METHODS: Fifty extracted micro-CT scanned single-rooted mandibular incisors with single root canals (coded 1TN1 according to Ahmed et al. coding system) were included. After segmentation of the pulp space, video recordings were constructed using Mimics. The video frames were preprocessed through Gaussian filtering and segmented in the hue, saturation and value/brightness colour space domain. The contours were fitted with ellipses to compute morphometric descriptors, including aspect ratio (AR), roundness (R) and form factor. Aspect ratio-based classification was used to categorise canal cross-sections into 4 types (Round, Oval, Long Oval and Flattened). Automated AR measurements were validated against manual reference measurements of the same parameter at the cemento-enamel junction in 30 specimens, using Passing-Bablok and Deming regression, Bland-Altman analysis and the intraclass correlation coefficient; R and FF were not subjected to formal method comparison. Longitudinal trends along all thirds were visualised, and similarity measurement-based grouping comparisons were performed using dynamic time warping (DTW) clustering algorithm.
RESULTS: The automated framework successfully processed 8334 axial frames. Within each root third, DTW clustering of AR trajectories resolved 3 morphological strata. Cluster 1 represented canals with the highest R (mean = 0.82) and lowest AR (mean = 1.39). Cluster 2 showed moderate ovality, while Cluster 3 exhibited the most complex morphology with the highest AR (mean = 2.84) and lowest R (mean = 0.40). Only 17 of the 50 specimens (34%) retained the same stratum in all 3 root thirds (mean adjusted Rand index 0.176), indicating that a canal's morphological class frequently changes along the root. Morphometric analysis revealed that canal complexity and flattening reached their peak in the middle third of the root.
CONCLUSION: This study introduces a robust and fully automated framework for quantitative assessment of canal morphology using axial videos. The findings highlight that mandibular incisors often harbour significant morphological complexity in the middle third, which may challenge standard instrumentation.
MATERIAL AND METHODS: A systematic online search was conducted according to Preferred Reporting Items for Systematic Review and Meta-Analysis statement. Eligible publications reporting the overall survival (OS) and/or disease-specific survival (DSS) were included. A total of 14 studies, including 17,869 patients, were considered for analysis. The impact of therapeutic modalities on survival was assessed, with a risk of bias assessment according to the Newcastle Ottawa Scale.
RESULTS: For RP, RT, and HT, the mean 10-year OS was 70.7% (95% CI 61.3-80.2), 65.8% (95% CI 48.1-83.3), and 22.6% (95% CI 4.9-40.3; p = 0.001), respectively. The corresponding 10-year DSS was 84.1% (95% CI 75.1-93.2), 89.4% (95% CI 70.1-108.6), and 50.4% (95% CI 31.2-69.6; p = 0.0127), respectively. Among all treatment combinations, RP displayed significant improvement in OS when included in the treatment (Z = 4.01; p < 0.001). Adjuvant RT significantly improved DSS (Z = 2.7; p = 0.007). Combination of RT and HT favored better OS in comparison to monotherapy with RT or HT (Z = 3.61; p < 0.001).
CONCLUSION: Improved outcomes in advanced PC were detected for RP plus adjuvant RT vs. RP alone and RT plus adjuvant HT vs. RT alone with comparable survival results between both regimens. RP with adjuvant RT may present the modality of choice when HT is contraindicated.
Methods: Various themes are used to develop integrated curriculum which are basic medical science, simulation skills, clinical science, personality development, research, entrepreneurship and pre specialization. Each theme is subdivided, termed a module and its contents primarily focus on particular aspect.
Results: Knowledge, skill and attitude, embodied in themes or modules, are planted in specific way that they have horizontal as well as vertical integration. There is no boundary of various traditional disciplines in template of five years curriculum. For example, diagnosis is a theme which carries contents from medicine, surgery, orthopedics etc.
Conclusion: The blueprint introduced in this paper would help medical educators to draft integrated medical curricula for those institutions which intend to switch their medical programs from traditional to integrated one.