Background: Elementary school is a critical period for oral health because the incidence of dental caries is high, and early symptoms of gingivitis manifest. While existing oral health education improves knowledge, it has limitations in sustaining oral health behaviors. This study evaluated the effectiveness of an oral health education program based on motivational interviewing (MI), which enhances intrinsic motivation and promotes behavioral change. Methods: Thirty-five elementary school students (Grades 4∼6) were recruited and assigned to an intervention group or a control group. The intervention group (n=16) received an MI-based oral health education program, whereas the control group (n=16) received standard education. The program was conducted once per week for five weeks (1 hour/session) and covered: Session 1: Understanding tooth structure, causes of caries, and setting oral health goals; Session 2: Learning how to perform rotational brushing and exploring ambivalence; Session 3: Learning how to use dental floss and tongue cleaners while reinforcing motivation; Session 4: Identifying cariogenic and protective foods; and Session 5: Developing a change plan and assessing self-confidence. Oral health behaviors, diet-related oral health behaviors, and oral hygiene skills were assessed pre- and post-intervention, and at follow-up. Results: Both groups showed significant post-intervention improvements. However, the intervention group demonstrated statistically significant group-time interactions and sustained improvements in all areas except diet-related behaviors. The control group showed a temporary increase followed by a decline. Conclusion The MI-based oral health education program effectively improved and maintained oral health behaviors and oral hygiene skills. It can be applied to elementary school students to promote long-term changes in oral health behaviors.

Background: Elementary school is a critical period for oral health because the incidence of dental caries is high, and early symptoms of gingivitis manifest. While existing oral health education improves knowledge, it has limitations in sustaining oral health behaviors. This study evaluated the effectiveness of an oral health education program based on motivational interviewing (MI), which enhances intrinsic motivation and promotes behavioral change. Methods: Thirty-five elementary school students (Grades 4∼6) were recruited and assigned to an intervention group or a control group. The intervention group (n=16) received an MI-based oral health education program, whereas the control group (n=16) received standard education. The program was conducted once per week for five weeks (1 hour/session) and covered: Session 1: Understanding tooth structure, causes of caries, and setting oral health goals; Session 2: Learning how to perform rotational brushing and exploring ambivalence; Session 3: Learning how to use dental floss and tongue cleaners while reinforcing motivation; Session 4: Identifying cariogenic and protective foods; and Session 5: Developing a change plan and assessing self-confidence. Oral health behaviors, diet-related oral health behaviors, and oral hygiene skills were assessed pre- and post-intervention, and at follow-up. Results: Both groups showed significant post-intervention improvements. However, the intervention group demonstrated statistically significant group-time interactions and sustained improvements in all areas except diet-related behaviors. The control group showed a temporary increase followed by a decline. Conclusion The MI-based oral health education program effectively improved and maintained oral health behaviors and oral hygiene skills. It can be applied to elementary school students to promote long-term changes in oral health behaviors.

Background: Elementary school is a critical period for oral health because the incidence of dental caries is high, and early symptoms of gingivitis manifest. While existing oral health education improves knowledge, it has limitations in sustaining oral health behaviors. This study evaluated the effectiveness of an oral health education program based on motivational interviewing (MI), which enhances intrinsic motivation and promotes behavioral change. Methods: Thirty-five elementary school students (Grades 4∼6) were recruited and assigned to an intervention group or a control group. The intervention group (n=16) received an MI-based oral health education program, whereas the control group (n=16) received standard education. The program was conducted once per week for five weeks (1 hour/session) and covered: Session 1: Understanding tooth structure, causes of caries, and setting oral health goals; Session 2: Learning how to perform rotational brushing and exploring ambivalence; Session 3: Learning how to use dental floss and tongue cleaners while reinforcing motivation; Session 4: Identifying cariogenic and protective foods; and Session 5: Developing a change plan and assessing self-confidence. Oral health behaviors, diet-related oral health behaviors, and oral hygiene skills were assessed pre- and post-intervention, and at follow-up. Results: Both groups showed significant post-intervention improvements. However, the intervention group demonstrated statistically significant group-time interactions and sustained improvements in all areas except diet-related behaviors. The control group showed a temporary increase followed by a decline. Conclusion The MI-based oral health education program effectively improved and maintained oral health behaviors and oral hygiene skills. It can be applied to elementary school students to promote long-term changes in oral health behaviors.

Background: Deceased donor liver transplantation (DDLT) and living donor liver transplantation (LDLT) are employed to address highly urgent patients, including those with acute liver failure (ALF), acute-on-chronic liver failure (ACLF), or critical cirrhosis. This study compares outcomes between LDLT and DDLT patients with ALF, ACLF, or critical cirrhosis in highly urgent LDLT (HU-LDLT) applications. Methods: This study conducted a retrospective analysis of the Korean Network for Organ Sharing (KONOS) data, which included 391 consecutive HU-LDLT applications from 2017 to 2021. Results: The proportion of DDLT was 15.1% (n=59) within the cohort of HU-LDLT applications. The prevalence of hepatorenal syndrome, duration of pre-transplant intensive care unit (ICU) care, incidence of pre-transplant continuous renal replacement therapy, and median model for end-stage liver disease scores were significantly greater and prolonged in DDLT patients compared to LDLT patients. Statistical analysis revealed no significant differences in postoperative complications or overall survival between the two groups. In the multivariate analysis, only pre-transplant ventilator care emerged as a significant predisposing factor for mortality. Conclusion The present study indicates that LDLT is a viable option, yielding comparable perioperative and long-term outcomes to DDLT for HU patients, which can encourage living liver donation to overcome organ shortages in HU patients.

