Digital dentistry is a reality. Incorporating digital skills is now essential in the training of human resources in Dentistry. Using Autodesk Meshmixer software is a great opportunity to get the stomatology student involved early. The experience is shared as in the CIA I-2021 Adult Comprehensive Clinic Laboratory course a didactic strategy is designed to involve the use of Meshmixer in 3D modeling or 3D digital design.

Objetivo: Evaluar la influencia de diferentes tiempos de acondicionamiento (ácido fosfórico al 37 % por 5", 10" y 20") a nivel del esmalte y su efecto en la resistencia adhesiva (RA) con cementos autoadhesivos (CA) sometidos a termociclado (TC). Materiales y métodos: 128 bloques de esmalte bovino de 8 x 4 x 2 mm fueron distribuidos aleatoriamente en 2 cementos: RelyX U200 (XU) y Maxcem Elite (MC). Fueron conformados 4 subgrupos (n = 16) para cada CA de acuerdo a cada tiempo de acondicionamiento. G1: Control, G2: 5 segundos, G3: 10 segundos, G4: 20 segundos. Fueron construidos tres cilindros de CA (1 x 1 mm) sobre cada bloque. Los especímenes fueron almacenados en agua destilada a 37 °C por 24 horas. Posteriormente, la mitad de ellos fueron sometidos a una prueba de microcizallamiento en una máquina de ensayos universales, aplicando carga constante a 0,5 mm/min hasta producir la fra...

Antecedentes: La diversa composición química de las cerámicas híbridas (HC) CAD/CAM introducidas recientemente ha dado lugar a hallazgos contradictorios sobre el impacto de los tratamientos superficiales antes de la cementación, lo que complica el establecimiento de un protocolo clínico universalmente aceptado. Objetivo: Evaluar la influencia de diferentes tratamientos superficiales de cerámicas híbridas, sobre la fuerza de adhesión de un cemento resinoso. Material y métodos. Se utilizaron seis tipos de cerámicas modificadas, que fueron sometidas a cuatro tratamientos de superficie diferentes: sin tratamiento (control), abrasión con partículas de Al2O3, acondicionamiento con HF al 9%, y una combinación de Al2O3 y HF. Tras los tratamientos, se aplicó un agente de acoplamiento de silano y se colocaron cilindros de cemento de resina en las muestras, los cuales se polimerizaro...

Evaluar la influencia de diferentes tiempos de acondicionamiento (ácido fosfórico al 37 % por 5", 10" y 20") a nivel del esmalte y su efecto en la resistencia adhesiva (RA) con cementos autoadhesivos (CA) sometidos a termociclado (TC). Materiales y métodos: 384 muestras de 2 cementos: RelyX U200 (XU) y Maxcem Elite (MC). Fueron conformados 4 subgrupos (n = 24) para cada CA de acuerdo a cada tiempo de acondicionamiento. G1: Control, G2: 5 segundos, G3: 10 segundos, G4: 20 segundos. Fueron construidos tres cilindros de CA (1 x 1 mm) sobre cada bloque. Los especímenes fueron almacenados en agua destilada a 37 °C por 24 horas. La mitad de ellos fueron sometidos a una prueba de microcizallamiento en una máquina de ensayos universales, aplicando carga constante a 0,5 mm/min. La otra mitad fue sometida a 5000 ciclos térmicos (5 °C – 55 °C) antes de la prueba. El tipo de fractura se u...

Universal adhesives and their versatility with adhesive techniques generate a controversy between the use and non-use of etching acid before the application of the universal adhesive. Objective: To find the optimal acid etching time prior to the application of Clearfil Universal Bond on bovine tooth dentin, by analyzing the values of resistance to microtraction. Material and methods: Experimental, prospective and comparative study. 6 bovine upper central incisors were used, from which 80 specimens were obtained and divided into 4 groups of 20 specimens each. After complying with the parameters of each group, the specimens were subjected to the microtraction test. Results: The group of acid etching for 10 seconds showed a higher resistance to microtraction with a minimum resistance of 10.43 MPa and a maximum resistance of 31.45 MPa, showing an average resistance of microtraction of 20.78�...

COVID-19 generated a health emergency that prevented classroom attendance in higher education, affecting the academic development of the teaching of dentistry and all sciences. This gave rise to academic organizations to organize themselves adequately to respond quickly and in a timely manner to be able to take on these new challenges. The use of video conference platforms to replace the usual master classes was the response that was obtained and its implementation was carried out in the shortest time. The result of this implementation forced academic institutions to decide for some of them to respond effectively to the new challenge. In the experience we share our experience with the Zoom.us platform during the CIA I Adult Comprehensive Clinic and CIA III Adult Comprehensive Clinic courses given to the students of the 5th and 7th semesters of the Stomatology career in our house of studi...

COVID-19 and the continuity of the health emergency have led to the maintenance of social distancing and care in the capacity of public spaces during 2021. This continues to cause attendance at classes to be affected, forcing higher education institutions to continue their activities remotely. The dentistry career is eminently practical, in that sense many courses had to experience an adaptation to this new contingency. This article presents the adaptations, strategies and methodologies in two eminently clinical career courses that are taught in the sixth and seventh cycle of the dentistry career of the Faculty of Dentistry of the Cayetano Heredia Peruvian University, called Integral Adult Clinic. III and Integral Clinic for Adults IV, which are taught in the first and second semesters of each year. It shows how these courses were carried out using the Zoom platform remotely simulation c...

Pit and fissure sealants have proven to be an efficient and effective alternative to protect occlusal surfaces from the development of carious lesions. A review of the abrasive air used in restorative dentistry is carried out and a clinical case of the use of this technology for the placement of pit and fissure sealants is presented.

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The teaching of dentistry changed. The effects of the pandemic, the virtualization of contents, and students belonging to Generation Z, demand for student-centered teaching where the classic teacher-centered learning is transformed into a student-centered education approach using didactic strategies like gamification. In this article, an experience carried out among fifth semester dental students is shared, using the resources of gamification to generate a meaningful teaching, leaving aside the master classes, and migrating to more efficient and effective student-centered learning models that generate a real commitment and motivation. Likewise, the perception of the students about the activity is shared.

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The flipped classroom is a pedagogical approach in which students are provided with videos, podcasts, and other resources to review in advance. This allows for a deeper understanding and clarification of the concepts during in-person or virtual activities. The flipped learning approach aims to bring about a change in the dynamics of teaching, promoting active learning within the classroom environment and placing the focus on the student. This document provides a review of the notable aspects of the flipped classroom and highlights its differences from the traditional lecture-based teaching method. Additionally, the impact of this approach in dentistry is examined, along with the challenges, commitments, and difficulties that may arise during its implementation.

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Strategies for communicating information have undergone many changes, which have been evidenced in the pandemic. The idea is to be able to connect with the student and that the information is received in a clear, timely and relevant manner, so that he/she will have the prior knowledge to integrate information from theory and practice, in order to successfully face the simulated activity, as well as when interacting with the patient. In this context, the inverted classroom is a didactic strategy that provides videos, podcasts, among others, to be reviewed in advance, so that when the student performs the face-to-face or virtual activity, the most important concepts are deepened and clarified, using active participation methodologies to achieve the following objective: Invested learning seeks a change in the dynamics of learning that points to the student as its axis. The objective of this...

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