bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effect of Elastic Cavity Wall and Occlusal Loading on Microleakage and Dentin Bond Strength
Authors: Pongprueksa P. , Kuphasuk W. , Senawongse P. 
Published: January 2008

Clinical Relevance
The application of filled adhesive or low viscosity resin as an elastic cavity wall had no influence on marginal leakage both at the enamel and dentin margin; however, the application had an influence on increasing the microtensile bond strength to dentin of Class V restorations. Occlusal loading significantly increased the degree of marginal leakage at the dentin margin.
Clinical Assessment of Postoperative Sensitivity in Posterior Composite Restorations
Authors: Briso A. L. F. , Mestrener S. R. , Delício G. , Sundfeld R. H. , Bedran-Russo A. K. , de Alexandre R. S. , Ambrosano G. M. B. 
Published: January 2008

Clinical Relevance
Posterior teeth restored with resin composite have been known to exhibit postoperative sensitivity. The type, size and design of the cavity, material properties and handling technique may influence the incidence of this sensitivity.
Effect of a Ferrule and Increased Clinical Crown Length on the In Vitro Fracture Resistance of Premolars Restored Using Two Dowel-and-Core Systems
Authors: Meng Q-F. , Chen Y-M. , Guang H-B. , Yip K. H-K. , Smales R. J. 
Published: January 2008

Clinical RelevanceCrown lengthening with a 2.0 mm apical extended ferrule preparation may result in reduced root fracture strengths for endodontically-treated teeth. A carbon fiber-reinforced dowel-resin core system may reduce the severity of the root fractures.
Influence of Previous Provisional Cementation on the Bond Strength Between Two Definitive Resin-based Luting and Dentin Bonding Agents and Human Dentin
Authors: Erkut S. , Küçükesmen H. C. , Eminkahyagil N. , Imirzalioglu P. , Karabulut E. 
Published: January 2008

Clinical RelevanceBased on in vitro results in extracted teeth, the dual bonding method used was effective in restoring the shear bond strength values that decreased after applying provisional luting agent regardless of the composition of the provisional luting agent (eugenol-based or eugenol-free) used.
Detection and Activity Assessment of Primary Coronal Caries Lesions: A Methodologic Study
Authors: Ekstrand K. R. , Martignon S. , Ricketts D. J. N. , Qvist V. 
Published: January 2008

Clinical RelevanceThe results from this study indicate that it is possible to predict lesion depth and assess the activity of primary coronal caries lesions accurately by using the combined knowledge obtained from the visual appearance, location of the lesion and tactile sensation during probing.
Leakage Pathway of Class V Cavities Restored With Different Flowable Resin Composite Restorations
Authors: Awliya W. Y. , El-Sahn A. M. 
Published: January 2008

Clinical Relevance
The flowable resins evaluated in this study showed leakage patterns (micro and nano), indicating that the bonding system used did not achieve perfect sealing at the restortion/dentin interface.
Evaluation of the Cervical Integrity During Occlusal Loading of Class II Restorations
Authors: Campos P. E. G. A. , Barceleiro M. O. , Sampaio-Filho H. R. , Martins L. R. M. 
Published: January 2008

Clinical Relevance
The periodical supervision of packable composite proximal restorations is necessary and essential, as microleakage greatly increases after axial mechanical load incidences, even when this material is associated with other materials, such as flowable composite, glass-ionomer or compomer.
Diagnosis of Fall Risk in Parkinson Disease: An Analysis of Individual and Collective Clinical Balance Test Interpretation
Authors: Dibble Leland E , Christensen Jesse , Ballard D James , Foreman K Bo 
Published: January 2008

Background and PurposeParkinson disease (PD) results in an increased frequency of falls relative to the frequency in neurologically healthy people. The purpose of this study was to compare the accuracy of PD fall risk diagnosis based on one test with that based on the collective interpretation of multiple tests.ParticipantsSeventy people with PD (mean age=73.91 years) participated in this study.MethodClinical balance tests were conducted during the initial examinations of people with PD. Validity indices were calculated for individual tests and compared with validity indices calculated for a combination of multiple tests.ResultsThirty-six participants reported a fall history. Analysis of individual tests revealed broad variations in validity indices, whereas the collective interpretation of multiple tests improved sensitivity and negative likelihood ratios.Discussion and ConclusionCollective interpretation of clinical balance tests resulted in fewer false-negative results and more substantial adjustments to the posttest probability of being a “faller” than the interpretation of one test alone. These results should be confirmed in a prospective examination of fall risk in PD.
An Interactive, Student-Centered Approach, Adopting the SOLO Taxonomy, for Learning to Analyze Laboratory Data in Veterinary Clinical Pathology
Authors: Canfield Paul J. , Krockenberger Mark B. 
Published: January 2008

