Continuing professional development (CPD) is needed in endodontics, and distance learning environments and courses may be preferable for CPD. Instructional designs (IDs) have been reported to strongly influence the educational effectiveness of these courses. Four Component Instructional Design (4C‐ID) is an ID found to be effective for distance learning. The aim of this study was to evaluate the effectiveness of a distance learning CPD course on regenerative endodontic procedures (REPs) designed with a 4C‐ID model. The study was conducted between April 2017 and March 2018 with volunteers from the 2015‐16 graduates of Selçuk University’s Faculty of Dentistry in Turkey. Pre‐ and posttests and skill assessment guide were used for assessment. To determine the participants’ satisfaction levels, the Satisfaction Scale for e‐Learning Process and an open‐ended question were used. Of the 86 graduates invited to participate, 79.1% (n=68) responded they would; but the investigators limited the participants to 30, and the first 30 volunteers who had identified a need for REPs CPD were accepted to the course. Four (0.13%) had to drop out during the course, so data from the 26 who completed it were evaluated. The findings showed the difference between pre‐ and posttest results was significant (p<0.001). The mean score for psychomotor skills at the end of the course was 99.62±1.96 out of 100. On the satisfaction scale, the mean score for all participants was 138.5 on a scale from 29=lower satisfaction to 145=greater satisfaction with the e‐learning process. At the end of the REPs course, the participants’ knowledge levels had increased, and they were able to apply REP steps on a model. These results suggest the 4C‐ID was effective in this distance education course in REPs.

S urgical endodontic treatment (SET) is considered when nonsurgical treatment (NSET) is impossible or unanswered. Root-end resection, apical cavity preparation, and apical seal are recommended for successful SET. [1] Root-end resection with no bevel is recommended because a bevel causes more opened dentinal tubules and apical permeability. [1,2] Apical cavity preparation is considered as a class I cavity with 3 mm depth and parallel walls. [3] To make an apical cavity, a microhandpiece with rotating burs, ultrasonic device with special tips, and different lasers can be used. Ultrasonic tips allow to open smaller and deeper cavities, cuts with no bevel, and facilitates better preparation of root canals with abnormal anatomic structure; [4] however, on the other hand, they cause more microcracks, leading to failure of SET. [5] Er, Cr: YSGG lasers have been used in the preparation of apical cavity because of the following advantages: less microcracks, [6] less dentin permeability, [7] no vibration, [8] and disinfection. [9] Objective: This study aimed to investigate the effects of different protocols applied to the resected root end on apical sealing. Methods: In this study, 35 permanent lower premolars were chemomechanically prepared and obturated. Three mm of the root end was resected, and a 3-mm retro cavity was prepared using an erbium, chromium: yttrium-scandium-gallium-garnet (Er, Cr: YSGG) laser. The roots were randomly divided into four groups according to the protocol applied: group 1 (control group): no treatment was performed (n=5), group 2: Biodentine sealing (n=10), group 3: Biodentine sealing + Er, Cr: YSGG application, and group 4: only Er, Cr: YSGG application. The fluid filtration model was tested. The results were evaluated using one-way analysis of variance. Results: All groups showed leakage. No statistically significant difference was found between the groups (p≤0.05). The largest leak average was observed in group 1 (0.000373640±0.000135817 Lp) and the smallest leak (0.000270134±0.000136416 Lp) in group 3. Conclusion: The protocols applied did not completely prevent leakage of the resected root end; however, the use of Biodentine and the Er, Cr: YSGG laser led to less leakage.

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