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ABSTRACT: The temporomandibular joint is one of the most complex joint systems in the human body. Craniomandibular disorders (CMD) are a common condition in which symptoms and signs may vary within a single individual and from one person to another. As anatomic and functional aspects of the craniomandibular system (CMS) and the upper cervical spine are closely interconnected, CMD need a close interdisciplinary approach combining orthopedics, manual medicine, orthodontics and dentistry. Splints as a therapeutic treatment instrument in CMD patients are widely accepted. The association of splint therapy and the Invisalign(®) system not only provides comfortable and almost invisible treatment but also constitutes a powerful instrument for the orthodontic treatment of the CMD patient. To this end, precise knowledge of the temporomandibular joint, temporomandibular disorders and treatment using removable and fixed splints is indispensable.
International orthodontics 09/2010; 8(3):253-67.
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Journal of clinical orthodontics: JCO 08/2010; 44(8):501-7.
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Journal of clinical orthodontics: JCO 01/2010; 44(1):28-35.
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ABSTRACT: The recent patient safety literature has included less of an emphasis on long-term settings than on research in the acute care sector. Recognizing this knowledge gap in our understanding of safety in the long-term care sector, the Canadian Patient Safety Institute, Capital Health (Edmonton) and CapitalCare (Edmonton) have collaborated to create a research and action agenda for improving resident safety in Canadian long-term care settings. This collaboration resulted in the development of a background paper highlighting the current state of the science and 14 key-informant interviews with stakeholders across Canada. The background paper subsequently informed an invitational round-table discussion. Key findings from the key-informant interviews as well as implications for research are described in this article.
Healthcare quarterly (Toronto, Ont.) 02/2008; 11(3 Spec No.):31-4.
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ABSTRACT: This article addresses the realities of providing interdisciplinary student team placements (i.e., experiential team learning for students) in healthcare settings. Three site coordinators from different clinical settings in Alberta (a geriatric assessment unit, a geriatric dementia care unit, and a primary healthcare centre), who facilitated Student Team Placements from the University of Alberta (UofA) in 2004, comment on their experiences and incentives for participating in interdisciplinary teamwork with students. The coordinators suggest that students provide input into the sites' continuous quality improvement cycle, contribute to host organizations, and confer benefits for the student preceptors, the staff and the patients who participate. The site coordinators also recognize and accept the responsibility common to all service providers, to model a unique site culture that promotes learning/teaching of team skills for health science students. The experience of others in the literature supports our findings that two systems--the system to educate health professionals and the system that influences the health of the community--can interact so that each realizes a mutual benefit.
Healthcare management forum / Canadian College of Health Service Executives = Forum gestion des soins de santé / Collège canadien des directeurs de services de santé 02/2006; 19(2):42-8.
