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Objectives: This study aimed to establish a single-session associative protocol for non-restorative management of dentin hypersensitivity (DH). Materials and Methods: Twenty-four individuals with DH and a minimum sensitivity level of 4 on the visual analog scale (VAS) were selected. The study was conducted in a split-mouth design, with each participant (n = 20) having at least 1 affected tooth in all quadrants. The management protocols consisted of control group: universal adhesive, Neural Desensitizing Protocol group: 5% potassium nitrate, Mixed Desensitizing Protocol (PAM) group: 5% sodium fluoride and 5% potassium nitrate, Remineralizing Desensitizing Protocol (PDR) group: surface-partially reacted glass technology photopolymerizable varnish. Evaluations were performed immediately after application, at 1 week, 1 month, 2 months, and 12 months using the VAS sensitivity test. Results: The scores were subjected to statistical analysis using the Friedman test (p < 0.05), Durbin-Conover test (p < 0.05), and Wilcoxon test (p < 0.05). At the 12-month evaluation, all groups showed statistically significant differences compared to the initial assessment. For the evaluation after 12 months, there was a statistically significant difference between the PAM group, the control group, and the PDR group. Conclusions: It can be concluded that all groups were effective in controlling DH, but there were significant results in the control group and PDR group. The clinical relevance of this study is to demonstrate that the application of single-session desensitizing protocols can be effective in controlling DH for up to 12 months. Trial Registration: Brazilian Clinical Trials Registry Identifier: RBR-4r63d7s.

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OBJECTIVES: This study evaluates the endorsement of open science practices by dental journals. MATERIALS AND METHODS: This was a meta-research study that included journals listed in the 2021 Journal Citation Reports under Dentistry. A comprehensive evaluation was performed by accessing journal websites to ascertain the availability of publicly accessible instructions to authors in Portuguese, English, or Spanish. A researcher extracted information from the "Instructions for Authors" section, encompassing the journal's impact factor, mention of any reporting guidelines, details on data sharing, acceptance of articles in preprint format, and information regarding study protocol registration. Descriptive data analysis was conducted using the Stata 14.0 program, and an Open Science Score (OSS) (ranging from 0 to 100 %) was calculated for each journal by considering five open science practices. Pearson's correlation test was conducted to determine the relationship between the OSS score and journal impact factor. RESULTS: Ninety journals were included in the study. Most journals (70 %) indicated the mandatory use of reporting guidelines, while 60 % recommended data sharing. Conversely, 46.7 % did not provide information on study protocol registration, and 44.4 % stipulated them as mandatory for authors. Regarding preprints, 50 % of the journals did not provide any information, but 46.7 % confirmed their acceptance. The mean OSS was 52.9 % (standard deviation 26.2). There was a weak correlation (Pearson's correlation coefficient of 0.221) between the journal impact factor and OSS (P-value=0.036). CONCLUSION: This study found varying degrees of endorsement of open science practices among dental journals. CLINICAL SIGNIFICANCE: Dental practitioners rely on high-quality, evidence-based research for informed decision-making. By assessing the endorsement of open science practices, our study contributes to improving the quality and reliability of dental research, ultimately enhancing the evidence base for clinical practice.

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Abstract The aim of this study was to identify and describe the characteristics of coronavirus (COVID-19)-disease related dental research in Brazil presented at the 38th Annual Meeting of the Brazilian Division of the International Association for Dental Research (SBPqO). A search was carried out in the proceedings of the meeting to retrieve all abstracts. Those containing the term "COVID-19" in titles, abstracts, or keywords, and/or those of which the scope approached a COVID-19-related topic were included. The variables extracted from abstracts were: presenter category, field of study, design, data collection method, population, affiliation, and authors' gender. Descriptive and inferential statistics were used, with a significance level of α = 0.05. The search retrieved 185 abstracts, 5 did not meet study eligibility criteria and were excluded. COVID-19-related research was presented by either aspiring/associate members (67.8%) or beginner members (32.2%). Data collection methods were predominantly digitally mediated (65%), followed by secondary data use (25%), and in-person data collection (7.2%). Irrespective of the role of authorship, there were a ratio of two female authors to each male. Among the last authors, the ratio was three females to each male. Female lead authors more frequently came from the Southeast region (71.8%; p = 0.470). There was an association between presenter category and study design (p = 0.012), clinical and epidemiological studies were more concentrated among experienced presenters. In conclusion, female dental researchers affiliated to southeastern institutions approached the topic of pandemic more frequently than male colleagues. The use of digital technology for data collection may have long-lasting impacts on the teaching and publication of dental research.

