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The aim of our research was to establish a reproducible curriculum that offers the possibility to gain basic surgical skills (knot tying, suturing, laparoscopy basics) through distance education in emergency situations by using tools available in the household. Forty-six volunteering third- and fourth-year medical students were involved in the study. The distance education system was set up using homemade or easily obtainable tools (an empty can, shoe box, sponge, etc.) to teach surgical knotting, suturing, and basic laparoscopic skills. The reachable learning objectives were contrasted with the original course plan. Feedback from the students has been collected. The students’ results were compared to the regular course of the previous years. Seventy-nine percent of the original learning objectives could be reached completely, and 15% partially. The necessary tools were available for 82% of the students. The students evaluated the course for 4.26 in general and 4.86 considering the circumstances (on a 5-level-scale). The homemade trainers were assessed over four as an acceptable substitution. Students’ exam results decreased only by 7% compared to the previous two years. Basic surgical skills can be educated with acceptable efficiency and student satisfaction using distance teaching and homemade tools. This is the first study where not only the simulators but the surgical instruments were replaced with household tools and evaluated by a reproducible curriculum.

Background: Distance learning is an interactive way of education when teachers and students are physically separated. Our purpose was to examine its effectivity in training of basic surgical techniques and to provide an alternative sustainable methodology for the training of medical professionals. Methods: Sixty students were involved in our single blinded randomized controlled study. Six homogenized groups were created then randomized into three groups of distance learning and three groups of in-person teaching. The groups completed the same curriculum using our own “SkillBox”. All students took the same pre- and post-course test evaluated blindly. The students filled out an online feedback form after the course. A financial analysis was also made. Results: There was no significant difference in the post-course exam results (distance 28.200 vs. in-person 25.200). We managed to achieve significantly better improvements in the distance learning of suturing (distance 19.967 vs. in-person 15.900, p = 0.043). According to 93% of the study group students, the quality of teaching did not decrease compared to the traditional classes. Conclusion: The results of the students improved similarly in distance learning and in-person education. The online form of teaching was received positively among the students; they found it an effective and good alternative.

The dental prophylactic cleaning of a damaged resin-based composite (RBC) restoration with sodium bicarbonate can change the surface characteristics and influence the repair bond strength. The purpose of this study was to compare the effect of sodium bicarbonate (SB) and aluminum oxide (AO) surface treatments on the microtensile bond strength (µTBS) of repaired, aged RBC. Bar specimens were prepared from microhybrid RBC and aged in deionized water for 8 weeks. Different surface treatments (AO air-abrasion; SB air-polishing), as well as cleaning (phosphoric acid, PA; ethylene-diamine-tetraacetic-acid, EDTA) and adhesive applications (single bottle etch-and-rinse, ER; universal adhesive, UA), were used prior to the application of the repair RBC. Not aged and aged but not surface treated RBCs were used as positive and negative controls, respectively. The repaired blocks were cut into sticks using a precision grinding machine. The specimens were tested for tensile fracture and the µTBS values were calculated. Surface characteristics were assessed using scanning electron microscopy. AO-PA-UA (62.6 MPa) showed a 20% increase in µTBS compared to the NC (50.2 MPa), which proved to be the most significant. This was followed by SB-EDTA-UA (58.9 MPa) with an increase of 15%. In addition to AO-PA-UA, SB-EDTA-UA could also be a viable alternative in the RBC repair protocol.

Összefoglaló. Az utóbbi időben egyre gyakoribbá vált fogászati implantáció egyik nem kívánt szövődménye az arcüregbe került implantátum, amely a maxilla molaris, esetenként praemolaris régiójának implantációjakor fordulhat elő. Ennek oka lehet a kúpsugaras komputertomográfia nélküli, azaz nem megfelelő tervezés, fennálló arcüreggyulladás és -ventilációs probléma, kevés, puha csont, a fúrási vagy implantátumbehelyezési sebészi gyakorlat hiánya, észre nem vett membránperforáció arcüreg-csontfeltöltés esetén. Esetünkben implantáció előtt a beteg szájsebész orvosa kúpsugaras komputertomográfia alapján sinusventilációs zavart és arcüreggyulladást véleményezett. Az arcüreggyulladás funkcionális endoszkópos sinussebészeti műtéttel történő kezelését és gyógyulását követően két lépésben, először arcüreg-csontfeltöltést, majd 6 hónappal később implantációt végeztek. 4 hónap panasz- és tünetmentes gyógyulást követően az implantátumfeltárás előtt derült fény az arcüregbe került implantátumra, amelyet funkcionális endoszkópos sinussebészeti eljárással, transnasalis (Lothrop) és intraoralis behatolás kombinációjával távolítottunk el. Az implantátumok arcüregbe kerülésének gyakorisága továbbra is ismeretlen, a szakirodalomban kb. 70 közölt esetről tudunk; a leggyakrabban egy-egy implantátummal kapcsolatban születnek cikkek, ami az összes beültetett implantátum számához képest elenyésző. Az arcüregben lévő szabad implantátum arcüreggyulladást okoz, eltávolítása szükséges, kötelező. A sinus hátsó részében elhelyezkedő implantátum esetén elsősorban funkcionális endoszkópos sinussebészeti eljárás javasolt. Az első recessusban lévő implantátum eltávolítására a legjobbnak a praelacrimalis recessusból végzett korszerű behatolás tűnik. Tradicionális transoralis/Luc–Caldwell-féle behatolást a friss sinuslift utáni gyulladt csontexcochleatio esetén javasolunk, illetve ha fennálló oroantralis fistulát is zárnunk kell. Orv Hetil. 2022; 163(13): 527–531. Summary. Accidental implant displacement into the maxillary sinus is often due to inappropriate surgical planning or technique, unrecognised sinus disease, failure to recognise low residual bone quality and quantity during implant-supported maxillary molars and premolars rehabilitation. Secondary implant migration can be attributed to the risk of failing osteointegration due to unnoticed sinus membrane rupture during surgery, incomplete soft tissue closure over the implant’s site, preexistent sinus ventilation problems. In this study, we present the case of a patient with a symptomless preexistent sinus infection, which had been treated with functional endoscopic sinus surgery. After the healing period, the following two-stage procedures were performed: 1) maxillary sinus bone augmentation, 2) 6 months later dental implant placement, based on a routine orthopantomogram. At the end of the 4-month planned healing period, the implant displacement was noticed in the sinus cavity. The implant was removed with a combination of endoscopic surgery, transnasal and transoral Luc–Caldwell approach. The possible reasons for displaced implant into the sinus cavity, the treatment decision tree and lessons we learned, updated by the international literature, are discussed. Our recommendation for displaced implant removal is primarily transnasal under general anaesthesia. In the case of the implant in the anterior recess of the maxillary sinus, the functional endoscopic sinus surgery through the prelacrimal recess approach seems to be the preferred approach. A transoral approach should be the chosen method in the case of present oro-anthral fistulae or recent sinus bone graft, when the infected graft should also be removed. Orv Hetil. 2022; 163(13): 527–533.