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Diffuse deep neck space infection (DDNSI) is an emergent condition that requires efficient surgical and airway management. A novel surgical approach has been developed to enhance access and improve visualization of the involved deep neck spaces, which allows for better evaluation of the extent of tissue necrosis. This study will compare the treatment of DDNSI with traditional incision and drainage with drain placement (Conventional) versus the new incision and drainage design with the use of a wound vacuum (VAC).This retrospective cohort study was performed on DDNSI cases treated with the VAC versus Conventional techniques from July 2014 to September 2020 at Memorial Hermann Hospital by the oral and maxillofacial surgery service. To be categorized as a DDNSI, the patient had to demonstrate radiographic evidence of an infection bilaterally in a minimum of four spaces, such as bilateral submandibular, sublingual, and submental spaces. Primary predictor variable was treatment method for DDNSI, Conventional versus VAC. Primary outcome variables were hospital length of stay (LOS), number of washouts, and days of intubation. Covariates were age, sex, number of spaces involved, presence of necrotic tissues, comorbidities, and mortality. Appropriate uni- and bi-variate statistics were calculated. Statistical significance was set a P.05.Fifty-one patients (17 female and 34 male) aged 18 to 65 years were treated for DDNSI. Twenty-eight patients were treated using the VAC approach and 23 patients were treated with the conventional approach. The average LOS 8.3 ± 0.8 days (P-value = .0001), number of days intubated 3 ± 0.3 (P-value = .0001), and number of required washouts 2 ± 0.2 (P-value = .004) were statistically lower in the VAC group compared to the Conventional group.There were significant improvements encountered with overall length of hospital stay, number of days intubated, and the number of required wash outs. There were significant differences in outcomes between patients with comorbidities when compared to those who had none.

Introduction This instructional video presents basic technique for restoring a class I occlusal preparation with amalgam. This video is intended to serve as an adjunctive tool for teaching operative dentistry. The intended audience is any student of operative dentistry. Methods Students can watch this video on their personal computer/media device as a form of self-study or review. The video can also be projected as a stand-alone presentation before a group of viewers in teaching and/or calibration scenarios. The video can be easily paused during presentation to engage in reflection on and discussion of previously presented information. To aid in assessment of comprehension of basic concepts covered in the class I amalgam restoration video, an eight question multiple-choice quiz is also included in this submission. Results This video has become a powerful medium for effectively illustrating operative procedures at our institution. By viewing this video in advance, students are more attentive during lectures, and seem to ask better questions. In addition, they have become more efficient during laboratory sessions and are also able to better self-assess. Discussion Because the resource is a concise demonstration of the technique of class I amalgam restoration, other important related subjects (dental caries and dental materials) could not be covered in detail. For a more comprehensive understanding of dental caries management, further training and collaboration is strongly encouraged.

Introduction This instructional video presents the basic technique for restoring a class I occlusal preparation with composite. This video is intended to serve as an adjunctive tool for teaching operative dentistry. The intended audience is any student of operative dentistry. Methods Students can watch this video on their personal computer/media device as a form of self-study or review. The video can also be projected as a stand-alone presentation before a group of viewers in teaching and/or calibration scenarios. The video can be easily paused during presentation to engage in reflection on and discussion of previously presented information. To aid in assessment of comprehension of basic concepts covered in the class I amalgam restoration video, a multiple-choice quiz is also included in this submission. Results This video has become a powerful medium for effectively illustrating operative procedures at our institution. By viewing this video in advance, students are more attentive during lectures, and seem to ask better questions. In addition, they have become more efficient during laboratory sessions and are also able to better self-assess. Discussion Because the resource is a concise demonstration of the technique of class I composite restoration, other important related subjects (dental caries and dental materials) could not be covered in detail. For a more comprehensive understanding of dental caries management, further training and collaboration is strongly encouraged.

Introduction This resource is intended to serve as an adjunctive tool for teaching operative dentistry. The centerpiece of the resource is a 4-minute instructional video, which presents basic technique for a Class I preparation. The general target audience is dental students, and the video should be presented in the context of a comprehensive operative dentistry curriculum. Methods The video conveys operative concepts via a variety of formats: text, photos, and live video, all with audio narration. Students can watch the video on their personal computer/media device as a form of self-study or review. The video can also be projected as a stand-alone presentation before a group of viewers in teaching and/or calibration scenarios. It can be easily paused during presentation to engage in reflection on and discussion of previously presented information. In addition to the video, a multiple-choice quiz is provided to allow the audience to self-assess. Results This video has become a powerful medium for effectively illustrating operative procedures at our institution. By viewing the video in advance, students are more attentive during lectures and seem to ask better questions. They have also become more efficient during laboratory sessions and are able to better self-assess. Discussion This resource was developed specifically in response to consistent student requests for video demonstration of the procedures covered in operative dentistry courses. Students seemed to be especially interested in the ability to review theory and techniques as many times as necessary before actual live patient encounters. With this in mind, the goal was to create a self-contained resource that could be easily accessible for its audience. The self-contained nature of the video makes it easily adaptable to a number of learning scenarios. In addition, the video can be used as a review in preparing for regional board exams.