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- Axelsson, Susanna, et al.
(författare)
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Economic aspects of the detection of occlusal dentine caries.
- 2009
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Ingår i: Acta odontologica Scandinavica. - : Informa UK Limited. - 1502-3850 .- 0001-6357. ; 67:1, s. 38-43
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To evaluate the cost of true-positive occlusal dentine caries detection in permanent molars assessed by: (I) visual-tactile examination, (II) visual-tactile examination combined with bitewing radiographs, and (III) selective radiographic examination of patients with lesions detected clinically. A second aim was to analyse the different strategies when the costs of the subsequent restorative care are considered. METHODS: A model analysis was applied owing to the lack of original articles. Sensitivity and specificity were calculated from a systematic review and included in vitro and in vivo studies of medium and high quality. The direct costs for examinations and restorative care were extracted from the costs of the Public Dental Service in Sweden (2006). RESULTS: The diagnostic costs per true-positive finding were dependent on the occurrence of occlusal caries and increased with decreasing prevalence. The strategy by which radiographs were exposed selectively on the basis of findings from visual-tactile examination resulted in higher initial costs compared with the first and second strategies. When the costs of the subsequent restorative care were added, the selective strategy was most beneficial by up to 26% savings per true-positive diagnosis. However, with this selective strategy, more cases of true-positive dentine caries were assumed would remain undetected as compared with the combined strategy with visual-tactile examination and radiographs for all. CONCLUSIONS: The cost for a true-positive caries diagnosis was inversely related to caries occurrence, and different diagnostic strategies may display contrasting outcomes when subsequent restorative care is taken into account.
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- Axelsson, Susanna, et al.
(författare)
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Effect of combined caries-preventive methods: a systematic review of controlled clinical trials.
- 2004
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Ingår i: Acta odontologica Scandinavica. - : Informa UK Limited. - 0001-6357 .- 1502-3850. ; 62:3, s. 163-9
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Forskningsöversikt (refereegranskat)abstract
- The aim of this systematic review was to evaluate the caries-preventive effect of combined caries-preventive methods, defined as two or more different interventions in combination, each expected to prevent dental caries. The Medline database was searched for articles published in the period January 1966 to June 2003. Twenty-four controlled studies met the inclusion criteria, and their value as evidence was assessed according to predetermined criteria. The level of evidence for the overall conclusion regarding each method was graded according to the protocol of the Swedish Council on Technology Assessment in Health Care. The scientific evidence for the combination of treatments involving fluoride that had a preventive effect on caries in children and adolescents was graded as moderate. However, for elderly patients the scientific evidence for the caries-preventive effect of different combinations of treatments was found to be incomplete. No conclusion could be drawn regarding the evidence for combinations of treatments being effective for groups at high caries risk, as the results from the identified clinical studies were conflicting.
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- Gad, Helge, et al.
(författare)
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MTH1 inhibition eradicates cancer by preventing sanitation of the dNTP pool
- 2014
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Ingår i: Nature. - : Nature Publishing Group. - 0028-0836 .- 1476-4687. ; 508:7495, s. 215-221
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Tidskriftsartikel (refereegranskat)abstract
- Cancers have dysfunctional redox regulation resulting in reactive oxygen species production, damaging both DNA and free dNTPs. The MTH1 protein sanitizes oxidized dNTP pools to prevent incorporation of damaged bases during DNA replication. Although MTH1 is non-essential in normal cells, we show that cancer cells require MTH1 activity to avoid incorporation of oxidized dNTPs, resulting in DNA damage and cell death. We validate MTH1 as an anticancer target in vivo and describe small molecules TH287 and TH588 as first-in-class nudix hydrolase family inhibitors that potently and selectively engage and inhibit the MTH1 protein in cells. Protein co-crystal structures demonstrate that the inhibitors bindin the active site of MTH1. The inhibitors cause incorporation of oxidized dNTPs in cancer cells, leading to DNA damage, cytotoxicity and therapeutic responses in patient-derived mouse xenografts. This study exemplifies the non-oncogene addiction concept for anticancer treatment and validates MTH1 as being cancer phenotypic lethal.
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- Gunnlaugsson, Geir, 1966-, et al.
