For those using a tooth whitener without a desensitizing agent, this study indicates that a paste containing nano-hydroxyapatite crystal can effectively reduce the duration of tooth sensitivity.

No abstract

Laser fluorescence (LF) is thought to be a quantitative technique for the measurement of mineral loss from dental caries. These studies aimed to demonstrate the quantitative nature of LF, by means of transverse microradiography (TMR), in addition to the possible use of LF on small specimens suitable for in situ studies. Studies also aimed to determine the ability of LF to detect caries adjacent to amalgam restorations. The results demonstrated reasonable correlation between both the histological depth and mineral loss measured by TMR compared with the % change in mean fluorescence radiance measured by LF (r = 0.70 and 0.83, respectively). Studies with small specimens demonstrated that in vitro remineralization could be observed with LF for comparison of the demineralized specimen with an undemineralized reference. ANOVA showed significant mineral gain (p < 0.0001). The detection and quantification of mineral loss adjacent to amalgam restorations may have potential for the management of recurrent caries. Studies have demonstrated that LF can detect such mineral loss, and, with refinement of the image analysis system, LF was capable of detecting remineralization. Remineralization of such lesions is controversial, but it is suggested that LF may have a role in secondary caries management.

The aim of this study was to compare the effect of different types of instructional styles—traditional lecture with and without video examples and contemporary format that simulated a flipped classroom—on dental students' learning of behavior guidance techniques (BGTs) in pediatric dentistry. The study also sought to determine if students had an improved comfort level with BGTs with these instructional methods, if videos improved learning and comfort with BGTs, and if there were differences in outcomes by gender. All 96 second‐year dental students at one U.S. dental school were recruited to participate in the study in 2017. Students were randomly divided into three groups: contemporary instruction (CI), traditional instruction with video (TIV), and traditional instruction with no video (TI). CI students watched a 20‐minute mini‐lecture and were divided into discussion groups led by calibrated faculty members. TIV students received 50 minutes of traditional lecture with video examples. TI students received a traditional lecture with no video examples. All groups completed a questionnaire prior to and on completion of the course. The questionnaire assessed students' learning and perceptions of the learning experience. All students participated in the course and the assessments, for a 100% response rate. The students' post‐course scores improved for all teaching methods (TI>CI>TIV) with no significant differences among them. CI students rated comfort with BGTs and usefulness of videos higher than the other groups, but the difference was not statistically significant. Students rated their satisfaction with and usefulness of the course high for all groups (>3 on a four‐point scale). Learning style and comfort treating children were not statistically significant by gender. Overall, the students reported high satisfaction with all the teaching methods. Although the differences were not statistically significant, discussion groups were ranked highest in satisfaction and usefulness.