This study explored the association between social jetlag and academic performance among adolescents in Spain, a country with structural circadian misalignment. This cross-sectional study analyzed data from 788 adolescents (55
Introducción: La remoción de pernos intrarradiculares es frecuente en el retratamiento endodóntico, pero su eficacia varía según el cemento, el diseño del perno y el protocolo de ultrasonido. Objetivo: Evaluar la eficacia de dos protocolos de ultrasonido (solo y con tope) frente a un grupo control en la remoción de pernos prefabricados metálicos pasivos fijados con cemento resinoso autopolimerizable, analizando la tasa de remoción y la fuerza de tracción necesaria. Material y método: Estudio ex vivo, experimental, con 45 premolares inferiores unirradiculares distribuidos aleatoriamente en tres grupos (n=15): Protocolo 1 (ultrasonido solo + tracción), Protocolo 2 (ultrasonido con tope + tracción) y Protocolo 3 (control, solo tracción). Los pernos se fijaron con cemento resinoso (Multilink) y se sometieron a tracción en una máquina de ensayo universal. Resultados: Ningún perno fue removido mediante la aplicación de ultrasonido en los Protocolos 1 y 2 (0% de remoción). La fuerza de tracción media requerida fue de 12,77 kg (DE 6,12) para el Protocolo 1, 11,55 kg (DE 6,76) para el Protocolo 2 y 13,92 kg (DE 6,50) para el Protocolo 3, sin registrarse diferencias estadísticamente significativas entre los tres grupos (ANOVA, p=0,618). Conclusión: Bajo las condiciones de este estudio, ninguno de los protocolos de ultrasonido logró remover los pernos metálicos pasivos fijados con cemento resinoso. Asimismo, el uso de la vibración ultrasónica no redujo de forma significativa la fuerza de tracción posterior requerida para su desalojo.
Background/Objectives: Published estimates of artificial-intelligence (AI) accuracy for dental caries differ in imaging modality, lesion threshold, observational unit, reference standard, and validation design. We mapped the clinical composition and credibility of this evidence and summarized clinician-plus-AI studies separately. Methods: Five databases were searched through 10 June 2026. Eligible diagnostic-accuracy studies used clinically acquired human dental data. QUADAS-3 and a structured GRADE-DTA assessment were applied. Because the studies did not address a common clinical question, no pooled operating point was estimated. Results: A total of 29 reports representing 28 studies were included. Overall risk of bias was high for all 28 estimates; only five studies used external validation. Twelve standalone-AI reports supplied exact, coherent 2 × 2 data. Their sensitivity ranged from 0.360 to 0.940 and specificity from 0.700 to 0.983. The exact-data subset was an availability sample, and most nominal uncertainty estimates could not account for clustering. Two controlled reader studies reported higher sensitivity with AI assistance, accompanied by lower specificity in one study and more invasive treatment decisions in the other. Certainty was very low for both standalone accuracy and incremental clinician benefit. Conclusions: The evidence does not support a transferable accuracy benchmark or a conclusion of net clinical benefit. Locked-model external validation and paired prospective evaluations with patient-relevant outcomes are needed.
IntroductionThe rapid integration of generative artificial intelligence (GenAI) into higher education has generated increasing concern regarding its influence on students' epistemic agency, critical thinking, and cognitive autonomy. This systematic review synthesizes current evidence on the epistemic implications of GenAI in higher education, with particular emphasis on the tension between cognitive offloading and critical autonomy.MethodsFollowing PRISMA 2020 guidelines, peer-reviewed studies published between 2022 and 2026 were identified through systematic searches in Scopus, the Web of Science Core Collection, and seven education and multidisciplinary databases accessed through EBSCOhost. Eligible studies examined the educational use of generative AI systems such as ChatGPT, Gemini, Claude, and similar large language models within higher education contexts. Data extraction and thematic synthesis were conducted to identify recurring epistemic, cognitive, pedagogical, and ethical patterns across the included studies.ResultsThe findings reveal that GenAI simultaneously functions as a cognitive scaffold and a source of epistemic vulnerability. While AI-assisted learning environments may support feedback literacy, metacognitive reflection, conceptual clarification, and self-regulated learning, uncritical reliance on AI-generated outputs was frequently associated across the included studies with cognitive offloading, automation bias, superficial information processing, diminished analytical engagement, and weakened evaluative judgment. The evidence further suggests that the educational consequences of GenAI are mediated primarily by pedagogical design, AI literacy, and assessment practices rather than by the technology itself.DiscussionOverall, the review supports the need for higher education institutions to promote critical AI literacy and pedagogical frameworks capable of preserving epistemic agency, reflective reasoning, and cognitive autonomy in increasingly AI-mediated learning environments.Systematic Review Registrationhttps://www.crd.york.ac.uk/PROSPERO/view/CRD420261390452, PROSPERO CRD420261390452.
Background: Screen-based distractions during meals are increasingly common during adolescence and have been linked to less healthy eating behaviors. Chronotype, an individual’s circadian preference for morningness or eveningness, is associated with differences in alertness, self-regulation, and recreational screen use across the day, which may in turn influence susceptibility to distractions during meals. However, the relationship between chronotype and eating distraction behaviors remains largely unexplored. Therefore, this study examined the association between chronotype and eating distraction behaviors in Spanish adolescents. Methods: A cross-sectional study was carried out in 820 adolescents aged 12–17 years from the Eating Healthy and Daily Life Activities (EHDLA) project. Chronotype was assessed using the Morningness–Eveningness Scale for Children and classified as evening, intermediate, or morning type. Eating distractions were evaluated using a composite score that included eating lunch or dinner while watching television, using mobile devices or social networks during meals, and eating while standing. Associations were examined using ordinal regression models (proportional odds), with eveningness as the reference category; both unadjusted and adjusted models are reported, with adjustment for relevant sociodemographic and lifestyle covariates. Results: In adjusted ordinal regression models with eveningness as reference, morningness was related to lower odds of being in a higher eating distractions category (odds ratio [OR] = 0.53; 95% confidence interval [CI] 0.35–0.82; p = 0.004). Morningness was also associated with lower odds of a higher category of television viewing during meals (OR = 0.59; 95% CI 0.38–0.93; p = 0.024). No significant associations were identified for eating while using a phone or social networks or for eating while standing. Conclusions: Chronotype was independently associated with eating distraction behaviors in Spanish adolescents, with evening types showing a less favorable pattern. These findings suggest that circadian preference may be relevant when addressing mealtime behaviors during adolescence and could help inform future health promotion strategies.
