Abstract: Distraction osteogenesis (DO) is a method of biologically creating new bone between surgically cut bone surfaces that are separated in a controlled manner by incremental traction. DO can be used in the craniofacial region to manage developmental and acquired deformity resulting from trauma and pathology. This article aims to outline the history and theory that underpins this technique, with a review of its application in the craniofacial region. A second article will discuss the technical aspects of DO and the role of the interdisciplinary team. Clinical Relevance: This report is relevant to all orthodontists providing care to patients with complex craniofacial anomalies that require distraction osteogenesis. The scope for application of the technique is described and we aim to provide guidance for clinicians when assessing potential cases for their suitability.
Abstract: The history and uses of Distraction Osteogenesis (DO) in the craniofacial region have previously been discussed. In this second part of the review the technical aspects of DO and the role of the different team members in the multidisciplinary care are described. The orthodontist is a key member of the team, assisting with treatment planning, pre-surgical orthodontics and the post-distraction phase. CPD/Clinical Relevance: This report provides a description of the technical aspects of distraction osteogenesis to enable orthodontists to understand the process and their role in the multidisciplinary team.
Abstract Facial deformity associated with jaw malalignment and malocclusion can be addressed with orthognathic surgery to reposition the maxilla or mandible, or both, in combination with dental alignment with orthodontic treatment. Careful assessment of facial proportion and treatment planning allows precise repositioning of the facial skeleton and teeth to restore appearance and occlusion.
Background/Aims Peripatetic teaching originated in the Aristotelian school of ancient Greece and refers to the action of walking, discussion and deep learning. A pilot study was carried out to evaluate the educational impact of peripatetic teaching in clinical medical education. There has been no previous evaluation of this form of teaching within medical education. Methods A pilot study was carried out to evaluate small group clinical sessions encompassing peripatetic teaching. Results A total of 56 post teaching questionnaires were completed and evaluated (return rate ~95%). High levels of satisfaction (n~4.7/5) were reported from this method of teaching. On average, a total of 1420 steps were taken during each teaching session, identifying additional exercise benefits for all. Conclusions This article identifies educational and health benefits to peripatetic teaching. The authors present a simple framework to structure each teaching session using the mnemonic FIRM – Feedback, dIscussion, Reflection and Mentorship. From this pilot study, the authors conclude that there are perceived benefits for teacher and learner from this teaching method.
An anterior open bite (AOB) is present when there is no vertical overlap between the upper and lower incisors when the buccal segment teeth are in occlusion, and most commonly develops during childhood. This article presents a series of cases in which an AOB has developed in adulthood, together with a discussion of potential aetiological factors and management strategies. CPD/Clinical Relevance: A review of the potential causes, presentation and management of the anterior open bite, applicable to clinicians in primary and secondary care
'%3e%3cpath fill='%23012169' d='M0 0v30h60V0z'/%3e%3cpath stroke='%23fff' stroke-width='6' d='m0 0 60 30m0-30L0 30'/%3e%3cpath stroke='%23C8102E' stroke-width='4' d='m0 0 60 30m0-30L0 30' clip-path='url(%23b)'/%3e%3cpath stroke='%23fff' stroke-width='10' d='M30 0v30M0 15h60'/%3e%3cpath stroke='%23C8102E' stroke-width='6' d='M30 0v30M0 15h60'/%3e%3c/g%3e%3c/svg%3e)
