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Biomedical subjects

M Abou-Rass

Publications and source records attributed to M Abou-Rass.

31 records · Page 2Linked to original sources

Preparation of space for posting: effect on thickness of canal walls and incidence of perforation in molars.

A total of 150 extracted maxillary and mandibular molars separated into six groups of 25 teeth each were prepared to the size of a 30 endodontic file. Numbers 2, 3, and 4 Peeso drills were used to produce a post cavity preparation in the root canals of these teeth. After use of each size of Peeso drill, the thickness of the canal walls was measured at two levels: the middle level, 4 mm from the canal orifice; and the apical level, 7 mm from the canal orifice. Mean thickness of all walls was determined for each tooth and drill size. The incidence of root perforations and strippings was recorded also. We found that distal roots of mandibular molars and palatal roots of maxillary molars are best suited for post cavity preparation. Most perforations and strippings occurred on the distal walls of mesial roots of mandibular molars or on the proximal walls of the buccal roots of maxillary molars.

Crowns↗

The anticurvature filing method to prepare the curved root canal.

The anticurvature filing method maintains the integrity of canal walls at their thin portion and reduces the possibility of root perforation or stripping. With this method, the dental practitioner maintains digital control over the endodontic instrument, and the preparation of the curved canal is eased.

Dental Instruments↗

Development and evaluation of a self-instructional program in endodontic diagnosis and treatment planning.

This study was undertaken to evaluate two methods of instruction, the traditional lecture and the slide-tape method, both used with learning material developed for a course in endodontic diagnosis and treatment planning. Student performance, the amount of time required to complete the work, and the attitude of the students toward the differing methods of instruction were studied. The student sample, consisting of 108 members of the freshman class at the University of Southern California, was divided into two groups; the lecture group received a traditional two-hour lecture, and the slide-tape group had access to two slide-tapes on the same material. Both groups received a pretest and a posttest, and the students evaluated the teaching material. Statistical analysis showed no significant differences in quality of performance, but the lecture group spent more time learning the material, and students in the slide-tape group of instruction had a more favorable opinion of both the instructor (the voice) and the course material.

Audiovisual Aids↗