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This study aimed to compare the subgingival microbiota of subjects with and without breast cancer (BC). Patients with BC (Group 1; n= 50) and without BC (Group 2; n=50) with periodontitis (A) and without periodontitis (B). The study was conducted in two phases (P1 and P2). One biofilm sample was collected from each subject and analyzed by DNA-DNA Hybridization (Checkerboard DNA-DNA). The relative abundance of the subgingival microbiota differed between the Case and Control groups. However, some species were higher in patients in the Case than in Control subjects and differed between the groups in both phases. Composition of the subgingival microbial community according to the Socransky complex was related to periodontal disease, followed by clinical attachment of level (CAL ≥4mm), age, and tooth loss, which were found to be abundant in Cases when compared with controls. Patients with Tumor Grade II and III had a higher prevalence of tooth loss and CAL≥4mm. It was concluded that in individuals with BC, the sub-gingival microbiota exhibited atypical changes, but they developed periodontal disease.

El objetivo de este estudio fue comparar la microbiota subgingival de sujetos con y sin cáncer de mama (CM). Pacientes con CM (Grupo 1; n= 50) y sin CM (Grupo 2; n=50) con periodontitis (A) y sin periodontitis (B). El estudio se realizó en das fases (P1 y P2). Se recogió una muestra de biopelícula de cada sujeto y se analizó mediante hibridación ADN-ADN (tablero de ajedrez ADN-ADN). La abundancia relativa de la microbiota subgingival difirió entre los grupos de Caso y Control. Sin embargo, algunas especies fueron más altas en los pacientes del Caso que en los sujetos del Control y difirieron entre los grupos en ambas fases. La composición de la comunidad microbiana subgingival según el complejo de Socransky se relacionó con la enfermedad periodontal, seguida por el nivel de inserción clínica (CAL≥4mm), la edad y la pérdida de dientes, que se mostró abundante en los casos en comparación con los controles. Los pacientes con Tumor Grado II y III tuvieron mayor prevalencia de pérdida dental y CAL≥4mm. Se concluyó que en individuos con CM la microbiota subgingival presentó cambios atípicos, pero sin embargo, desarrollaron enfermedad periodontal.

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Introducción: El aprovechamiento de los cursos de ciencias básicas puede depender de las percepciones estudiantiles sobre la importancia de estos en su vida profesional, por lo que se hace necesario determinar el grado de importancia que los estudiantes le confieren a este tipo de cursos. Materiales y métodos: Se presentó un cuestionario con 9 declaraciones a 54 estudiantes de odontología y medicina. Las respuestas se pasaron a una escala numérica para su análisis. Se usó una prueba de U de Mann-Whitney con el fin de evaluar diferencias entre estudiantes de ambas facultades. Resultados: Los estudiantes en conjunto mostraron tener una buena opinión de la importancia de las ciencias básicas en la práctica clínica. Se observó también que es mayor la proporción de estudiantes de odontología que consideran que la investigación básica no es útil para su práctica clínica. Conclusión: Los estudiantes consideran las ciencias básicas necesarias para un buen desempeño profesional.

Introduction: The benefit of basic science courses may depend on students' perceptions of the importance of these courses in their professional life, therefore, it's necessary to determine the degree of importance that students give to this type of courses. Materials and methods: A questionnaire with 9 statements was presented to 54 dental and medical students. The responses were converted to a numerical scale for analysis. Using a Mann-Whitney U test, differences between students from both faculties were evaluated. Results: The students showed a good opinion of the importance of basic sciences in clinical practice. It was also observed that the proportion of dental students who consider that basic research is not useful for their clinical practice is higher. Conclusion: Students consider the basic sciences necessary for good professional performance.

