Periodontitis negatively affected QoL in this population of Japanese patients with periodontitis. Conventional non-surgical periodontal therapy has a potential to ameliorate patient perceptions of oral health.

No significant differences in patients' oral health-related QoL were observed between post-initial therapy and post-surgery intervals, although a tendency of surgery to determine an improvement in QoL was observed when compared with post-initial treatment.

Aim: To evaluate the formal debate as an active learning strategy within a postgraduate specialty track education programme in periodontics. Methods:A formal debate was implemented as an active learning strategy in the programme. The participants were full-time faculty, residents, and dentists attending special courses at a teaching hospital in Japan. They were grouped into 2 evenly matched opposing teams, judges and audience. As a preparation for the debate, the participants attended a lecture on critical thinking. At the time of debate, each team provided a theme report with a list of references. Performances and contents of the debate were evaluated by the course instructors and audience. Pre-and post-debate testing was used to assess the participants' objective knowledge on clinical periodontology.Results: Evaluation of the debate by the participants revealed that scores for criteria such as presentation performance, response with logic and rebuttal effectiveness were relatively low. Thirty-eight percent of the participants demonstrated higher test scores after the debate, although there was no statistically significant difference in the mean scores between pre-and post-tests. At the end of the debate, vast majority of participants recognized the significance and importance of the formal debate in the programme.2 Conclusion: It was suggested that the incorporation of the formal debate could serve as an educational tool for the postgraduate specialty track programme. 3 IntroductionComplex issues of health policy and professionalization require learning strategies that engage and motivate today's students to be critical thinkers (1). One strategy, the debate, requires participants to work as individuals and as a team to research critical issues, prepare and present a logical argument, actively listen to various perspectives, differentiate between subjective and objective information, ask cogent questions, integrate relevant information, develop empathy, project confidence, cultivate poise, and formulate their own opinions based on evidence (1-3).Debate as a teaching strategy thrived throughout the 19th and early 20th century and then declined in popularity (4-5). Renewed interest in debate as an educational teaching strategy occurred in the 1980s with the philosophy of promoting critical thinking (1). In recent years, attempts have been made to use debate-style format as a learning strategy in undergraduate dental and dental hygiene education (1, 6-8).The Suidobashi hospital of Tokyo Dental College has been certified as a training facility by the Japanese Society of Periodontology. One of the objectives of this training programme is to prepare those who plan to apply for the board certification in periodontics. The programme so far comprised clinical and didactic components. The major emphasis of this programme lies in clinical education to develop specialists who have a scholarly approach to clinical problems. The didactic part is composed of lectures, literature reviews and case presentations. Especi...

The aim of this retrospective clinical study was to evaluate the treatment of intrabony periodontal defects with enamel matrix derivative (EMD) during the early stages of healing. Sixteen patients aged 38-77 years with a clinical diagnosis of chronic periodontitis were subjected to data analysis. A total of 25 teeth with various osseous defects received regenerative therapy with EMD, and were followed for a minimum of 6 months. Post-operative healing was uneventful in the majority of cases. Treatment of the intrabony defects with EMD led to a statistically significant improvement in the mean value of probing depth at 3 months compared with that at baseline (pϽ0.001). Mean values of attachment gain at 3 and 6 months were of clinical significance: ‫8.1ע6.3‬ mm and ‫5.1ע2.3‬ mm, respectively. Reduction in probing depth was achieved with minimal recession of gingival margin and was sustained over a time course of 6 months. A progressive increase in radiopacity, suggestive of initial signs of bone-fill, was observed by 6 months. In summary, the results suggest that treatment of intrabony defect with EMD induces favorable periodontal healing with a high level of predictability.

The aim of this retrospective clinical study was to evaluate 2-year follow-up results following regenerative periodontal surgery for intrabony defects using enamel matrix derivative (EMD). Thirteen patients (mean age: 53 years) with a clinical diagnosis of chronic periodontitis were subjected to data analysis. A total of 25 sites with intrabony defects received regenerative therapy with EMD. Follow-up continued for a minimum of 2 years. Treatment of intrabony defects with EMD yielded a statistically significant improvement in the mean values of probing depth and gains in clinical attachment level (CAL) at 2 years compared with those at baseline (pϽ0.001). Sites treated with EMD demonstrated a mean CAL gain of 3.4 mm and 3.2 mm at 6 months and 2 years, respectively. No statistically significant difference in gain in CAL was found between the 6-month and 2-year results. A gain in CAL of Ն3 mm from at baseline was found in 17 sites at 2 years. This gain was achieved with minimal recession of gingival margin and was sustained over a given period of time. A trend toward a progressive increase in radiopacity, suggestive of bone-fill, was observed. In summary, treatment of intrabony defects with EMD resulted in clinically favorable outcomes. The clinical improvements obtained with regenerative therapy with EMD were maintained over a period of 2 years.