Comparison of two methods of visual magnification for removal of adhesive flash during bracket placement using two types of orthodontic bonding agents
Bibliographic record
Abstract
OBJECTIVE:: This study aimed to evaluate the effectiveness of two methods of visual magnification (operating microscope and light head magnifying glass) for removal of composite flash around orthodontic metal brackets. MATERIAL AND METHODS:: Brackets were bonded in the center of the clinical crown of sixty well-preserved human premolars. Half of the sample was bonded with conventional Transbond XT (3M Unitek TM, USA), whereas the other half was bonded with Transbond TM Plus Color Change (3M Unitek TM, USA). For each type of composite, the choice of method to remove the flash was determined by randomly distributing the teeth into the following subgroups: A (removal by naked eye, n = 10), B (removal with the aid of light head magnifying glass, under 4x magnification, n = 10), and C (removal with the aid of an operating microscope, under 40x magnification, n = 10). Brackets were debonded and teeth taken to a scanning electron microscope (SS-x-550, Shimadzu, Japan) for visualization of their buccal surface. Quantification of composite flash was performed with Image Pro Plus software, and values were compared by Kruskal-Wallis test and Dunn's post-hoc test at 5% significance level. RESULTS:: Removal of pigmented orthodontic adhesive with the aid of light head magnifying glass proved, in general, to be advantageous in comparison to all other methods. CONCLUSION:: There was no advantage in using Transbond TM Plus Color Change alone. Further studies are necessary to draw a more definitive conclusion in regards to the benefits of using an operating microscope.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".