Introduction – The purpose of this study was to describe and evaluate an interactive, student-centered teaching strategy for learning to analyze laboratory data in veterinary clinical pathology. The strategy was designed to operate in tutorials of approximately one hour duration and adopted the structure of the observed learning outcome (SOLO) taxonomy in order to align with outcomes and assessment components of unit of study design and to encourage a deep approach to learning. Methodology – The teaching strategy adopted group discussion and reflective observation as core activities. Students worked alone in identifying abnormal laboratory data, in pairs in discussing possible reasons for the abnormalities, and in two larger groups in deciding on conclusions for, and further investigation and management of, the case. The final debriefing brought the two groups together to reflect, question, and reach a consensus about the case. The teaching strategy was evaluated on the basis of its success in encouraging interaction through discussion, developing self confidence in analyzing laboratory data, and enhancing understanding as to how the disciplines of veterinary clinical pathology and veterinary medicine interrelate. Evaluation used self-reflection, peer feedback, and a student questionnaire. Conclusion – The teaching strategy provided the opportunity for students to develop and practice an approach to the analysis of laboratory data in a manner consistent with current educational thinking on student-centered learning. The use of group discussion and significant reflective practice not only enhanced interpersonal skills but also encouraged a deep approach to learning, leading to ownership of knowledge and increased awareness of the worth of veterinary clinical pathology in the investigative process.
Evaluating the Stages of Veterinary Practitioner Learning for Continuing Education Needs Assessment and Program Evaluation
Authors: Moore Dale A. 
Published: January 2008

Rationale for the study–Recent behavioral change theory suggests that individuals go through stages of readiness for change. This theory has been applied to continuing medical education as a four stage theory of physician learning. The purpose of this project was to test a method that used the four-stage learning theory to evaluate differences between continuing veterinary medical education (CVME) program attendees and non-attendees and to evaluate movement from one stage to another after a continuing education activity. Methods–A survey using eight clinical scenarios was used to elucidate the stage of learning of dairy practitioner participants before and after a CVME course and of non-participating dairy practitioners. Differences in response rates before and after the course and between participants and non-participants were analyzed using Chi-square contingency table analysis. Results–Responses to six of the eight scenarios were different between participants and non-participants (p < 0.10). Attendees were more likely to report needing to update to solve the specific problems. Depending on the scenario, participants changed their responses after completing the continuing education course (range 3181% change). Conclusions–The four stage theory of learning can be used for continuing education needs assessment, for understanding program participation, and for program evaluation. A continuing education activity can move practitioners from one stage of learning to another.
The Needs for Public Health Education: Reflections from the 27th World Veterinary Congress
Authors: Russell Leon H. 
Published: January 2008

The needs for public health education are addressed based on papers presented at the 27th World veterinary Congress held in Tunis, Tunisia, on September 25–29, 2002. The article first summarizes the public health problems presented from developing countries, followed by the problems from developed countries. A summary of the solutions proposed or practiced by each group of speakers is presented. On the basis of the problems and solutions presented, the author suggests how education can address the problems and their solutions. The dichotomy between developed and developing countries is not new, but educational advances in veterinary public health (VPH) are required to provide the citizens of all countries with safe food and less risk of zoonotic diseases. This is true when a country is too poor to have adequate veterinary services for good food safety and preventing major zoonoses, or is a wealthy country plagued by the emerging pathogens associated with modern intensive agriculture systems.
Insights into the Future Generation of Veterinarians: Perspectives Gained From the 13- and 14-Year-Olds Who Attended Michigan State University’s Veterinary Camp, and Conclusions about Our Obligations
Authors: Sprecher David J. 
Published: January 2008

Veterinary medicine is at a crossroads: the future of the profession will be determined by those who join it and by those who select who will join it. Veterinary schools are the gatekeepers of the profession, and the entire veterinary profession is responsible for ensuring that the image it presents to those who will join it matches the social needs that it must serve. The application process for a Michigan State University College of Veterinary Medicine (MSUCVM) academic summer camp provided an opportunity to discern attributes of the 314 eighth-grade students who attended in 2000–2002. A re-reading of their application essays allowed clustering of similar descriptions and comments about motivations to attend the camp, interests in science, interactions with animals, and exposure to veterinarians and veterinary medicine. Many veterinary camp attendees will be undergraduate students by 2005/2006 and will be applying to colleges of veterinary medicine between 2008 and 2010. Therefore, an understanding of their attributes is germane to discussions about desirable characteristics of veterinary college applicants. Although the camp was designed to attract eighth graders interested in science and curious about veterinary medicine, attendees frequently described veterinary medicine as their career goal. These students (89.5% female, 95.6% residents of Michigan) enjoyed science, but their interest in veterinary medicine related to emotions such as a love of animals and sympathy for sick or injured animals (96.1%). They discussed having pets in their homes (75.5%), involvement with horseback riding (20.7%), experiences with animal-related projects and activities in 4-H (17.2%), and husbandry experience at farms or stables (16.2%). Although 22.6% had already shadowed a veterinarian and 12.8% described receiving other forms of veterinary mentoring, 22.9% commented on their inability to gain shadowing exposures prior to age 16. Based on the results of this survey and years of working with adolescents interested in veterinary medicine, the author offers conclusions about mentoring youth with an interest in veterinary careers.
An Attempt to Estimate Students’ Workload
Authors: Pogacnik M. , Juznic P. , Kosorok-Drobnic M. , Pogacnik A. , Cestnik V. , Kogovsek J. , Pestevsek U. , Fernandes T. 
Published: January 2008