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Preito de gratidão ao Professor Dr. Jorge Alfonso Learreta. Nascido em Buenos Aires, Argentina, em 11/12/1949. Cursou Odontologia aos 17 anos. Seus conhecimentos em Histologia o fez ganhar uma bolsa de estudos para a França. Aqui estudou com cirurgiões renomados e voltou para Argentina. Especializou-se em Ortodontia e Ortopedia funcional em 1971. Tinha uma ampla rede de amigos e mestres em diversas partes do mundo. Começou a investir em tecnologia para estudar a ATM no início dos anos 90. Especializou-se em estudo das imagens e já em 1994, possuía casos com RNM antes e depois dos tratamentos, algo que veio a se tornar o padrão-ouro da sua filosofia. Homem estudioso, conhecedor de vasta literatura e de inteligência indescritível com grande poder de observação e raciocínio, vivenciou diversos problemas na Odontologia com soluções simples e geniais. O prof. Learreta é a definição de uma pessoa a frente de seu tempo que deixa um legado na odontologia da dor orofacial e seus ensinamentos foram além da neurofisiologia da ATM.

I offer gratitude to Professor Dr. Jorge Alfonso Learreta. Born in Buenos Aires, Argentina, on 12/11/1949. He studied Dentistry at the age of 17. His knowledge in Histology earned him a scholarship to France. Here he studied with renowned surgeons and returned to Argentina. He specialized in Orthodontics and Functional Orthopedics in 1971. He had a wide network of friends and teachers in different parts of the world. He began investing in technology to study the TMJ in the early 90s. He specialized in studying images and in 1994, he had cases with MRI before and after treatments, something that became the gold standard of his philosophy . A studious man, knowledgeable about vast literature and indescribable intelligence with great power of observation and reasoning, he experienced several problems in Dentistry with simple and ingenious solutions. The prof. Learreta is the definition of a person ahead of his time who leaves a legacy in orofacial pain dentistry and his teachings went beyond the neurophysiology of TMJ.

Ofrezco agradecimiento al Profesor Dr. Jorge Alfonso Learreta. Nacido en Buenos Aires, Argentina, el 11/12/1949. Estudió Odontología a los 17 años. Sus conocimientos en Histología le valieron una beca para Francia. Aquí estudió con reconocidos cirujanos y regresó a la Argentina. Se especializó en Ortodoncia y Ortopedia Funcional en 1971. Contaba con una amplia red de amigos y profesores en diferentes partes del mundo. Comenzó a invertir en tecnología para estudiar la ATM a principios de los 90. Se especializó en el estudio de imágenes y en 1994 tuvo casos con resonancia magnética antes y después de los tratamientos, algo que se convirtió en el estándar de oro de su filosofía. Hombre estudioso, conocedor de vasta literatura e inteligencia indescriptible con gran poder de observación y razonamiento, experimentó varios problemas en Odontología con soluciones simples e ingeniosas. El prof. Learreta es la definición de una persona adelantada a su tiempo que deja un legado en la odontología del dolor orofacial y sus enseñanzas fueron más allá de la neurofisiología de la ATM.

