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CBCT can reproduce conventional cephalometric geometry with similar precision and accuracy. Orthogonal CBCT projections provided greater accuracy of measurement for midsagittal plane dimensions than perspective CBCT or conventional cephalometric images.

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Objective To compare measurements from synthesized cone-beam computed tomography (CBCT) lateral cephalograms using orthogonal and perspective projections with those from conventional cephalometric radiographs. Materials and Methods Thirty-one patients were imaged using CBCT and conventional cephalometry. CBCT volume data were imported in Dolphin 3D. Orthogonal and perspective lateral cephalometric radiographs were created from three-dimensional (3D) virtual models. Twelve linear and five angular measurements were made on synthesized and conventional cephalograms in a randomized fashion. Conventional image measurements were corrected for known magnification. Linear and angular measurements were compared between image modalities using repeated measures analysis of variance. Statistical significance was defined as an α level of .01. Results With the exception of the Frankfort-mandibular plane angle (P < .0001), angular measurements were not statistically different for any modality (P > .01). Linear measurements, whether based on soft or hard tissue landmarks, were not statistically different (P > .01). Conclusions Measurements from in vivo CBCT synthesized cephalograms are similar to those based on conventional radiographic images. Thus, additional conventional imaging may generally be avoided when CBCT scans are acquired for orthodontic diagnosis.

The purpose of this article is to describe the process of transitioning a traditional face-to-face oral and maxillofacial radiology (OMR) lecture course to a case-based, team-based learning model for students ready to enter their fourth and inal year of dental school. Data were collected from 294 new fourth-year students (Classes of 2009, 2010, and 2011) who participated in the newly formatted OMR course. At the time the course was taken, students had completed one year of clinical experience in taking and evaluating radiographic images on patients with various clinical conditions. Each class of approximately 100 students was divided into ten teams of ten each, and a topic on oral and maxillofacial lesions was assigned to each team. The teams researched their assigned topics, created PowerPoint presentations, and posted them on the course management system Blackboard site. The instructor posted on Blackboard eight to ten cases representing various lesions on that topic. Minimal clinical history was released at that point. Students reviewed the teams' PowerPoint presentations and the cases, answered the questions for each case, and turned in written assignments to be graded. The diagnoses were discussed in class. An end-of-course survey found that 71 percent of the students felt the case-based instruction helped them learn the content in a more comprehensive manner and 77 percent felt the in-class discussion increased their knowledge of radiographic interpretation. Some students said they felt uncomfortable being called on randomly during the class discussion. National Board Dental Examination results for the classes of 2009 and 2010 showed slight improvement when compared to national scores. As a result of student feedback, the course continues to be offered in the case-based, team-based format.