Dentistry Journal

Background/Objectives: This study aimed to compare the biological effects of two amelogenin-derived peptides—the leucine-rich amelogenin peptide (LRAP) and a synthetic peptide (SP)—on human dental pulp stem cells (hDPSCs) and human bone marrow–derived mesenchymal stem cells (hBMSCs). The investigation focused on cell viability, osteogenic differentiation, mineralization, gene expression, and β-catenin expression. Methods: hDPSCs and hBMSCs were cultured in osteogenic medium and treated with LRAP and SP at 1, 5, 10, 50, and 100 ng/mL. Cytotoxicity was assessed by MTT assay, while osteogenic differentiation was evaluated by alkaline phosphatase (ALP) activity and Alizarin Red S staining. Gene expression of RUNX2, COL1A1, OCN, MEPE, and DMP1 was quantified by qPCR. β-catenin localization was analyzed by immunofluorescence. Statistical analysis was performed using one-way ANOVA with Tukey’s post hoc test (p < 0.05). Results: Both peptides exhibited good biocompatibility with hBMSCs, while high concentrations (≥50 ng/mL) reduced hDPSC viability. In both cell types, LRAP and SP increased ALP activity and mineral deposition in a concentration-dependent manner, with the greatest effects at 10 ng/mL. LRAP significantly upregulated osteogenic (RUNX2, COL1A1, OCN) and odontogenic (MEPE, DMP1) gene expression in hDPSCs. Immunofluorescence revealed nuclear β-catenin translocation in hDPSCs and membrane-associated accumulation in hBMSCs, indicating activation of canonical and non-canonical pathways, respectively. Conclusions: LRAP and SP promote osteogenic differentiation through distinct cell-type-specific signaling mechanisms, highlighting their potential as biomimetic agents for mineralized tissue regeneration.

Objective: This study aims to evaluate the retentive forces and oral health-related quality of life of completely edentulous subjects wearing heat-cured, 3D-printed, and polyamide complete denture (CD) bases at different intervals. Subjects and Methods: For this crossover study, 45 CDs were constructed for 15 completely edentulous male subjects, and subjects were randomly allocated to 3 equal groups (n = 5/group, 3 CDs/subject). Each subject was randomized to receive one manufactured CD—either heat-cured, polyamide, or 3D-printed. After 3 months, subjects crossed over to the other set, with 4 weeks’ rest between each CD. The retentive force (primary outcome) was measured for each maxillary CD base at baseline, after the first and third months; however, the oral health-related quality of life (second outcome) was evaluated for each CD after the first and third months using the oral health impact profile in the completely edentulous patient (OHIP-EDENT) questionnaire. Results: There were significant differences in retention forces between the polyamide CD and the other two CDs (p < 0.05); however, no significant difference was observed between the heat-cured and 3D-printed CDs at different intervals (p > 0.05). After 3 months of follow-up, significant differences in oral health-related quality of life were observed between polyamide and both 3D-printed and heat-cured CDs (p < 0.05). Additionally, the comparison between heat-cured and 3D-printed CDs revealed no significant variation in the overall OHIP-EDENT scores (p > 0.05). Conclusions: The retention of polyamide bases was higher than that of heat-cured and 3D-printed CDs. Additionally, oral health-related quality of life with polyamide dentures was superior to that of 3D-printed and heat-cured CDs across all OHIP-EDENT measures, except for social disability. Both 3D-printed and heat-cured CD bases provide retention and patient satisfaction within acceptable clinical measures.

Background: Dental caries and poor oral hygiene remain major public health problems among school-aged children, particularly in low- and middle-income countries. Teachers play a strategic role in delivering sustainable school-based oral health education; however, their effectiveness depends on appropriate pedagogical training. Objective: This study aimed to evaluate the effectiveness of a multimedia-assisted microteaching intervention for elementary school teachers in improving students’ oral health knowledge, attitudes, practices, and oral hygiene status. Methods: A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 582 students and their teachers across three groups: multimedia-enhanced microteaching, multimedia-only training, and a control group. Outcomes were assessed using Knowledge–Attitude–Practice (KAP) questionnaires, the Oral Hygiene Index–Simplified (OHI-S), and the Decayed, Missing, and Filled Teeth (DMFT) index before and after a two-month implementation period. Non-parametric statistical tests were applied. Qualitative data were obtained through focus group discussions with teachers and were analyzed thematically. Results: Students in the multimedia-enhanced microteaching group demonstrated greater improvements in KAP scores and OHI-S values compared with the multimedia-only and control groups (p < 0.05). Qualitative findings indicated increased teacher confidence, improved classroom engagement, and better integration of oral health education into daily lessons. Changes in DMFT values were interpreted descriptively due to the short follow-up period. Conclusions: Multimedia-assisted microteaching appears to be a promising approach for strengthening teacher-led oral health education and improving short-term behavioral and hygiene outcomes among elementary school children. Further longitudinal studies are needed to assess long-term clinical effects.