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The present study aimed to review the literature on the main complications of antineoplastic therapies and the degree of knowledge of dental surgeons about these complications. A bibliographic search was conducted in the main health databases PUBMED (www.pubmed.gov) and Scholar Google (www.scholar.google.com.br), in which studies published from 1987 to 2023 were collected. Laboratory studies, case reports, systematic and literature reviews, which were developed in living individuals, about the main neoplastic genes and their relationship with the cells of individuals affected by neoplasms in the head and neck region, and studies on the care with this group of patients, were included. Therefore, articles that did not deal with neoplasm and the main complications of antineoplastic therapies were excluded. Neoplasm is a clonal disorder, caused by mutations, resulting from changes in the genetic structure of cells. Each healthy cell has instructions on how to grow and divi de. In the presence of any error in these instructions (mutation), it can result in a diseased cell that, when proliferating, may cause a tumor. Countless knowledge has been accumulated over the years on the main characteristics of neoplasms, whether they are cancer cell biology, carcinogenesis mechanism, neoplasms of the maxillofacial system and sequels of antineoplastic treatments. In this context, methods have been developed that offer a better quality of life for patients diagnosed with this pathology, as well as preventive vaccine models that may, in the not too distant future, contribute to this goal to be successfully achieved.

El presente estudio tuvo como objetivo revisar la literatura sobre las principales complicaciones de las terapias antineoplásicas y el grado de conocimiento de los odontólogos sobre este abordaje. Se realizó una búsqueda bibliográfica en las principales bases de datos de salud PUBMED (www.pubmed.gov) y Scholar Google (www.scholar.google.com.br), en la que se recopilaron estudios publicados entre 1987 y 2023. Fueron incluidos estudios de laboratorio, relatos de casos, revisiones de la literatura y revisiones sistemáticas, desarrolladas en individuos vivos, que incluyeran los principales genes neoplásicos y su relación con las células de individuos afectados por neoplasias en la cabeza y el cuello. También, se tuvieron en cuenta estudios relacionados con la atención a este grupo de pacientes. La neoplasia es un trastorno clonal, causado por mutaciones, como resultado de cambios en la estructura genética de las células. Cada célula sana tiene instrucciones sobre cómo crecer y dividirse. En presencia de cualquier error en estas instrucciones (mutación), puede provocar una célula alterada que, al proliferar, puede causar un tumor. Se han acumulado innumerables conocimientos a lo largo de los años sobre las principales características de las neoplasias, ya sea sobre biología de células cancerosas, el mecanismo de la carcinogénesis, la neoplasias del sistema maxilofacial y las diferentes secuelas de tratamientos antineoplásicos. En este contexto, se han desarrollado métodos que ofrecen una mejor calidad de vida para los pacientes diagnosticados con esta patología, así como modelos de vacunas preventivas que, en un futuro no muy lejano, pueden contribuir a alcanzar este objetivo con éxito.

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El Instituto Nacional de Salud, ha llevado a cabo por primera vez el proceso de identificación de Prioridades Nacionales de Investigación en Salud Bucal a cargo de la Subdirección de Investigación y Laboratorios de Enfermedades No Transmisibles del Centro Nacional de Salud Pública con la asesoría técnica de la Dirección de Investigación e Innovación en Salud y en coordinación con la Dirección Ejecutiva de Salud Bucal de la Dirección General de Intervenciones Estratégicas en Salud Pública del Ministerio de Salud mediante metodología participativa de tres actores claves: investigadores/especialistas, expertos y decisores. El objetivo de este artículo es describir el proceso seguido para la identificación de estas prioridades, el cual comprendió cinco fases: i) identificación de objetivos estratégicos del MINSA, ii) identificación de necesidades de investigación en salud bucal, iii) revisión por expertos y valoración de las necesidades según criterios, iv) priorización (valoración de la lista de prioridades según calificación) y v) presentación de las prioridades. Como resultado se obtuvieron las 12 prioridades que posteriormente fueron aprobadas por Resolución Ministerial N.° 262-2022/MINSA, con un periodo de vigencia 2022-2026. Además, se brindaron recomendaciones para futuros procesos.

The National Institute of Health has, for the first time, identified National Priorities for Oral Health Research, this process was carried out by the Subdirectorate of Research and Laboratories of Noncommunicable Diseases of the National Center for Public Health with the technical advice of the Directorate of Research and Innovation in Health and in coordination with the Executive Directorate of Oral Health of the General Directorate of Strategic Interventions in Public Health of the Ministry of Health, using a participatory methodology with three key actors: researchers/specialists, experts and decision-makers. This article aims to describe the process used to identify these priorities, which consisted of five phases: i) identification of the strategic objectives of the Ministry of Health, ii) identification of needs in oral health research, iii) review by experts and assessment of needs according to criteria and v) presentation of the priorities. As a result, 12 priorities were obtained, which were subsequently approved by Ministerial Resolution No. 262-2022/MINSA, for a period of 2022-2026. In addition, we provide recommendations for future processes.

