Aim: This study aimed to verify the clinical structure of sleep disorders and its relationship to educational stress among the 1st-year medical students for developing approaches to primary psychoprophylactics. Materials and Methods: A solid sample of 166 Russian-speaking students aged 16–22 years were examined using the medicosociological, psychometric, and clinicopsychopathological methods. Results: It was found that the most significant manifestations of educational stress were affective and psychosomatic disorders as well as attention disorders. The majority (98.8%) of students had asthenia, which was moderate and severe in 65% of cases. Anxiety was detected in 64.5% of cases and clinical level of anxiety in 35%. Sleep disorders were detected among 88.6% of the students, and in 92.3% cases, they arise on the base of asthenia. A nightmare was observed in 71.7% of students. A majority of medical students need to reduce night sleep because of high training load and 62.7% of them went to bed after 1:00 am, and 63.8% slept <6 h a day on weekdays. Cluster analysis identifies four groups of sleep disorders, the closest to each other: 1 – presomnia disorders and middle insomnia disorders – the most significant; 2 – postsomnia disorders and nightmares; 3 – somnambulism (neurotic conditioned); and 4 – night terrors and “sleepy paralysis.” Conclusion: The most significant factors associated with sleep disorders are asthenia, anxiety, and personality frustration caused by the academic process. Stress management and time management programs have been developed on the base of research and have been implemented in teaching process. These programs include informing students about stress and teaching methods for manage it, teaching planning of time, methods of optimal work with educational literature, informing about a healthy life, the regime of the day, and the features of nutrition. This allows students to learn how to cope with stress and plan their time properly.
The need for enhancing esthetics has led to the evolution of various restorative materials with superior properties in terms of appearance and to create a natural smile. Composite resins are the most commonly used materials that fulfill this need among other restorative materials. Maintaining and safeguarding the properties of the material largely influences the life span and longevity of the restoration against the oral environment and external factors. Toothbrushing serves dual roles of maintaining oral hygiene and causing subsequent wear of the restorative material. There are multiple influencing factors that cause this wear, that include brushing time and force used, dentifrice constituents and its abrasive properties, filler particle size and content of the resins, the light-curing methods employed for the resins. Multiple studies have evaluated the possible ill effects of tooth brushing on wear, increased surface roughness, and loss of gloss of composite resins deteriorating their properties over a period of time. These effects promote plaque accumulation, in efficient cleansing of the oral cavity causing further periodontal problems compromising oral hygiene. This brings the requirement of methods reducing such effects to improve the quality, prolong the shelf life, also promoting and preserve the composite resin restorations, especially in the anterior esthetic zone.
