No abstract

This article describes the development and implementation of a lipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "lips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the lipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre-and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

It was observed that the color of soft tissue around the titanium implant was significantly different compared with the gingiva of natural teeth. Significantly lower values of CIELAB color coordinates, L* and b* were found in the peri-implant soft tissue.

The present results support the role of electrostatic interaction in adhesion, and introduce an effective method of reducing adhesion of C. albicans to PMMA surfaces through modification of the surface charge of polymeric biomaterials.

The amount of C. albicans adhering to the resin surfaces reduced significantly with modification of surface charge and application of self-bonding polymer. Modification of surface characteristics of polymeric biomaterials is an effective method in reducing adhesion of C. albicans to PMMA surfaces.