No abstract

Objective: To collect data regarding Canadian laypersons' perceptions of smile esthetics and compare these data to US data in order to evaluate cultural differences. Materials and Methods: Using Adobe Photoshop 7, a digital image of a posed smile of a sexually ambiguous lower face was prepared so that hard and soft tissue could be manipulated to alter buccal corridor (BC), gingival display (GD), occlusal cant (OC), maxillary midline to face discrepancy (MMFD), and lateral central gingival discrepancy (LCGD). Adult Canadian laypersons (n 5 103) completed an interactive computer-based survey of 29 randomized images to compare smile preferences for these variables. The custom survey was developed to display fluid, continuously appearing modifiable smile variables using MATLAB R2008 for presentation. These data were compared with previously published data for US laypersons. Statistical inference was determined using Wilcoxon rank sum tests. Results: Canadian laypersons were more sensitive in detecting deviations from ideal and had a narrower range of acceptability thresholds for BC, GD, OC, MMFD, and LCGD. Ideal esthetic values were significantly different only for BC.Conclusions: It appears that cultural differences do exist related to smile characteristics. Clinically significant differences in the preference of the smile characteristics were found between Canadian and US laypersons. Canadian laypersons, on average, were more discriminating to deviations from ideal and had a narrower range of acceptability. (Angle Orthod. 2011;81:198-205.)

Attributional retraining appears to be an effective remedial intervention for college students. However, the potential moderating effects of student and classroom characteristics have not yet been investigated systematically. In two studies, attributional retraining was provided to low‐ and high‐risk students, followed by a videotaped lecture presented by either an ineffective or effective instructor. Attributional retraining enhanced achievement on a lecture‐based achievement test only when combined with effective teaching, improving the achievement of students who had previously performed poorly (Experiment l), and of low‐achieving externals (Experiment 2). The intervention provided no advantage for previously successful students and low‐achieving internals. Moreover, attributional retraining induced a more internal attribution profile in students with an external locus, and increased expectations of future success in both externals and internals, but again only when students also received effective instruction. These results suggest that contextual factors related to the classroom, such as quality of instruction, and individual differences have to be considered when developing attributional retraining programs.

The purpose of this study was to investigate the satisfaction of Canadian orthodontic residents with their programs and determine the scope of their training. An anonymous online questionnaire was sent to all Canadian orthodontic residents in November 2006. Data were assembled and categorized by different variables, and chi-square comparative analyses were performed. Forty-four out of fifty-four residents responded, giving a participation rate of 81.48 percent. Overall, 86.36 percent of responding residents were satisfied with their program. Respondents said they felt they received the appropriate amount of formal didactic teaching sessions and dedicated and protected academic time. All residents indicated their programs offered training in numerous treatment philosophies: 93.18 percent said they have sufficient clinically based training, and 72.73 percent indicated that their research-based training was sufficient. All responding residents indicated they will complete more than thirty patients from start to finish, and 25 percent estimated completion of more than seventy patients by graduation. Residents said they will complete on average five orthognathic surgery, twenty-four extraction, thirty-one non-extraction, eight adult, and thirteen patients in the mixed dentition. Only 50 percent said their programs contained care for disabled or underserved patients. Most (86.36 percent) said they feel they will be adequately prepared to provide unsupervised orthodontic care after graduation. These orthodontic residents indicated they collaborate most with the disciplines of oral surgery, periodontics, and prosthodontics. However, only 52.27 percent indicated they have a formal interdisciplinary program for treating patients. We conclude from the study that Canadian orthodontic residents are satisfied with the didactic, clinical, and research aspects of their programs. They receive comprehensive instruction with the opportunity to complete a significant number of patients, employing a variety of treatment approaches.Dr. Noble is a part-time Clinical Instructor,

No abstract