Person: Mourelle Martínez, Rosa
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First Name
Rosa
Last Name
Mourelle Martínez
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Odontología
Department
Especialidades Clínicas Odontológicas
Area
Estomatología
Identifiers
15 results
Search Results
Now showing 1 - 10 of 15
Item A study on the chronology and sequence of eruption of primary teeth in Spanish children(European journal of paediatric dentistry, 2015) Burgueño Torres, Laura; Mourelle Martínez, Rosa; Nova García, Manuel Joaquín DeAim: The aim of this study is to determine the timing of primary teeth eruption in Spanish children, and to distinguish gender and arch differences. Materials and methods: A cross-sectional study was performed on primary teeth eruption in a sample of 1,250 children (623 girls and 627 boys) from the Region of Madrid aged between 3 and 42 months. The clinical emergence of teeth was taken to estimate the mean ages of primary teeth eruption. The t test was used to analyse gender and arch differences. Results: The process of primary dentition lasted 22.28 months, and statistically significant differences were found in the eruption of homologous contralateral teeth. The first molars and maxillary lateral incisors erupted earlier in girls than in boys, with no statistically significant chronological differences. The central incisors and second molars erupted first in the mandibular arch, while the lateral incisors, canines and first molars erupted first in the maxilla. A greater chronological difference was found between the lateral incisors, which erupted more than 8 months earlier in the maxilla than in the mandible. Conclusions: In the overall sample, the first tooth to erupt was the lower right central incisor at 10.96 ± 1.88 months, and the last was the upper left second molar, at 33.24 ± 4.35 months, symmetry was found in the eruption of the deciduous teeth. The greatest chronological difference was observed in the lateral incisors, with the upper ones erupting more than 8 months before the lower ones. Although statistically significant gender differences were found, they were considered clinically irrelevant.- Project number: 147
Item Aprendizaje colaborativo usando Microsoft Teams en la asignatura de Odontopediatría II(2022) Caleya Zambrano, Antonia María; Gallardo López, Nuria Esther; De Nova Garcia, Manuel Joaquín; Mourelle Martínez, Rosa; Sánchez Sánchez, María Esperanza; Feijóo García, Gonzalo; Martín Vacas, Andrea; Ginés Pérez, AinaraEl aprendizaje colaborativo es una técnica didáctica que promueve desarrollar la colaboración entre individuos con el fin de compartir, conocer y ampliar información que tienen cada uno de ellos sobre un tema. No significa repartirse las tareas sino que cada miembro aporte su información para que así el grupo lo pueda modificar, ampliar y así pasar de un trabajo individual a uno más completo. Este aprendizaje colaborativo se puede hacer de manera presencial o virtual. Para la realización de manera virtual contamos con multitud de plataformas para crear grupos y aprender de forma colaborativa. Nosotros hemos elegido la plataforma Microsoft Teams ya que en la Universidad Complutense de Madrid se está implementado está plataforma para la docencia online. Microsoft Teams (MT) es una plataforma unificada de comunicación y colaboración en la que un grupo puede mantener la comunicación. Dentro de los canales que dispone MT, pueden organizarse reuniones, mantener conversaciones, compartir y almacenar archivos e integrar aplicaciones. En el curso 2021/2022 hemos creado varios Equipo de trabajo en MT con los alumnos matriculados en el asignatura de Odontopeadiatría II. Los profesores hemos subido casos clínicos, preguntas así como temas de debates relacionados con la Odontopediatría, donde se crearon debates entre los alumnos y los profesores de manera on-line. Posteriormente se les pasó a los alumnos encuesta de satisfacción donde valoraron el aprendizaje con este tipo de docencia y esta plataforma. Una vez obtenidas las respuestas, hemos analizados los resultados y elaborado un documento para mejorar el Aprendizaje colaborativo con MT de manera online, intentando establecer mejoras para posteriores años académicos - Project number: 221
Item Empleo, satisfacción y evaluación del aprendizaje con el uso de Blackboard Collaborate en Odontología infantil. Pautas para mejorar la docencia online(2021) Caleya Zambrano, Antonia María; Gallardo López, Nuria Esther; Feijóo García, Gonzalo; Sánchez Sánchez, María Esperanza; Martín Vacas, Andrea; Mourelle Martínez, Rosa; Nova García, Manuel Joaquín deEn nuestro país en los últimos años se ha incrementado el número de estudiantes a distancia (INE 2012) y prácticamente todas las universidades españolas cuentan con una plataforma virtual, la cual utilizan más del 90 % de los docentes y del alumnado. Todo ello sumado a la actual pandemia sufrida por el COVID-19 ha hecho que la docencia virtual, también conocida como e-learning, haya tomado un gran protagonismo en la docencia universitaria. Para poder dar este tipo de docencia online, en el Campus virtual de la Universidad Complutense de Madrid disponemos de Blackboard Collaborate. Blackboard Collaborate es una plataforma que permite generar espacios de comunicación en forma de salas virtuales, donde