Vertical ridge augmentation techniques have been advocated to enable restoring function and esthetics by means of implant‐supported rehabilitation. There are three major modalities. The first is guided bone regeneration, based on the principle of compartmentalization by means of using a barrier membrane, which has been demonstrated to be technically demanding with regard to soft tissue management. This requisite is also applicable in the case of the second modality of bone block grafts. Nonetheless, space creation and maintenance are provided by the solid nature of the graft. The third modality of distraction osteogenesis is also a valid and faster approach. Nonetheless, owing to this technique's inherent shortcomings, this method is currently deprecated. The purpose of this review is to shed light on the state‐of‐the‐art of the different modalities described for vertical ridge augmentation, including the indications, the step‐by‐step approach, and the effectiveness.

Problem-based learning has been at the core of significant developments in engineering education in recent years. This term refers to any learning environment in which the problem drives the learning, because it is posed in such a way that students realize they need to acquire new knowledge before the problem can be solved. This paper presents the experience of a structured problem-based learning approach to the teaching of an introductory study module on heat transfer in the first year of an Electronic Engineering graduate program. A heat sink design problem was posed to students at the beginning of the module. Small groups of students worked on a cooperative learning project for eight weeks, while the teacher acted as the coach and the facilitator of knowledge acquisition. Partial, though not extensive, written reports were collected each week and the student assessments of the learning environment were measured. The paper closes with a list of recommendations intended to assist academics interested in adopting a similar approach.