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A test frequently used to complement endodontic diagnoses is the cold test; however, in the last 20 years, authors have reported incorrect results within pulp sensitivity tests. Specifically, a high frequency of false results in posterior teeth, were found. The aim of this study was to identify the most appropriate site for the cold test in molar teeth with a need for endodontic treatment, calculating predictive values, accuracy and reproducibility. A cross-sectional study was performed, evaluating 390 subjects. A total of 152 subjects of both genders from the ages of 15-65 years old participated. The ideal standard was established by direct pulp inspection, and the cold test agent used was 1,1,1,2-tetrafluoroethane. The patients were divided into four groups in relation to the molar tooth: (1) mandibular first molar, (2) mandibular second molar, (3) maxillary first molar, and (4) maxillary second molar. 169 teeth and 676 sites were studied. (a) The most appropriate sites for cold test were the middle third of the buccal surface and cervical third of the buccal surface in the mandibular molars with the following results: Middle third of the first molar: Accuracy 0.93, positive predictive value 0.90 and negative predictive value 0.96. Middle third of the second molar: Accuracy 0.93, positive predictive value 1.00 and negative predictive value 0.90. In relation to third cervical the results were: First molar: Accuracy 0.93, positive predictive value 0.89 and negative predictive value 0.97 y second molar: Accuracy 0.93, positive predictive value 1.00 and negative predictive value 0.90. (b) The highest reproducibility was observed in the middle third of the buccal surface with cervical third of the buccal surface in the mandibular second molar (1.00). The most appropriate site and reproducibility of the sites are auxiliary to complement endodontic diagnose with the cold test.

Background and Objectives: Orthodontic tooth movement is associated with inflammatory responses. The aim of this study was to identify gingival microcirculation using laser Doppler flowmetry in patients with orthodontic treatment. Materials and Methods: A longitudinal pilot study was performed. The participants were selected using a non-probability consecutive sampling. Of the twenty-five subjects, a total of six (four women and two men) complied with the criteria. Before and during the treatment, the oral hygiene index, gingival index, probing depth, level of epithelial attachment, and gingival microcirculation were evaluated with laser Doppler flowmetry (integrated parameters: 1. integrated primary basal flow (IPBF), 2. integrated total secondary real flow (ITSRF), and 3. difference between integration (DBI)) in all of the participants). Results: (a) An increase in gingival blood flow was identified at all time intervals with different arches during orthodontic treatment. (b) The IPBF and ITSRF (with treatment) identified after 20 min (treatment initial stage) were compared with the different time intervals, and we observed an increase in gingival perfusion at the 24th, 48th, and 72nd hours in some arches. (c) In the DBI, we found statistically significant differences (p < 0.005) in the Nitinol group of 0.016 inches among all the time intervals (24 h, 48 h, and 72 h) within the 30-day interval, observing a flow increase three times greater than the basal flow after 30 days. Conclusions: Healthcare professionals must identify the inflammatory processes in treatment to observe and discontinue use of harmful methods in clinical practice.

La experiencia que se detalla a continuación muestra la enseñanza de un campo de conocimiento, la bioética, en el contexto de la formación de profesionales en el área de ciencias de la salud bajo el modelo de educación a distancia. En este documento se hace una correspondencia del modelo pedagógico de la Universidad Nacional Abierta y a Distancia, fundamentado en los tres tipos de aprendizaje y su interrelación con las diferentes fases del proceso de aprendizaje en el curso de bioética, que desde su conceptualización se caracteriza por ser pluralista y pluridisciplinaria en sociedades dinámicas, diversas y evolutivas. Por lo anterior, la enseñanza de la bioética requiere la transformación de los currículos, de tal forma que se considere como aspecto fundamental en la formación integral de los profesionales de ciencias de la salud y como una necesidad sentida en la formación del ser, para que sean profesionales con un alto sentido ético, de responsabilidad y humanidad coherente con las nuevas tendencias y transformaciones de la sociedad, en donde se respeten los derechos humanos y se considere la vulnerabilidad social.