Periodontitis is prevalent in half of the adult population and raises critical health concerns as it has been recently associated with an increased risk of cancer. While information about the topic remains somewhat scarce, a deeper understanding of the underlying mechanistic pathways promoting neoplasia in periodontitis patients is of fundamental importance. This manuscript presents the literature as well as a panel of tables and figures on the molecular mechanisms of Porphyromonas gingivalis and Fusobacterium nucleatum, two main oral pathogens in periodontitis pathology, involved in instigating tumorigenesis. We also present evidence for potential links between the RANKL–RANK signaling axis as well as circulating cytokines/leukocytes and carcinogenesis. Due to the nonconclusive data associating periodontitis and cancer reported in the case and cohort studies, we examine clinical trials relevant to the topic and summarize their outcome.

No abstract

Introduction: Since there was no general model of competencies to determine a successful clinical assessment, we based our study on the many skills that are needed to perform one. We analysed students’ learning performance based on inner determinants, such as affect and cognitive closure, with the use of two teaching methods (i.e., simulated patient (SP) or virtual patient (VP)). Methods: The sample comprised 56 fifth-year clinical psychology students. The need for closure (NFC) and efficacy in fulfilling the need for closure (EFNC) were measured using standardised questionnaires. The authors’ VP and SP tools were used to teach and measure the effectiveness of learning psychological interview techniques and clinical reasoning. Clinical interview skills included building contact with the patient, gathering important information and making mistakes. Clinical reasoning skills were divided into eight dimensions for the assessment of mental health. Results: Affect and cognitive closure are important psychological variables in anticipating and developing interview and clinical reasoning skills for psychology students. The simulated patient was more effective for interview skills, while the virtual patient was a beneficial teaching tool for most clinical reasoning skills. Virtual patient training was a useful teaching method for students with a low EFNC, probably because it provided a stable and strong structure. Simulated patient training was effective for people with a high EFNC, presumably because it allowed them to build on their advanced structuring skills. Conclusions: Affect and cognitive closure can be used to identify students’ learning abilities to provide a more personalised education. The results of the present study may be useful for evaluating different teaching methods, monitoring their effectiveness and enhancing students’ performance.

No abstract

Abstract Background:The goal of this exploratory study is to analyse which psychological characteristics of clinical psychology students are related to the effectiveness of learning clinical decision-making skills with the use of virtual patient (VP).Methods: Authors’ VP was used for measuring the ability to learn the decision-making: negative vs positive aspects of a patient’s functioning, reactance, coping, stage of change, cognitive errors, adequacy of assessment data, and the quality of assessment. Psychological questionnaires were used for measuring student’s: need for cognitive closure; ability to achieve closure; beliefs of changeability on human traits; the level of hope, intelligence, positive vs negative affect, and academic knowledge. Results: Developing clinical decision-making with the use of VP is effective for students who have a higher ability to tolerate ambiguity and complexity of data. Students convinced of the changeability of human traits take into consideration more diverse data and the process of diagnosis requires the analysis of complex phenomena. Students with dominant negative affect seem to build diagnoses more carefully and make fewer cognitive errors than those with positive affect.Conclusions:Our study indicates which properties of participants support and which weaken the acquisition of the ability to make a diagnosis.