Bifid nose, an indicator of Tessier No.0, is a rare congenital malformation. Because of its rarity, few cases were reported and the optimal surgical procedure and the best time for surgery have not been widely acknowledged. In this brief report, a 9-year-old girl with mild bifid nose and unilateral mini-microform cleft lip, and its surgical management, is presented. We focused our attention on modifying the shape of the nose through open rhinoplasty without excising the surplus skin on the nasal dorsum and achieved good results.

Objectives: To present the use of dynamic navigation system in the repair of alveolar cleft. Patients and Participants: A total of three non-syndromic patients with unilateral alveolar cleft were involved in this study. Real-time computer-aided navigation were used to achieve restoration and reconstruction with standardized surgical technique. Methods: With the individual virtual 3-dimensional (3-D) modeling based on computed tomography (CT) data, preoperative planning and surgical simulation were carried out with the navigation system. During preoperative virtual planning, the defect volume or the quantity of graft is directly assessed at the surgical region. With the use of this system, the gingival periosteum flap incision can be tracked in real-time, and the bone graft can be navigated under the guidance of the 3-D views until it matches the preoperatively planned position. Results: Three patients with alveolar cleft were successfully performed under navigation guidance. Through the model alignment procedure, accurate matches between the actual intraoperative position and the CT images were achieved within the systematic error of 0.3 mm. The grafted bone was implanted according to the preoperative plan with the aid of instrument- and probe-based navigation. All the patients were healed well without serious complications. Conclusions: These findings suggest that image-guided surgical navigation, including preoperative planning, surgical simulation, postoperative assessment, and computer-assisted navigation was feasible and yielded good clinical outcomes. Clinical relevance: This dynamic navigation could be proved to be a valuable option for this complicated surgical procedure in the management of alveolar cleft repair.

The repair of cleft lip is a highly intricate and challenging surgical procedure in plastic surgery. Consequently, it is also a pivotal and difficult subject in clinical education. Problem-based learning (PBL) is a student-centered teaching methodology that facilitates students in solving complex, practical, or real-world problems collaboratively. Given that the 3D-printed simulator features high-fidelity, multi-layer structures, including skin, muscle, and mucosa layers, we have incorporated it into the conventional PBL approach to address the limitations of traditional PBL in the teaching of cleft lip repair. The primary objective of this study is to investigate the application of the 3D-printed simulator in conjunction with PBL in the instruction of cleft lip repair and to enhance teaching quality. A total of 40 senior stomatological undergraduates were randomly divided into two groups: the 3D-printed PBL group and the traditional PBL group (each group, n = 20). The 3D-printed group underwent instruction using the 3D-printed simulator in conjunction with the PBL teaching methodology, while the traditional PBL group utilized conventional teaching tools in conjunction with the PBL methodology. Subsequently, both groups of students were subjected to separate assessments to evaluate the outcomes, including theoretical examinations, operational assessments, and questionnaires. Compared with the traditional PBL group, the 3D-printed PBL group demonstrated significantly higher theoretical assessment scores (P < 0.05). In operative skill evaluations, the 3D-printed PBL group outperformed the traditional PBL group in incision design, correction of columellar deformities, and upper lip symmetry restoration (P < 0.001). Furthermore, the questionnaire results indicated a positive impact of the 3D-printed simulator combined with PBL on the learning experiences of stomatological undergraduates. 3D-printed simulators combined with PBL have proven to be highly effective in enhancing the educational outcomes for cleft lip repair courses.

Objective: Taking advantage of the broad coverage of Wireless Application Protocol (WAP), we developed a Content Management System (CMS)-programmed mobile learning application. This application can help the undergraduate to obtain a comprehensive understanding of concepts in Cleft lip and palate Phenotype, and Embryonic development (CPE). The present study aims to evaluate the feasibility and efficacy of the concept acquisition teaching model on the basis of WAP in a practical undergraduate course of CPE. Design: The concept acquisition teaching model based on WAP was programmed by CMS, covering definitions of various cleft lip and palate, the mechanisms underlying the phenotypes, practical medical cases, as well as corresponding tests after learning. Setting: The CPE concept acquisition teaching model was distributed to a total of 524 undergraduate students and 46 tutors participated in CPE teaching from seven highly ranked schools of stomatology in China since April 2022. Participants: 524 undergraduate students and 46 tutors from seven highly ranked schools of stomatology in China. Interventions: The CPE concept acquisition teaching model. Main outcome measures: The effectiveness of the CPE teaching model. Results: The response rate to the survey was 100%. The grading of the questionnaires indicated that the students were satisfied with the usability, practicality, and outcome, whereas the tutors were more positive with the contents, cooperation, and outcome. Conclusions: The present study demonstrated the feasibility and efficacy of the WAP-based concept acquisition teaching model of CPE and a high level of satisfaction among undergraduate students and tutors who major in Stomatology.