2019, Vol.32, No.3

Anatomy & Biological Anthropology 2023 KCI Impact Factor : 0.33

pISSN : 2671-5651 / eISSN : 2671-566X
https://journal.kci.go.kr/aba

Currently, there has been rapid increase in the studies about salivary production because of the hyposalivation, xerostomia, caused by radiotherapy for head and neck cancer, Sjogren syndrome and aging. An overview of anatomy and development of salivary gland is crucial to understand about the patho-physiological disorders related with saliva. For study of the morphogenesis and development of salivary glands, experiment using rodent models is widely necessary. This review wraps up the early to latest studies - the different features of each salivary gland, morphogenesis of developing salivary glands, and the comparison of human and rodent salivary glands. The goal of this review is to provide hypothesis for the further researches about differentiation of specific acinar cells, from which it is determined to be specific acini. Additionally, we discuss approaches to regenerate the function of salivary glands using environmental factor, time dependent factor and nerve factor.

Orthodontic miniscrews have been widely used in various areas, because they are stable, easy to use, and inexpensive. Therefore, the aims of this study are to measure the palatal bone thickness, to analysis the correlation between the size of the alveolar arch and palatal bone thickness, and to discuss the skeletal structure of the hard palate for miniscrew placement. Twenty-four dry skulls in Koreans were used. The three different horizontal reference lines were established at first premolar and second premolar, between second premolar and first molar, and first molar. And then, a total of 12 points were set up in relation to each horizontal reference line by drawing a vertical reference line perpendicular to central incisor, between central incisor and lateral incisor, lateral incisor, between lateral incisor and canine. At each point, the palatal bone thickness, the width and length of the alveolar arch, and the width and length of the incisive foramen were measured directly with the bone caliper and the digital caliper. The correlation between the width and the length of alveolar arch and the palatal bone thickness was analyzed. The mean of palatal bone thickness based on the horizontal reference line was 11.4±3.2 mm in between first premolar and second premolar, 7.4±2.4 mm in between second premolar and first molar, and 5.2±1.5 mm in first molar, decreased posteriorly with statistically significant difference. The position between first premolar and second premolar showed a constant thickness, and thickened laterally from the median palatal suture due to the alveolar process, but no statistically significant difference. At the position between second premolar and first molar and the position in first molar, it were also constant, then became significantly thicker toward point between lateral incisor and canine due to the alveolar process and the palatal spine. The width of the alveolar arch was correlated with the length of the alveolar arch and the palatal bone thickness of between first premolar and second premolar, but not with the length of the alveolar arch and the palatal bone thickness. These results can provide useful anatomical data on palatal bone thickness including skeletal structures of hard palate for orthodontic miniscrew placement.

There is a lack of domestic studies that have designed anatomical education programs for systematic cadaver dissection and compared them with existing teaching methods. The purpose of this study was to explore effective educational methods in limited environments by for applying 3D visualization and game-based learning. The study included 43 participants who took a ‘Head and neck anatomy’ course in a department of dental hygiene. The anatomy of the skull, as well as muscles in the head and neck areas were considered using a 3D visualization application. Later in the class, the course content was structured according to a game-based learning method. A survey was conducted in order to measure participants’ perceptions of the teaching methods. The data were analyzed using descriptive statistics, correlation analysis, and a paired-sample T-test. Satisfaction with the teaching methods applied to the gross anatomy class was observed with regard to game-based learning (4.49), 3D visualizing application (4.01), and drawing (3.81). Among the educational methods suggested in the question, the students’ ranked the following teaching methods from first to third as follows: game-based learning, a 3D visualization application, and observation of an anatomical model. The average score difference (8.40) of the pre- and post-assessment of the participants’ perception of 3D visualization and game-based learning, was larger than the score difference (1.26) of the class conducted according to the conventional method. The academic achievement of participants was significantly increased (p<0.001). Proper use of 3D visualization applications and game-based learning in gross anatomy programs contributes to increases in student motivation, students’ interest in the subject matter, cooperative learning, and improvement in learning outcomes. This study will be helpful to instructors in various fields, including dental hygiene departments, which operate gross anatomy classes.