The reaction of OH with ClO has been investigated by ab initio molecular orbital and variational transition state theory calculations. Both singlet and triplet potential energy surfaces predicted by the G2M method are presented. The reaction was shown to take place primarily over the singlet surface by two main channels producing ${\mathrm{HO}}_2+\mathrm{Cl}$ and $\mathrm{HCl}+{\mathrm{O}}_2{(}^1\mathrm{\Delta ),}$ with the former being dominant. The predicted total rate constant, $k_t{\text{=5.27×10}}^{\text{−9}}\hspace{0.17em}{\mathrm{T}}^{\text{1.03}} \exp \text{\hspace{0.17em}(−40/}\mathrm{T}\mathrm{)\hspace{0.17em}}{\mathrm{cm}}^3 {\mathrm{molecule}}^{\mathrm{-1}}{\mathrm{\hspace{0.17em}s}}^{\text{−1}},$ and product branching ratios in the temperature range 200–500 K at $\text{P<200\hspace{0.17em}}\mathrm{atm}$ agree satisfactorily with experimental values. The computed branching ratios, $k_2{\mathrm{/(k}}_1{\mathrm{+k}}_2\text{)=0.073}$ for $\mathrm{HCl}{+}^1{\mathrm{O}}_2$ and 0.045–0.048 for $\mathrm{DCl}{+}^1{\mathrm{O}}_2$ in the temperature range 200–500 K based on the recent experimental heat of formation for ${\mathrm{HO}}_2$ $\text{(4.0±0.8\hspace{0.17em}}\mathrm{kcal}/\mathrm{mol})$ compare closely with the experimental values, $\text{0.07±0.03}$ and $\text{0.05±0.02,}$ respectively. At higher temperatures (1000–2500 K), the branching ratios increase slightly to 0.084–0.137 and 0.061–0.111 for the OH and OD reactions, respectively. The rate constant for ${\mathrm{HO}}_2+\mathrm{Cl}$ and $\mathrm{HCl}+{\mathrm{O}}_2$ production from $\mathrm{OH}+\mathrm{ClO}$ in the temperature range, $\text{500−2500\hspace{0.17em}}\mathrm{K},$ can be given by $k_1{\text{=3.4×10}}^{\text{−13}}\hspace{0.17em}{\mathrm{T}}^{\text{0.3}} \exp \text{\hspace{0.17em}(725/}\mathrm{T})$ and $k_2{\text{=5.85×10}}^{\text{−19}}\hspace{0.17em}{\mathrm{T}}^{\text{1.67}} \exp \text{\hspace{0.17em}(1926/}\mathrm{T}\mathrm{) }{\mathrm{cm}}^3 {\mathrm{molecule}}^{\text{−1}} {\mathrm{s}}^{\text{−1}},$ respectively.

Background: Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. Objective: This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Methods: Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students’ self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. Results: A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Conclusions: Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

Background/Objectives: Current approaches to monitoring obstructive sleep apnea (OSA) risk primarily focus on structural or functional abnormalities, often neglecting systemic metabolic and physiological factors. Resource-intensive methods, such as polysomnography (PSG), limit their routine applicability. This study aimed to evaluate composite nutritional-inflammatory indices derived from routine blood markers to identify feasible indices for OSA management and explore their association with OSA risk. Methods: Data from 9622 adults in the NHANES (2015–2020) and GWAS datasets were analyzed using logistic regression, restricted cubic splines, machine learning, and Mendelian randomization (MR). These techniques were employed to identify nutritional-inflammatory indices associated with OSA risk. Random forest modeling identified body mass index (BMI) and albumin (ALB) as key components of the advanced lung cancer inflammation index (ALI). Causal relationships between ALI components and OSA were validated using MR. Results: ALI was significantly associated with OSA, with individuals in the highest ALI tertile exhibiting a 59% higher likelihood of OSA (OR = 1.59, 95% CI: 1.38–1.84; p < 0.001). BMI and ALB were identified as key contributors to ALI and confirmed as causal risk factors for OSA (BMI: OR = 1.91, 95% CI: 1.80–2.02; ALB: OR = 1.11, 95% CI: 1.04–1.19). Age, gender, and the neutrophil-to-lymphocyte ratio (NLR) were also significant predictors. Conclusions: This study identifies ALI as a potential composite index for assessing OSA risk. Integrating statistical modeling, machine learning, and causal inference techniques highlights the utility of nutritional-inflammatory indices in improving OSA monitoring and management in clinical practice.

BACKGROUND Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. OBJECTIVE This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. METHODS Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students’ self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. RESULTS A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). CONCLUSIONS Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

Introduction: Hyperdivergent skeletal class II malocclusion in adolescents is characterised by mandibular retrognathia with excessive vertical growth and clockwise mandibular rotation, which can worsen facial profile and airway-related morphology. Although mandibular advancement approaches are commonly used, they may increase the vertical dimension and are suboptimal for patients with long-face patterns. This randomised controlled trial aims to evaluate a micro-implant-assisted protrusion correction technique designed to flatten the occlusal plane and promote counterclockwise mandibular rotation, thereby improving facial profile and pharyngeal space. Methods and analysis: This trial is registered at the Chinese Clinical Trial Registry (ChiCTR; ChiCTR2100054105). This is a two-arm, multicentre, randomised, parallel-controlled trial. Ninety adolescents will be recruited from Shanghai Stomatological Hospital, Zhongshan Hospital (Fudan University), and Xinhua Hospital (Shanghai Jiao Tong University School of Medicine), and will be randomly allocated (1:1) to the test or control group. The control group will receive conventional anterior teeth retraction, whereas the test group will receive a micro-implant-assisted vertical control protocol with occlusal plane flattening. The primary outcome is the change in the A point–nasion–B point angle. Secondary outcomes include changes in the occlusal plane, incisor and molar heights, and facial height. Measurements will be assessed at baseline, at the end of treatment and at 12 months after treatment completion. Ethics and dissemination: This study was approved by the Ethics Committee of the Shanghai Stomatological Hospital (approval no. (2022)006). The results of this study will be made available in peer-reviewed journals. Trial registration number: ChiCTR2100054105.