Introduction: The flipped classroom (FC) is a pedagogical model that can be very useful in obtaining a dentistry degree. The main objective of this study was to compare learning between student groups introducing FC in the area of paediatric dentistry at the Complutense University of Madrid in 2019.Materials and Methods: In this study, 76 students enrolled for the first time in the Pediatric Dentistry programme and completed a questionnaire (pre‐Q) regarding specific theoretical knowledge about pulpotomies. Subsequently, they were divided into two groups: group A, which had free access before the class to an explanatory video about the indications and techniques of pulpotomy and group B, which viewed the same video only one time in class. After that, all students completed the same questionnaire (post‐Q) again and a survey on the degree of satisfaction about the teaching method.Results: The differences in score between the post‐Q and pre‐Q in group A had a mean (SD) value of 3.5 (2.4) and in group B, a mean (SD) of 2.5 (2.2), with a p value of .07. In questions 3, 5 and 8, learning was greater in the experimental group (p = .007, p = .02 and p = .001, respectively). For 74.4% of the students in group A, accessing the video previous to the class was a very useful tool.Conclusions: These results suggest that implementing FC in paediatric dentistry classes help students to acquire more theoretical knowledge, which is necessary before practical teaching.

The aim of this study is to analyze the skeletal and dentoalveolar morphological characteristics of the maxillary in subjects with a unilateral palatally impacted canine using Cone Beam Computed Tomography (CBCT). A retrospective clinical study was conducted of 100 adult patients divided into two groups: one consisting of patients with a unilaterally palatally impacted maxillary canine (GI), with the subgroups in the right and left hemiarches (GI-R and GI-L), and the second, without impacted canine, as the control group (CG). The CBCT measured skeletal variables (maxillary basal width and alveolar crest height) and dentoalveolar variables (inclination of the upper incisor, tooth lengths of incisors and canines, arch length, tooth size and bone dental discrepancy). In skeletal variables, statistically significant differences were found in alveolar crest height (ACH) in all groups and subgroups (p < 0.01). In the dentoalveolar variables, there were differences in the angle of the upper incisor (II) and lateral incisor length (LLIL) between the GI and GC and the angle of the upper incisor (II′), arch length (AL′) and arch length-tooth size discrepancy (ATD′) among the GI subgroups (p < 0.01). There are skeletal and dentoalveolar differences in patients with unilateral palatally impacted maxillary canines, with lower angular and linear measurements compared with patients without impaction.

The ectopic eruption of the maxillary first permanent molar (EEM) is a local alteration of dental eruption with a multifactorial aetiology. The aims of our study were to determine the prevalence of the EEM in children and to analyse whether there is a relationship between EEM and dento-skeletal characteristics. A total of 322 children were analysed with the Ricketts cephalometric study and descriptive and analytical statistical analysis was carried out. The prevalence of EEM was 8.7%, with no statistically significant differences regarding gender or location, but a higher prevalence in the 7-year-old age group (18.8%) and bilateral EEM was more prevalent than unilateral EEM (p < 0.05). The most frequent findings were a shortened anterior cranial base, a retroposition of the maxilla and a distal position of the upper permanent first molar in relation to the pterygoid vertical in children with EEM. No statistically significant differences were found regarding the cephalometric parameters except a decreased palatal plane in the bilateral EEM group and a distal upper incisor position in the EEM group (p < 0.05). In conclusion, the prevalence of the EEM was 8.7%, more frequently bilateral, and significantly in seven-year-old patients. Children with bilateral EEM have decreased palatal plane values and a more posterior position of the upper incisor.

Dental development defects (DDDs) are quantitative and/or qualitative alterations produced during odontogenesis that affect both primary and permanent dentition. The etiology remains unknown, being associated with prenatal, perinatal, and postnatal factors. The aims were to identify the possible etiological factors, as well as the prevalence of DDDs in the primary and permanent dentition in a pediatric population. Two hundred twenty-one children between 2 and 15 years of age, patients of the master’s degree in Pediatric Dentistry of the Complutense University of Madrid, were reviewed. DDDs were observed in 60 children. Next, a cross-sectional, case-control study was carried out (60 children in the control group and 60 children in the case group). The parents or guardians completed a questionnaire aimed at identifying associated etiological factors. The prevalence of DDDs in patients attending our master’s program in both dentitions was 27.15%. Otitis, tonsillitis, high fevers, and medication intake stood out as the most relevant postnatal factors among cases and controls. The permanent maxillary right permanent central incisor and the primary mandibular right second molar were the most affected; there were no differences in relation to gender. One out of three children who presented DDDs in the primary dentition also presented DDDs in the permanent dentition. Prenatal and postnatal etiological factors showed a significant relationship with DDD alterations, considered risk factors for DDDs in both dentitions.

Background/Objectives: Preclinical training in pediatric dentistry is traditionally performed on acrylic primary teeth or natural extracted teeth in phantoms or dental manikins. With technological advancements, virtual simulation has become increasingly common, enhancing the development of cognitive and motor skills in dental students while complementing traditional methods. Specific objectives included assessing whether preclinical theoretical knowledge impacts motor skill scores, comparing the quality of dental preparations on acrylic teeth versus those performed using virtual simulation (Simodont^®) and evaluating students’ perceptions of Simodont^® use. Methods: An observational, descriptive, cross-sectional study was conducted. Students first completed a theoretical knowledge survey on dental preparations, class II caries, and pulpotomies. They then performed dental preparations on both acrylic primary teeth and the Simodont^® simulator, with their work assessed by a pediatric dentistry professor. Finally, students completed a perception survey regarding their experience. Results: The introduction of the Simodont^® was positively received. Theoretical knowledge prior to preclinical exercises did not significantly influence practice scores. Average scores for preparations on acrylic teeth (class II: 2.57; pulpotomy: 3.60) were higher than those achieved using Simodont^® (class II: 1.97; pulpotomy: 2.92). Conclusions: Dental preparation scores were higher on acrylic teeth compared to the virtual simulation. While students reported a positive experience with Simodont^®, they expressed a preference for traditional learning methods involving acrylic teeth on phantoms or dental manikins.