Browsing by Author "Peck, Craig"

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    Management of necrotic pulp of immature permanent incisor tooth: A regenerative endodontic treatment protocol: case report
    (SADA, 2017) Moodley, Desigar S.; Peck, Craig; Moodley, Tashia; Patel, Naren
    It is possible that a paradigm shift may be in the offing in the approach to treatment of immature teeth with necrotic pulp, away from traditional apexification procedures and to a biologically-based endodontic protocol intended to produce regeneration, based on the deliberate introduction of bleeding into the canal space to provide a scaffold and allow the ingress of stem cells. Methods: A patient presented with a maxillary right central incisor tooth with an open apex and periapical radiolucency. The tooth was irrigated with sodium hypochlorite and then dressed with tri-antibiotic paste consisting of ciprofloxacin, metronidazole and amoxicillin. At a subsequent visit a blood clot was produced in the canal by irritating periapical tissues and the canal then sealed with mineral trioxide aggregate and glass ionomer cement. Results: The patient was pain free, the draining sinus was resolved in two weeks, root maturation continued and apical closure occurred after two months. The tooth became responsive to cold pulp vitality testing. Conclusions: Continued root growth invoked by regenerative endodontics may reduce the risks of fracture and premature tooth loss otherwise associated with traditional CaOH2 apexification procedures. Randomised, prospective clinical trials and long term studies are required before the technique becomes standard practice.
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    Management of necrotic pulp of immature permanent incisor tooth: A regenerative endodontic treatment protocol: case report
    (South African Dental Association, 2017) Moodley, Desi; Patel, Naren; Peck, Craig; Moodley, Tashia
    It is possible that a paradigm shift may be in the offing in the approach to treatment of immature teeth with necrotic pulp, away from traditional apexification procedures and to a biologically-based endodontic protocol intended to produce regeneration, based on the deliberate introduction of bleeding into the canal space to provide a scaffold and allow the ingress of stem cells. METHODS: A patient presented with a maxillary right central incisor tooth with an open apex and periapical radiolucency. The tooth was irrigated with sodium hypochlorite and then dressed with tri-antibiotic paste consisting of ciprofloxacin, metronidazole and amoxicillin. At a subsequent visit a blood clot was produced in the canal by irritating periapical tissues and the canal then sealed with mineral trioxide aggregate and glass ionomer cement. RESULTS: The patient was pain free, the draining sinus was resolved in two weeks, root maturation continued and apical closure occurred after two months. The tooth became responsive to cold pulp vitality testing. CONCLUSIONS: Continued root growth invoked by regenerative endodontics may reduce the risks of fracture and premature tooth loss otherwise associated with traditional CaOH2 apexification procedures. Randomised, prospective clinical trials and long term studies are required before the technique becomes standard practice.
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    Principles of sound assessment practice in Health Professions Education
    (E-Cronicon, 2017) Peck, Craig
    In the broad sense, assessment is a systematic method of obtaining information or sampling data about teaching and learning in order to make specific inferences about characteristics which reflect student learning and skills acquisition. Assessment in Health Professions Education is vital as it impacts on healthcare delivery outcomes for patients and must be based on sound research evidence [1,2]. For any assessment method to be successfully used as an instrument of competency measurement, standard setting and blue printing must be done in advance [3].
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    Taking a look at modern teaching and learning approaches, concepts and perceptions
    (E-Cronicon, 2017) Peck, Craig
    Learning is a process in which students acquire and use knowledge to better understand themselves and the world around them resulting in conceptual change. Learning is not about the accumulation of loosely related theoretical facts which are repeated without meaning, as suggested in cognitive learning theory in which students are viewed merely as a processors of information [1,2]. The broader concept of adult learning (andragogy), where adults accept responsibility for their own learning, is concurrently underpinned by a variety of associated learning theories [2]. The eventual outcome of learning is the creation of a person who is able to challenge their own reality of the world through reflective practice and meaningful insight into concepts, theories and hypotheses [1,3-5].