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The present study proposed to describe, through a literature review, the use of new therapeutic management which allows for offering a better quality of life to individuals affected by these pathologies. A bibliographic search was conducted in the main health databases PUBMED (www.pubmed.gov) and Scholar Google (www.scholar.google.com.br), in which studies published from 1987 to 2023 were collected. In the first stage, the list of retrieved articles was examined by reading the titles and abstracts. In the second stage, the studies were selected by reading the full contents. Two authors (JDMM and DAQ) performed stages 1 and 2. Experimental, clinical, case-control, randomized controlled, and laboratory cohort studies, case reports, systematic reviews, and literature reviews, which were developed in living individuals, were included. Therefore, articles that did not deal with the subject in question, letters to the editor, opinion articles, duplicated literature in databases, and literature that did not address the variables under study, we re excluded. Contemporary dentistry uses alternative treatments capable of improving the patient's condition since a cure is not always possible. Therefore, the possibility of improving the quality of life becomes an important point to be reached. Evidence-based healthcare has made great advances in recent decades, especially in the areas of orofacial pain, TMD, and occlusion, especially related to orthodontic, prosthetic, and restorative care.

En el presente estudio se propuso describir, a través de una revisión bibliográfica, el uso de nuevos manejos terapéuticos que permitan brindar una mejor calidad de vida a los individuos afectados por estas patologías. Se realizó una búsqueda bibliográfica en las principales bases de datos de salud PUBMED (www.pubmed.gov) y Scholar Google (www.scholar.google.com.br), en las que se recopilaron estudios publicados entre 1987 y 2023. En la primera etapa, se examinó la lista de artículos recuperados mediante la lectura de los títulos y resúmenes. En la segunda etapa, los estudios fueron seleccionados mediante la lectura del contenido completo. Dos autores (JDMM y DAQ) realizaron las etapas 1 y 2. Se incluyeron estudios de cohortes experimentales, clínicos, de casos y controles, controlados aleatorios y de laboratorio, informes de casos, revisiones sistemáticas y revisiones de la literatura, que se desarrollaron en individuos vivos. Por lo tanto, se excluyeron artículos que no trataran el tema en cuestión, cartas al editor, artículos de opinión, literatura duplicada en bases de datos y literatura que no abordara las variables en estudio. La odontología contemporánea utiliza tratamientos alternativos capaces de mejorar el estado del paciente, ya que no siempre es posible la curación. Por lo tanto, la posibilidad de mejorar la calidad de vida se convierte en un objetivo importante. La atención médica basada en la evidencia ha logrado grandes avances en las últimas décadas, especialmente en las áreas de dolor orofacial, TMD y oclusión, especialmente en relación con la atención de ortodoncia, prótesis y restauración.

