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Objective To determine whether recommended short curing times of three high-power light emitting diode ( LED) curing lights are sufficient to polymerize sealant materials. Methods Opaque-unfilled sealant (Delton LC Opaque), opaque-filled sealant (UltraSeal XT plus), and clear-filled sealant (FluroShield) were light cured in a covered slot-mold using the manufacturers' shortest recommended curing times with three high-power LED lights (3-s VALO, 5-s Fusion, 10-s Smartlite). A 40-s cure with a quartz-tungsten halogen ( QTH) light was used as control. Vickers hardness was measured 24 h after curing at the sealant surface and through the depth (0.5 mm increments) ( N = 10). Results were analyzed with two-way anova (pair-wise multiple comparisons, significance level 0.05). Results The high-power LEDs did not cure the sealants as deep as the QTH. Delton LC Opaque showed the least depth of cure as hardness values beyond a depth of 0.5 mm were not measurable regardless of the curing light. Even for UltraSeal XT plus, when surface hardness was about the same with all lights, hardness decreased more rapidly with depth for the LEDs. FluroShield showed the slowest decline in hardness through the depth for all lights. Conclusions Manufacturers' recommendations for shortest possible curing time with high-power LEDs were not sufficient for adequate polymerization of the tested sealants. [ABSTRACT FROM AUTHOR]

Background. Dentists recommend over-the-counter medications for postoperative pain in children, and parents often make dosing errors when administering these medications. The authors compared the dosing accuracy when parents used various measuring devices and aimed to identify risk factors associated with dosing errors. Methods. The authors recruited parent-child pairs visiting the Pediatric Clinic at the College of Dentistry at The University of Tennessee Health Science Center, Memphis, and three private dental offices. The parents completed a survey and a liquid measuring exercise. The authors instructed parents to measure 5 milliliters of liquid by using a medicine cup with clear markings, a medicine cup with printed markings, a cylindrical measuring spoon and an oral syringe. For the medicine cup with printed markings, the authors placed the parents randomly into one of two groups: those receiving text-only instructions or those receiving text-pictogram instructions. The authors weighed each device before and after the measuring exercise and compared the difference in weight with a reference weight of 5 mL. Results. A total of f 20 parent-child pairs participated. The results of a McNemar test revealed a significant difference in parents' ability to measure accurate doses with the various devices. The results of a Pearson x2 test showed no statistically significant difference between the control and study groups for dosing accuracy. The X2 analysis results showed no significant differences in risk factors that could be associated with dosing errors. Conclusions. Medicine cups were the devices parents reported using most frequently. Medicine cups had a higher occurrence of dosing errors when compared with the other devices. No sociodemographic factors were associated with dosing errors. Practical Implications. Dentists can improve pain management in pediatric patients by educating parents about accurate measuring devices, weight-based dosing and correct interpretation of medication dosing charts. [ABSTRACT FROM AUTHOR]

The aim of this study was to compare the effect of different types of instructional styles-traditional lecture with and without video examples and contemporary format that simulated a flipped classroom-on dental students' learning of behavior guidance techniques (BGTs) in pediatric dentistry. The study also sought to determine if students had an improved comfort level with BGTs with these instructional methods, if videos improved learning and comfort with BGTs, and if there were differences in outcomes by gender. All 96 second-year dental students at one U.S. dental school were recruited to participate in the study in 2017. Students were randomly divided into three groups: contemporary instruction (CI), traditional instruction with video (TIV), and traditional instruction with no video (TI). CI students watched a 20-minute mini-lecture and were divided into discussion groups led by calibrated faculty members. TIV students received 50 minutes of traditional lecture with video examples. TI students received a traditional lecture with no video examples. All groups completed a questionnaire prior to and on completion of the course. The questionnaire assessed students' learning and perceptions of the learning experience. All students participated in the course and the assessments, for a 100% response rate. The students' post-course scores improved for all teaching methods (TI>CI>TIV) with no significant differences among them. CI students rated comfort with BGTs and usefulness of videos higher than the other groups, but the difference was not statistically significant. Students rated their satisfaction with and usefulness of the course high for all groups (>3 on a four-point scale). Learning style and comfort treating children were not statistically significant by gender. Overall, the students reported high satisfaction with all the teaching methods. Although the differences were not statistically significant, discussion groups were ranked highest in satisfaction and usefulness.