El autor presenta un caso de un segundo y tercer molar inferior enclavados, “diente retenido que ha perforado el techo óseo, con apertura del saco pericoronario o no, y que puede hacer su aparición en la boca o mantenerse submucoso”, y su tratamiento ortodóntico-quirúrgico.
CASO CLINICO
Los terceros molares inferiores retenidos constituyen aproximadamente un 35% de las retenciones dentarias. Sin embargo, los segundos molares inferiores retenidos sólo se encuentran en un 0,5% de las inclusiones.
El tratamiento ortodóntico comienza inmediatamente a la exodoncia del cordal. Como la formación de la raíz del segundo molar es completa, no se endereza quirúrgicamente (luxación). Se desimpacta parcialmente el segundo molar por medio de un coil spring abierto y un seccional NiTi de 34 a 37. Mientras tanto, va cicatrizando el alveolo y la ostectomía realizada para extraer el diente 38.
Detalle de ortopantomografía.
Estudio de ortopantomografía
Control coil spring abierto (diente 38 exodonciado).
Planificación con tornillo de osteosíntesis.
Rx de control tracción botón (inicio).
Rx de control tracción botón (final).
Aproximadamente 6 meses después, se prepara un anclaje esquelético con un tornillo de titanio autoperforante (D2.0 / L 12mm, Jeil Medical Corporation). Estos tornillos son más indicados para fijar injertos en bloque. Este anclaje permite enderezar el segundo molar por completo. En una primera fase, se tracciona desde el tornillo a un botón colocado en la cúspide distolingual del diente 37 con cadeneta elástica. Una vez el diente 37 está “desenclavado”, se termina de enderezar, cementando estratégicamente brackets y tubos de cementado directo y utilizando arcos elásticos NiTi.
Fotografía clínica de final de tracción.
Fotografía intraoral lateral (tubos cementado directo en 6 y 7).
Radiografía final.
Fotografía clínica final.
Bibliografía
“Cirugía bucal: Patología y técnica”, 2ª. Edición. M. Donado.
“Cirugía bucal”. G.A. Ries Centeno.
“Cirugía Oral y Maxilofacial. Manual del Residente”. R. Martín-Granizo.
MENDOZA, Argentina: Dental education is at a cross-roads as Generation Z enters the classroom. Born between 1997 and 2012, this cohort has grown up with ...
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Formación
Webinars en vivo lun. 6 de octubre 2025 10:30 CST (Mexico City)
A new study has shown how the digital inclination of Generation Z dental students has compelled a reshaping of the dental education landscape. (Image: Sheraz/Adobe Stock)
MENDOZA, Argentina: Dental education is at a cross-roads as Generation Z enters the classroom. Born between 1997 and 2012, this cohort has grown up with smartphones, social media and instant access to information. Their expectations regarding learning are reshaping traditional teaching, creating both challenges and opportunities for educators. A recent systematic review by researchers in Argentina shows that active learning strategies are particularly effective in engaging Gen Z dental students.
As shown in the study,1 these methods—such as flipped classrooms, problem-based learning and case-based learning—emphasise collaboration, critical thinking and applied knowledge, aligning well with the preferences of a generation that values autonomy, digital connectivity and peer interaction. The inclusion of gamification and serious games also enhances motivation, making learning more dynamic and reducing stress.
Research confirms that these approaches improve academic performance, boost confidence in clinical skills and increase overall student satisfaction. Meeting this generation on their own ground is thus crucial for advancing educational initiatives, as shown in comparable research.2 Yet, integrating them into dental curricula demands more than simple adjustments. Educators must be supported with training in digital tools and modern pedagogy, ensuring that they can design and deliver meaningful student-centred experiences.
Dr Sofia Piglionico, assistant professor in paediatric dentistry at the National University of Cuyo in Mendoza. (Image: Dr Sofia Piglionico)
Speaking to Dental Tribune International, study co-author Dr Sofia Piglionico, assistant professor in paediatric dentistry at the National University of Cuyo in Mendoza, commented on the greatest obstacles to implementing such an approach. “In my opinion, the biggest barrier is time,” she said. “Adopting student-centred methods requires not only reworking the entire pedagogical plan but also rethinking how content is delivered, which demands a significant time investment. Developing and updating these approaches requires ongoing training and professional development. This is often difficult to prioritise in health teaching because medical professors are often overwhelmed not only with teaching and research but also with clinical duties.”
Institutional commitment is essential too, such as in the provision of structured professional development, protection of teaching time and investment in educational technology. Without this, even the most innovative strategies risk falling short.
According to Dr Piglionico, embracing these new educational strategies should not be seen as an end-point but rather as a juncture in the ongoing process of pedagogical evolution. “I don’t believe that these generational learning preferences represent a permanent transformation, but they are rather part of a continuous process of adapting to technological and society changes,” she said. “Education has always evolved in response to shifts in culture, technology, and student needs. Even now, with the rapid advancement of artificial intelligence, we’re being pushed to rethink educational strategies again. So, the challenge for educators is to remain flexible and open-minded, ready to continue adapting education whenever necessary,” she explained.
Ultimately, reshaping dental education for Gen Z requires systemic change, something also observed in medical education more generally.3 By embracing active learning and equipping teaching staff with the requisite skills and resources, dental schools can create environments that mirror the interactive, technology-driven world that their students know best. This can not only enhance learning outcomes but also prepare future dentists to thrive in an increasingly complex healthcare landscape.
Nota editorial:
List of references:
Piglionico SS, Presti AC. Adapting dental education for the Gen Z: an overview of active learning strategies. J Dent Educ. 2025 Jul 29. doi: 10.1002/jdd.13997. Epub ahead of print.
Galang-Boquiren MT, Katebi N, Hong C, Lipp M. Predoctoral orthodontic education in the United States: challenges and opportunities for Generation Z learners. Semin Orthod. 2024 Sep;30(4):409–12. doi: 10.1053/j.sodo.2024.04.008.
Shorey S, Chan V, Rajendran P, Ang E. Learning styles, preferences and needs of generation Z healthcare students: scoping review. Nurse Educ Pract. 2021 Nov;57:103247. doi: 10.1016/j.nepr.2021.103247.
LEIPZIG, Germany: Artificial intelligence (AI) is transforming healthcare across disciplines, and dentistry is no exception. While its clinical applications...
LONDON, Canada: The use of artificial intelligence (AI) in dentistry is rapidly expanding, offering new possibilities in diagnostics, treatment planning and...
VADODARA, India: The flow of Eastern philosophical and spiritual systems to the US has, since the 1960s, exerted a well-known and powerful influence on the ...
CHICAGO, US: Dentistry is undergoing a generational and gender shift. As highlighted in The U.S. Dentist Workforce, a new report from the American Dental ...
MANCHESTER, England: Perhaps the most useful and pervasive application of artificial intelligence (AI) in the average person’s life is the large language ...
Formación
Webinars en vivo lun. 6 de octubre 2025 10:30 CST (Mexico City)
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Congratulations for your contribution to the orthodontics .