varios docentes y estudiantes se reúnen e interactúan en tiempo real. Además pueden compartir diferentes aplicaciones, presentaciones, escritorio, pizarra virtual, etc. Por medio de un enlace creado por el profesor en la asignatura correspondiente en el campus virtual los alumnos acceden al aula. Desde sus cámaras podrán verse, hablar y hacer una clase con normalidad. En el grado de Odontología, donde tiene gran peso la enseñanza presencial, debido a la pandemia hemos tenido que adaptar la docencia presencial a docencia virtual. Durante el segundo semestre del curso 2019/2020 toda la docencia ha sido online a través de la plataforma Blackboard Collaborate. Al ser la primera vez que empleamos esta plataforma en asignaturas relacionada con la Odontología infantil, tanto en Grado (Odontopediatría I, Odontopediatría II y Odontología Integrada) y Posgrado (Máster en Odontopediatría y Experto en Clínica Odontopediátrica) nos ha parecido interesante valorar la opinión de los alumnos y de los profesores. Los cuestionarios realizados han sido con preguntas multirrespuestas y preguntas abiertas. Con los datos obtenidos los hemos analizados y hemos realizado un documento de consenso sobre pautas para mejorar la docencia online. - Project number: 152
Item Implicación activa del estudiante en la mejora de las prácticas clínicas a través de la autoevaluación y evaluación por pares(2018) Nova García, Manuel Joaquín de; Mourelle Martínez, Rosa; Maroto Edo, Myriam; Gallardo López, Nuria; Diéguez Pérez, Montserrat; Saavedra Marbán, Gloría; González Martínez, Paula; Zamorano Hernández, Lina - Project number: 169
Item Creación de espacios virtuales para favorecer el aprendizaje colaborativo en Odontopediatría con la ayuda del CV de la UCM(2016) Nova García, Joaquín de; González Aranda, Cristina; Maroto Edo, Myriam; Diéguez Pérez, Montserrat; Gallardo López, Nuria; Mourelle Martínez, Rosa; Caleya Zambrano, Antonia; Saavedra Marbán, Gloria; Alvear Campuzano, Teresa; Rodríguez Peinado, NazarethAmong all teaching methodologies focused on student learning (active methods), one of the most established in Health Sciences is Problem Based Learning (PBL), incorporated in our discipline (Pediatric Dentistry, Degree of Dentistry) under the impulse of educational innovation projects of our university (UCM). Its methodology focuses in the student's ability to solve the common problems of their clinical practice by applying knowledge and skills, so they learn to develop as a profesional. The working process is structuredin four phases and ends with a summary of the information gathered, a report with new knowledge and presentation of the problem and its resolution to the whole group. The major part of the work is done in nonschool hours, which produces a discontinous tutoring. Some drawbacks emerged from the teachers and students perspective: work overload, superficial development of the problem, lack of tutorial control and excessive autonomy, parasitism among students, collective coverup, late tasks delivery and last minute difficulties in assessing individual work.etc. After analyzing these problems, we consider the Wiki could facilitate this collaborative work. Its use could bea strategy that motivates the students to realize individual and group tasks, and could allow the visibility of the whole process. - Project number: 47
Item Diseñando el futuro de la docencia de grado en la facultad de odontología de la UCM(2017) Macorra García, José Carlos de la; Martínez Alvarez, María Concepción; Hidalgo Arroquia, Juan José; del Rio Highsmith, Jaime; Collado Yurrita, Luis Rodolfo; Mourelle Martínez, Rosa; Vaticón Herreros, Dolores; Fernández-Tresguerres Hernández-Gil, Isabel; Arias Paniagua, Ana María; Oliveira Pegado Figueiredo, Frederico Eduardo de; García González, Marina; Angulo Manzaneque, Gema Item Influence of zoledronic acid and pamidronate on tooth eruption in children with osteogenesis imperfecta(Bone, 2024) del Río Cantero, Natalia; Mourelle Martínez, Rosa; Sagastizábal Cardelús, Belén; Nova García, Manuel Joaquín DeIntroduction: Osteogenesis imperfecta (OI) is a congenital disease comprising a heterogeneous group of inherited connective tissue disorders. The main treatment in children is bisphosphonate therapy. Previous animal studies have shown that bisphosphonates delay tooth eruption. The aim of this study is to determine whether patients with OI treated with pamidronate and/or zoledronic acid have a delayed eruption age compared to a control group of healthy children. Methods: An ambispective longitudinal cohort study evaluating the age of eruption of the first stage mixed dentition in a group of children with OI (n = 37) all treated with intravenous bisphosphonates compared with a group of healthy children (n = 89). Within the study group, the correlation (Pearson correlation test) between the type of medication administered (pamidronate and/or zoledronic acid) and the chronology of tooth eruption is established, as well as the relationship between the amount of cumulative dose received and tooth eruption. Results: The age of eruption of the study group was significantly delayed compared to the age of eruption of the control group for molars and lateral incisors (p < 0.05). Patients who received higher cumulative doses had a delayed eruption age compared