(författare)
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360 degrees of SoTL at Uppsala University
- 2015
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Ingår i: Inaugural European Conference on the Scholarship of Teaching and Learning. ; , s. 35-
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Konferensbidrag (refereegranskat)abstract
- 360 degrees of SoTL at Uppsala UniversityGeir Gunnlaugssonand Svante Axelsson, Uppsala University, SwedenTeachers at Uppsala University completed 360 original small-scale pedagogic projects over an 18-month period. These projects are designed, executed and presented within the framework of the University ́s academic teacher training course. The course is mandatory for teachers, runs over five weeks and is offered twelve times per year. Course participants are encouraged to transfer and translate course topics into the home institution environment and explore issues and questions that they deem as challenging to themselves in their roles as teachers in higher education, as well as to colleagues and students.The project topics selected raise a number of important questions regarding such training programs; on scholarly methodology, translation of knowledge into the home environment and perhaps most significantly the impact that such exploratory project work has on the participants and their own “everyday” environment and the longevity of the effect of exploring teaching and learning in a scholarly fashion. Such questions are the basis of an on-going research project at Uppsala University. The 360 project reports generated during the selected period are classified in order to identify trends, challenges and special focus areas. These findings are followed up by surveys and individual interviews with course participants to establish the level of retention and impact that the project work has had, both on the individual participant and in the home institute environment. What is received and retained by the course participants, and how are the results transferred into actual teaching and learning environments within the universities various departments? The authors of this study argue that such project work are powerful, yet under-utilized, tools to enhance a SoTL-aware approach to teaching and learning as well as a motivational factor for the new teaching staff to engage in research and development in a reflective, scholarly fashion
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- Gunnlaugsson, Geir, 1966-, et al.
(författare)
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Advancing SoTL Bit by Bit : 360 Pedagogic Projects in 18 Months at Uppsala University
- 2014
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Ingår i: ICED 2014.
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Konferensbidrag (refereegranskat)abstract
- Abstract: During the last 18 months 360 new pedagogic small-scale projects have been performed within the framework of the pedagogic teacher training courses in higher education at Uppsala University. In the presentation we focus on the following questions. What interests in developing and exploring teaching and learning in HE do our new teaching staff have? How are the new findings and results from the projects received in the faculties? Does the process of working with pedagogic development have any impact on our new teaching staff? A dominant element in the central pedagogic teacher training course, a basic course for the university teaching staff, is the planning and execution of a small-scale project which focuses on scholarly and reflective pedagogic development. The course participants are encouraged to select a topic based on their own teaching and educational experiences which they would like to explore and develop. The project work load is six to seven days, including readings and planning, and is assessed on the basis of predefined evaluation criteria as well as by a structured peer and facilitator feedback procedure. Approximately 360 new projects have been produced during a period of 18 months. The conference audience is introduced to the framework and goals of Uppsala University´s pedagogic teacher training course. This is followed by examples from selected projects in order to demonstrate the richness and depth of the work performed by course participants. The focus is on the topic areas, especially motivations behind selections, methodology, as well as theoretical basis, implementation and evaluation blueprints. The topics are systematically categorized on the basis of specific variables that were identified through a combination of previous published models and the findings in the process of analysis In the analysis of the project topics important questions regarding the relevance of university teacher training courses and the impact of the course structures and content arises. What is received and retained by participants and how are results transferred to the actual teaching and learning activities across the university? A number of previous project authors are interviewed in order to follow-up the implementation and impact of the projects both regarding the teaching and learning and on the teacher/author. The presentation argues that organized training courses and projects are powerful, yet under-utilized, tools to enhance a SoTL-aware approach to teaching and learning as well as a motivational factor for the new teaching staff to engage in research and development in a reflective, scholarly fashion as framed by Boyer (1990). Furthermore that the engagement level of the participants generally supports a relatively high level of scholarship quality in the actual projects, besides a high level of practical value, and encourages a scholarly approach to the art and craft of teaching. There is, however, an inherent conflict in that there is a tendency to view course projects as less scholarly, a view we object to, as there is a risk that quality contributions to SoTL do not receive the attention they deserve. We propose that such work contributes significantly to engaging those involved in all three approaches to teaching as described by Kreber (2002) and should be firmly supported by pedagogic and quality-management leaders in higher education. Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princetown, N.J.: The Carnegie Foundation for the Advancement of Teaching Kreber, C. (2002) Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching, Innovative Higher Education, Vol. 27, No. 1, Fall 2002 Schön, D. (1995). The reflective practitioner: how professionals think in action. London, UK: Ashgate
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