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Este artigo relata a experiência da monitoria acadêmica vinculada à atividade de ensino curricular de Introdução à Metodologia Científica do curso de graduação em Odontologia, em uma Universidade pública do Sul do Brasil. Traz a percepção de estudantes-monitores, modalidade presencial e remota, no período de 2021-2022. A atividade acontece no primeiro ano do curso, pretende tornar o estudante apto a ler criticamente artigos científicos, reconhecer etapas do método científico e elaborar projetos de pesquisa. O contexto pandêmicodo ensino remoto emergencial (ERE) trouxe a necessidade de adaptação das atividades de ensino e de monitoria, as quais passaram a ser síncronas-assíncronas, mediadas por tecnologias de informação e comunicação. Foi um período em que o papel pedagógico dosmonitores ganhou destaque, considerando a necessidade de promover a interação, despertar o interesse e estimular a participação dos estudantes nas atividades remotas propostas. Os monitores atuaram de modo articulado, reorganizando o ambiente virtual de aprendizagem Moodle, acompanhando/participando das atividades, esclarecendo dúvidas e orientando os estudantes, em diálogo constante com os professores. Após capacitação e com supervisão docente, os monitores contribuíram na avaliação dos projetos de pesquisa. No retorno às atividades presenciais, os monitores apoiaram os professores na elaboração do plano de ensino, agregando estratégias pedagógicas constituídas no ERE. Atuar na monitoria acadêmica possibilitou, ao estudante-monitor, crescimento acadêmico-pessoal e experienciar à docência, aproximando-o da pesquisa científica e do aprendizado interativo-colaborativo. Competências de comunicação, resolução de problemas e didático-pedagógicas foram percebidas pelos monitores. Há o desafio permanente de conciliar a vida acadêmica-pessoal às atribuições da monitoria (AU).

Este artículo relata la experiencia de tutoría académica en la actividad de enseñanza curricular de Introducción a la Metodología Científica del curso de Odontología en una universidad pública del Sur de Brasil. Trae percepción de estudiantes-tutores, modalidad presencial y remota, en el período de 2021-2022. La actividad ocurre en primer año del curso, pretende que el estudiante sea capaz de leer críticamente artículos científicos, reconocer etapas del método científico y elaborar proyectos de investigación. El contexto pandémico de enseñanza remota de emergencia (ERE) trajo necesidad de adaptación de enseñanza y de tutoría, las cuales pasaron a ser sincrónicas-asincrónicas, mediadas por tecnologías de información y comunicación. Fue un período que el papel pedagógico de los tutores cobró importancia, considerando la necesidad de promover interacción, despertar interés y estimular participación de los estudiantes en actividades propuestas. Los tutores actuaron de manera articulada, reorganizando el ambiente virtual de aprendizaje Moodle, acompañando/participando de actividades, aclarando dudas y orientando a los estudiantes, en diálogo constante con los maestros. Después de la capacitación y con supervisión docente, los tutores contribuyeron en evaluación de los proyectos de investigación. Volviendo a actividades presenciales, los tutores apoyaron a los maestros en elaboración del plan de enseñanza, agregando estrategias pedagógicas constituidas en ERE. Actuar en tutoría académica posibilitó, al estudiante-monitor, crecimiento académico-personal y experimentar la docencia, acercándolo de investigación científica y de aprendizaje interactivo-colaborativo. Competencias de comunicación, resolución de problemas y didáctico-pedagógicas fueron percibidas por los tutores. Hay el desafío permanente de conciliar la vida académica-personal a las atribuciones de tutoría (AU).

This article reports on an experience of academic mentoring in the curricular teaching activity of Introduction to Scientific Methodology, which is part of the undergraduate Dentistry course offered at a public university located in the South of Brazil. Itpresents the perception of students-mentors, in both the in-person and remote modalities, in the period 2021-2022. The activity takes place in the first year of the course and aims to enable students to read scientific articles critically, recognize the stages of the scientific method, and develop research projects. The pandemic context of emergency remote teaching (ERT) brought the need to adapt teaching and mentoring activities, which became synchronous-asynchronous, mediated by information and communication technologies. In this period, the pedagogical role of mentors gained prominence in view of the need to promote interaction, arouse interest, and stimulate student participation in the proposed remote activities. The mentors acted in a coordinated way,reorganizing the Moodle virtual learning environment, monitoring/participating in activities, answering questions and guiding students, in constant dialog with the teachers. After training and with teacher supervision, the mentors contributed to the assessment of research projects. Upon returning to in-person activities, the mentors supported teachers in developing the teaching plan, adding pedagogical strategies established in ERT. Academic mentoring enabled the student-mentor to experience academic-personal growth, teaching, scientific research, and interactive-collaborative learning, and to perceive communication, problem-solving, and didactic-pedagogical skills. Balancing academic-personal life with mentoring responsibilities is a constant challenge (AU).

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