to those with lower cumulative doses (p < 0.05). There is a high positive correlation between age of delayed tooth eruption and Zoledronic acid administration. Conclusion: Patients with OI have a delayed eruption of the 1st stage mixed dentition compared to a control group of healthy children. This delayed eruption is directly related to the cumulative dose of bisphosphonates and the administration of zoledronic ac.Item Influence of zoledronic acid and pamidronate on tooth eruption in children with osteogenesis imperfecta(Bone, 2024) Río Cantero, Natalia del; Mourelle Martínez, Rosa; Sagastizabal Cardelús, Belén; Nova García, Manuel Joaquín DeIntroduction Osteogenesis imperfecta (OI) is a congenital disease comprising a heterogeneous group of inherited connective tissue disorders. The main treatment in children is bisphosphonate therapy. Previous animal studies have shown that bisphosphonates delay tooth eruption. The aim of this study is to determine whether patients with OI treated with pamidronate and/or zoledronic acid have a delayed eruption age compared to a control group of healthy children. Methods An ambispective longitudinal cohort study evaluating the age of eruption of the first stage mixed dentition in a group of children with OI (n = 37) all treated with intravenous bisphosphonates compared with a group of healthy children (n = 89). Within the study group, the correlation (Pearson correlation test) between the type of medication administered (pamidronate and/or zoledronic acid) and the chronology of tooth eruption is established, as well as the relationship between the amount of cumulative dose received and tooth eruption. Results The age of eruption of the study group was significantly delayed compared to the age of eruption of the control group for molars and lateral incisors (p < 0.05). Patients who received higher cumulative doses had a delayed eruption age compared to those with lower cumulative doses (p < 0.05). There is a high positive correlation between age of delayed tooth eruption and Zoledronic acid administration. Conclusion Patients with OI have a delayed eruption of the 1st stage mixed dentition compared to a control group of healthy children. This delayed eruption is directly related to the cumulative dose of bisphosphonates and the administration of zoledronic ac.Item Micro Push-Out Bond Strength of Resin Composite to Dentin in Primary Dentition Using Three Universal Adhesives with Different pH: An In Vitro Study(Applied Sciences, 2021) Del Río Carrillo, Regina María ; Molinero-Mourelle, Pedro ; Vera, Vicente ; Romero Villaba, Pablo ; Casañas, Elizabeth ; Manrique Fonseca; Vera González, Vicente; Mourelle Martínez, RosaTo evaluate the bond strength of different universal adhesives on deciduous tooth dentineand their relationship with the composition and potential of hydrogen (pH). Methods: An in vitromicro push-out test on 150 samples (n = 50) per group per adhesive, namely, Adhese Universal(ADH; Ivoclar Vivadent), Futurabond U (FUT; Voco GmbH) (Test), and Scotchbond Universal withpre-conditioning (SCO; 3M) (Control), to record bond strength (BS) and type of adhesive failure.Results: The results of the different adhesives (megapascals (MPa)) varied, showing no statisticalsignificance. The corresponding averages are in MPa: ADH, 13.66 2.81; FUT, 14.48 2.88; SCO,14.98 3.96. Additionally, the frequency of type of failure was as follows: mixed (60.7%), adhesive(27.3%), and cohesive (12%). Conclusions: SCO, with a pH of 2.7, showed greater resistance tofracture, while FUT, with a pH of 2.3 and no pre-conditioning, approached the same values, being aone-step adhesive. No relationship was found between failure and type of adhesive.Item Evaluation of the severity of malocclusion in children with osteogenesis imperfecta(Journal of Clinical Medicine, 2022) Nova García, Manuel Joaquín De; Bernal Barroso, Fabiola; Mourelle Martínez, Rosa; Gallardo López, Nuria Esther; Diéguez Pérez, Montserrat; Feijoo García, Gonzalo; Burgueño Torres, LauraOcclusion is the way in which the dental arches are related to each other and depends on craniofacial growth and development. It is affected in patients with Osteogenesis Imperfecta (OI) who present altered craniofacial development. The malocclusion present in 49 patients diagnosed with different types of OI aged between 4 and 18 was studied. The control group of healthy people was matched for age, sex, and molar class. To study the mixed and permanent dentition, the American Board of Orthodontics (ABO) discrepancy Index was applied. The primary dentition was evaluated with a Temporary Dentition Occlusion Analysis proposed for this study. The OI group obtained higher scores in the Discrepancy Index than the control group, indicating a high difficulty of treatment. The most significant differences were found in types III and IV of the disease. Regarding the variables studied, the greatest differences were found in the presence of lateral open bite in patients with OI, and in the variable “others” (agenesis and ectopic eruption). The analysis of primary dentition did not show significant differences between the OI and control groups. Patients with OI have more severe malocclusions than their healthy peers. Malocclusion is related to the severity of the disease and may progress with age.