Purpose: To determine microleakage and microtensile bond strength (µTBS) of composite restorations bonded with self-adhesive resin-cements. Methods: Six groups of molars were assigned to cements: RelyX-Unicem, Breeze, Monocem, PanaviaF-2.0, Filtek-LS, and Scotch-Bond-Multipurpose (adhesive). For microleakage, Class II preparations were made. Cements were applied onto all cavity walls. Preparations were restored, specimens themocycled and then immersed in red dye. Dye penetration was assessed according to 5-point scale. For µTBS test, 6 mm composite buildups were made over tooth surfaces. Rectangular rods were cut and subjected to tensile force. Mean µTBS and SDs were calculated. Results: RelyX-Unicem and Breeze showed low microleakage, however, they had lower µTBS values. Filtek-LS showed the least microleakage and the highest µTBS with dentin. Conclusion: RelyX-Unicem, Breeze and Filtek-LS will improve marginal seal when used in subgingival Class II composite restorations.

Purpose: To determine microleakage and microtensile bond strength (µTBS) of composite restorations bonded with self-adhesive resin-cements. Methods: Six groups of molars were assigned to cements: RelyX-Unicem, Breeze, Monocem, PanaviaF-2.0, Filtek-LS, and Scotch-Bond-Multipurpose (adhesive). For microleakage, Class II preparations were made. Cements were applied onto all cavity walls. Preparations were restored, specimens themocycled and then immersed in red dye. Dye penetration was assessed according to 5-point scale. For µTBS test, 6 mm composite buildups were made over tooth surfaces. Rectangular rods were cut and subjected to tensile force. Mean µTBS and SDs were calculated. Results: RelyX-Unicem and Breeze showed low microleakage, however, they had lower µTBS values. Filtek-LS showed the least microleakage and the highest µTBS with dentin. Conclusion: RelyX-Unicem, Breeze and Filtek-LS will improve marginal seal when used in subgingival Class II composite restorations.

Teachers often use videos to teach their students, but stories are not used as often in educational videos as they could be. Experts tell us that stories are an important part of teaching and learning. Unfortunately, there is only a small amount of research and no definitive expert agreement about stories used in educational videos. This is especially true for videos used with technical education students, like mechanic students or dental assisting students. In this study, dental assisting students learned how to assist a dentist with a standard cavity procedure after watching a video with or without a story. The study measured which video helped students get better quiz scores, feel more motivated, and which videos they preferred better. The students were randomly assigned to watch either video. The results demonstrated no significant difference in quiz scores or motivation, part of this was due to the low number of participants in this section of the study. Another group of students were shown both videos and then interviewed to determine additional insights. Overall, students preferred the video without the story as a reference for the dental cavity procedure. Students also seemed to like the video without the story because it was short and simple. In contrast, students reported the video with the story was more emotionally engaging, especially in regards to developing empathy for patients. Students also reported the video with the story better helped prepared them to work with patients.