Following the recent introduction of the European Credit Transfer System (ECTS) into several European university programs, a new interest has developed in determining students’ workload. ECTS credits are numerical values describing the student workload required to complete course units; ECTS has the potential to facilitate comparison and create transparency between institutional curricula. ECTS credits are frequently listed alongside institutional credits in course outlines and module summaries. Measuring student workload has been difficult; to a large extent, estimates are based only upon anecdotal and casual information. To gather more systematic information, we asked students at the Veterinary Faculty, University of Ljubljana, to estimate the actual total workload they committed to fulfill their coursework obligations for specific subjects in the veterinary degree program by reporting their attendance at defined contact hours and their estimated time for outside study, including the time required for examinations and other activities. Students also reported the final grades they received for these subjects. The results show that certain courses require much more work than others, independent of credit unit assignment. Generally, the courses with more contact hours tend also to demand more independent work; the best predictor of both actual student workload and student success is the amount of contact time in which they participate. The data failed to show any strong connection between students’ total workload and grades they received; rather, they showed some evidence that regular presence at contact hours was the most positive influence on grades. Less frequent presence at lectures tended to indicate less time spent on independent study. It was also found that pre-clinical and clinical courses tended to require more work from students than other, more general subjects. While the present study does not provide conclusive evidence, it does indicate the need for further inquiry into the nature of the relationship between teaching and learning in higher education and for evaluation of the benefits (or otherwise) of more “self-directed” study.
Evaluating Veterinarians’ and Veterinary Students’ Knowledge and Clinical Use of Pulse Oximetry
Authors: Hofmeister Erik H. , Read Matt R. , Brainard Benjamin M. 
Published: January 2008

Rationale for the study – We hypothesized that veterinarians and veterinary students may lack key knowledge about pulse oximetry, which may result in this type of patient monitor not being used on appropriate patient populations or to its full capabilities. Methodology – A questionnaire was developed to assess an individual’s knowledge and understanding of pulse oximetry. Residents and specialists in anesthesiology and critical care at several academic institutions were surveyed first to assess the questionnaire for clarity and to serve as a control group. General veterinary practitioners (GPs) attending continuing education courses at the University of Georgia were surveyed over a 24-month period. Students entering their senior-year anesthesiology rotation at the University of Georgia were also surveyed. Results – Residents and specialists (69% correct responses) scored significantly higher than senior students (46%), who scored significantly higher than GPs (34%). Only 15% of GPs and 21% of senior students reported that they had received training in pulse oximetry in school. Those who had received training scored significantly higher than those who had not. Many GPs did not report using a pulse oximeter on their critical patients under anesthesia, a group that would be expected to benefit from its use. Conclusions – Veterinarians have a poor understanding of how pulse oximetry works, the information it provides, and how best to apply it to their patients. Furthermore, the respondents did not use pulse oximeters in a manner that would yield the most information and result in the greatest benefit to the patient relative to the cost of the instrument. Didactic training in veterinary curricula and during continuing education opportunities continues to be necessary in order to produce veterinarians who have an understanding of the technologies available to improve patient care.
Rethinking the Learning and Evaluation Environment of a Veterinary Course in Gross Anatomy: The Implementation of an Assessment and Development Center and an E-Learning Platform
Authors: Van Ginneken Christa J. , Vanthournout Gert 
Published: January 2008

Today’s students belong to an interactive generation and receive information through multiple channels. In addition, veterinary medicine curricula are changing due to trends such as student-centered education and competence-based learning. In consequence, we were stimulated to rethink the way in which veterinary gross anatomy was taught and assessed. As a first step, the learning goals for the students participating in the veterinary gross anatomy course were clearly defined. Students had to acquire knowledge of and insight into the structure, the function, and the interrelationships of gross anatomical structures in various species. They also had to be competent in observing, palpating, and exposing the anatomical structures. Additionally, they had to attain some general skills and attitudes. Next, a learning environment was developed enabling students to accomplish these goals. The three main components of this new environment were, first, the reorientation of classic cadaveric dissections towards attaching an increased importance to the attainment of course-specific and general skills and attitudes; second, the incorporation of an e-learning platform; and third, an increase in the number of student-lecturer interactions during lecture hours. Finally, the assessment and examination were adjusted to complement the goals defined earlier and the redesigned learning environment. An assessment and development center (ADC) was introduced, where students demonstrated their skills and insights by completing job-relevant assignments within a set time limit. This ADC was used as a means of evaluating students as well as of giving them feedback. Students were enthusiastic about this way of teaching although they experienced it as difficult.
My Journey from Teaching to Learning Excellence
Authors: Forrester S. Dru 
Published: January 2008

