Bimaxillary orthognathic surgery with maxillomandibular setback is often accompanied by changes in airway space. We analyzed the changes in airway space before and after surgery and assessed their association with obstructive sleep apnea. This study is based on the cohort of 13 adult patients (9 males, 4 females, average age 23.85 years) who underwent bimaxillary orthognathic surgery with maxillomandibular setback. We performed computed tomography and portable polysomnography before and after the surgery to assess changes in airway space and Apnea-Hypopnea Index (AHI) values (total, supine, non-supine). The oropharyngeal airway volume decreased by 29% after the surgery, which was statistically significant (p < .05). The upper airway volume and hypopharyngeal airway volume were decreased, but not significantly (4 and 19%, respectively). The changes in airway surface area were statistically significant at all levels examined (p < .05). Changes in the maximum anteroposterior width of the airway were also significant at all levels (p < .05). However, the changes in maximum lateral width were only statistically significant at C2 level (p < .05). AHI values were increased after the surgery but not significantly at any position. Although bimaxillary surgery with maxillomandibular setback significantly reduces the airway space, it does not affect AHI values or induce obstructive sleep apnea.

Jo Y, et al. J Dent Anesth Pain Med. 2024 Jun;24(3):205-211. https://doi.org/10.17245/jdapm.2024.24.3.205

Kyungmin Rim, Eunkyo Seo, Dohyun Kwon, Jaemyung Ahn, Jun-Young Paeng. JKAOMS 2025;51:314-20. https://doi.org/10.5125/jkaoms.2025.51.5.314

This study introduces a novel mixed reality (MR) TMJ dislocation teaching program developed using HoloLens 2 and collaboration with interdisciplinary teams. The program offers an immersive learning experience, enabling individuals to visualize and interact with detailed 3D temporomandibular joint (TMJ) models and practice different reduction techniques repeatedly. Real-time feedback, combining the visual holographic overlay with mechanical resistance in the physical model, supports the learning process. The 3D-printed skull model provided haptic feedback, strengthened the positive response given by the MR model, and reinforced muscle memory. Despite some challenges related to the learning curve and cost, the program shows promise for practicing uncommon, high-anxiety clinical procedures in medical education. Future research directions include comparisons with traditional teaching methods, evaluating long-term skill retention, and exploring MR applications in other clinical procedures. Overall, this project demonstrates the potential of MR technology to advance medical education and skill acquisition.