (P< 0.001 for both). The Bluephase G2 and VALO lights delivered similar mean radiant exposures (25.4 J/cm² and 25.7 J/cm², respectively). This difference was not significant. Depending on the light unit used, at the posterior location, there was a 24 to a 52% increase in the mean radiant exposure that was delivered after instruction compared to before instruction. CLINICAL SIGNIFICANCE: Prior to using the patient simulator, students and their instructors thought that the students were delivering an adequate amount of energy when light curing. This was not always the case. The location of the restoration, the curing light output, its size and shape and how it is used all affected the amount of energy delivered to a restoration. Dental professionals and educators should be aware that appropriate training can improve the amount of energy delivered, and that restorations in posterior teeth will require longer exposure times than those in anterior teeth.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».