I was not surprised by Dr. Forrester's receiving the National Carl Norden–Pfizer Distinguished Teacher Award. At that time she had already been honored with an astonishing 17 college teaching awards, together with Virginia Tech's prestigious William E. Wine Award for Excellence in Teaching and induction into the university's exclusive Academy of Teaching Excellence. This is the kind of accomplishment to which many of us aspire but which precious few will achieve. The essence of Dr. Forrester's success is the notion that the student always comes first. She puts herself in the student's place, never forgetting what it is like to be subjected to the overwhelming burden of the traditional culture of detailed, didactic “coverage.” Dr. Forrester is a staunch advocate of an active/interactive, case-based clinical experience in which major concepts are more important than minutiae and technology is a catalyst for the learning process. Continual quality improvement is her motto. Dr. Forrester is an inspiring model of all that is good in veterinary medical education today. And the opportunity to write a prefatory note such as this is one of the joys of being an academic administrator.     –Peter Eyre, Former Dean (1985–2003), Virginia–Maryland Regional College of Veterinary Medicine
Evaluation of Traditional Instruction versus a Self-Learning Computer Module in Teaching Veterinary Students How to Pass a Nasogastric Tube in the Horse
Authors: Abutarbush Sameeh M. , Naylor Jonathan M. , Parchoma Gale , D'Eon Marcel , Petrie Lyall , Carruthers Terry 
Published: January 2008

Objective – To evaluate the effectiveness of a self-learning computer module (SLCM) versus traditional instruction in teaching how to pass a nasogastric tube (NG) in the horse. Design – a double-blind, monocentric study. Sample population – 52 third-year students in the DVM program were randomly assigned to two groups: traditional instruction (N = 25) or SLCM instruction (N = 27). Procedure – Traditional instruction consisted of an instructor and live demonstration; SCLM students were given a CD-ROM each. Both sessions lasted one hour. The students were then united in one session to practice passing the NG tube. Their performance was videotaped and evaluated by two evaluators. Students were then given a multiple-choice knowledge quiz. One week later, a second demonstration of the same procedure by the two methods was administered, and students were allowed to choose either method of instruction. A Likert-scale questionnaire about their comfort, their confidence, and the appropriateness of the teaching method was given after the second demonstration. Data were analyzed by non-parametric tests. A focus-group study was conducted to determine students’ perception of each teaching method. Nine participants in the experiment volunteered for these focus-group sessions. The sessions were audiotaped and transcribed. Results – Students in the SLCM group performed significantly better on the test of knowledge than traditionally instructed students. The questionnaire found significant perceived benefits to computer-based instruction, including a preference for the computer-based module, better learning, and greater preparedness. In hands-on skill, time to pass the NG tube on the successful attempt was significantly shorter in the SLCM group than in the traditionally instructed group. The data from focus-group sessions suggest that while participants expressed satisfaction with both modes of instruction, the SLCM group reported somewhat higher levels of confidence in their skills prior to performing the procedure. Whereas the traditional group reported a strong preference for continued live demonstrations of the procedure, the SLCM group stated that the computer-assisted module alone provided them with effective instruction. Conclusion – computer-assisted learning is an acceptable and effective method of training students to pass an NG tube with potential welfare, proficiency, and knowledge advantages.
Medical Imaging Resource Center (MIRC) for Veterinary Medicine: A Digital Image Teaching File
Authors: Zwingenberger Allison L. , Ward Patrick R. 
Published: January 2008

Rationale for the study – Veterinary radiology has a need for software to facilitate the creation of digital image teaching files. The Medical Imaging Resource Center (MIRC) is widely used in medicine to create teaching cases and store data from clinical trials. This open-source software was identified as a solution for use in veterinary medicine. Methodology – The additional fields needed to adapt the system for veterinary use were identified as sex, species, and breed. Breed and species codes from the Matthew J. Ryan Veterinary Hospital of the University of Pennsylvania and from the Standard Nomenclature of Veterinary Diseases and Operations (SNVDO) were gathered and correlated. Results – The sex fields added were male, male neutered, female, and female neutered. The breed and species codes were combined into a single term. These were coded in eXtensible Markup Language (XML) and added to the software's veterinary document template and search capabilities. Conclusions – MIRC was successfully adapted for use in creating digital teaching files for veterinary medicine.