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Guided endodontics emerged as an alternative method capable of providing greater precision and accuracy to endodontic treatments. The aim of the present study was to compare the volume of dental tissue removed after guided endodontic access (GEA) and conventional endodontic access (CEA) to mandibular incisors and upper molars. Twenty extracted human mandibular incisors and upper molars were selected and submitted to cone-beam computed tomographic (CBCT) examination. They were divided into 2 groups, G1 (mandibular incisors) and G2 (maxillary molars), and subdivided into G1a (CEA), G1b (GEA), G2a (CEA), and G2b (GEA). The Digital Imaging and Communications in Medicine files obtained by examining the CBCT scans were transferred to InVesalius software (Renato Archer Information Technology Center, Campinas, SP, Brazil) to calculate the initial volume of each tooth. G1b and G2b teeth were scanned with a device to plan and print the guides. After gaining endodontic access, new CBCT examinations were performed to calculate the final volume of each sample unit. The Student t test for independent samples compared the volumes among the groups. G1 group had an average volume reduction of 31.667 mm3 (10.62%) using CEA and 26.523 mm3 (10.65%) using GEA with no significant difference among the groups (P =.960). There was an average volume reduction of 62.526 mm3 (5.86%) in the G2 group using CEA and 45.677 mm3 (4.11%) using GEA with a significant difference among the groups (P =.004). GEA preserved a greater volume of dental tissue in extracted upper human molars than CEA; however, there was no significant difference between CEA and GEA in the volume of dental tissue removed from mandibular incisors. [ABSTRACT FROM AUTHOR]

Obesity and diabetes are two of the biggest public health problems in the modern world. One possible way to combat the rising prevalence of these diseases is through the spread of awareness about its consequences and how to prevent them. Therefore, educational interventions focused on teaching the physiological basis of these conditions might be valuable tools. However, most scholar curriculums lack high-quality material devoted to this topic. Thus we developed an educational booklet, composed of playful elements, targeted toward high school students and destined for application in classrooms. The efficacy of the developed material was validated through a pretestposttest design, in which the students had to answer a 10-question test. After booklet completion, students had better outcomes, with an increase in the percentage of correct answers in 7 out of 10 questions contained in the test (P < 0.05). Thus we developed an effective material for usage in the high school classroom to spread the awareness of the risks of metabolic diseases and how to prevent them. [ABSTRACT FROM AUTHOR]