The gut microbiome plays an essential role in host immune responses, including allergic reactions. However, commensal gut microbiota is extremely sensitive to antibiotics and excessive usage can cause microbial dysbiosis. Herein, we investigated how changes in the gut microbiome induced by ampicillin affected the production of IgG1 and IgG2a antibodies in mice subsequently exposed to Anisakis pegreffii antigens. Ampicillin treatment caused a notable change in the gut microbiome as shown by changes in both alpha and beta diversity indexes. In a 1-dimensional immunoblot using Anisakis-specific anti-mouse IgG1, a 56-kDa band corresponding to an unnamed Anisakis protein was detected using mass spectrometry analysis only in ampicillin-treated mice. In the Anisakis-specific anti-mouse IgG2a-probed immunoblot, a 70-kDa band corresponding to heat shock protein 70 (HSP70) was only detected in ampicillin-treated and Anisakis-immunized mice. A 2-dimensional immunoblot against Anisakis extract with immunized mouse sera demonstrated altered spot patterns in both groups. Our results showed that ampicillin treatment altered the gut microbiome composition in mice, changing the immunization response to antigens from A. pegreffii. This research could serve as a basis for developing vaccines or allergy immunotherapies against parasitic infections.

Exposure to storage mite (SM) and house dust mite (HDM) allergens is a risk factor for sensitization and asthma development; however, the related immune responses and their pathology have not been fully investigated. The HDMs Dermatophagoides farinae and Dermatophagoides pteronyssinus and SM Tyrophagus putrescentiae are potent allergens that induce asthma. Most SM-related studies have focused on the allergic reactions of individuals by measuring their immunoglobulin (Ig)E expression. Considering the limited research on this topic, the present study aims to investigate the differences in the immune responses induced by HDMs and SMs and histologically analyze lung tissues in a mouse asthma model to understand the differential effects of HDM and SM. The results revealed that all mite species induced airway inflammation. Mice challenged with T. putrescentiae had the highest airway resistance and total cell, eosinophil, and neutrophil counts in the bronchoalveolar lavage fluid (BALF). The SM-sensitized groups showed more severe lesions and mucus hypersecretions than the HDM-sensitized groups. Although the degree of HDM and SM exposure was the same, the damage to the respiratory lung tissue was more severe in SM-exposed mice, which resulted in excessive mucin secretion and increased fibrosis. Furthermore, these findings suggest that SM sensitization induces a more significant hypersensitivity response in mucosal immunity than HDM sensitization in asthma models.

Objective: This study aimed to assess the degree of interest in robot-assisted spine surgery (RASS) among residents and to investigate the learning curve for beginners performing robotic surgery. Methods: We conducted a survey to assess awareness and interest in RASS among young neurosurgery residents. Subsequently, we offered a hands-on training program using a dummy to educate one resident. After completing the program, the trained resident performed spinal fusion surgery with robotic assistance under the supervision of a mentor. The clinical outcomes and learning curve associated with robotic surgery were then analyzed. Results: Neurosurgical residents had limited opportunities to participate in spinal surgery during their training. Despite this, there was a significant interest in the emerging field of robotic surgery. A trained resident performed RASS under the supervision of a senior surgeon. A total of 166 screw insertions were attempted in 28 patients, with 2 screws failing due to skiving. According to the Gertzbein-Robbins classification, 85.54% of the screws were rated as grade A, 11.58% as grade B, 0.6% as grade C, and 1.2% as grade D. The clinical acceptance rate was approximately 96.99%, which is comparable to the results reported by senior experts and time per screw statistically significantly decreased as experience was gained. Conclusion RASS can be performed with high accuracy within a relatively short timeframe, if residents receive adequate training.

Objective: This study aimed to assess the degree of interest in robot-assisted spine surgery (RASS) among residents and to investigate the learning curve for beginners performing robotic surgery. Methods: We conducted a survey to assess awareness and interest in RASS among young neurosurgery residents. Subsequently, we offered a hands-on training program using a dummy to educate one resident. After completing the program, the trained resident performed spinal fusion surgery with robotic assistance under the supervision of a mentor. The clinical outcomes and learning curve associated with robotic surgery were then analyzed. Results: Neurosurgical residents had limited opportunities to participate in spinal surgery during their training. Despite this, there was a significant interest in the emerging field of robotic surgery. A trained resident performed RASS under the supervision of a senior surgeon. A total of 166 screw insertions were attempted in 28 patients, with 2 screws failing due to skiving. According to the Gertzbein-Robbins classification, 85.54% of the screws were rated as grade A, 11.58% as grade B, 0.6% as grade C, and 1.2% as grade D. The clinical acceptance rate was approximately 96.99%, which is comparable to the results reported by senior experts and time per screw statistically significantly decreased as experience was gained. Conclusion RASS can be performed with high accuracy within a relatively short timeframe, if residents receive adequate training.

Objective: This study aimed to assess the degree of interest in robot-assisted spine surgery (RASS) among residents and to investigate the learning curve for beginners performing robotic surgery. Methods: We conducted a survey to assess awareness and interest in RASS among young neurosurgery residents. Subsequently, we offered a hands-on training program using a dummy to educate one resident. After completing the program, the trained resident performed spinal fusion surgery with robotic assistance under the supervision of a mentor. The clinical outcomes and learning curve associated with robotic surgery were then analyzed. Results: Neurosurgical residents had limited opportunities to participate in spinal surgery during their training. Despite this, there was a significant interest in the emerging field of robotic surgery. A trained resident performed RASS under the supervision of a senior surgeon. A total of 166 screw insertions were attempted in 28 patients, with 2 screws failing due to skiving. According to the Gertzbein-Robbins classification, 85.54% of the screws were rated as grade A, 11.58% as grade B, 0.6% as grade C, and 1.2% as grade D. The clinical acceptance rate was approximately 96.99%, which is comparable to the results reported by senior experts and time per screw statistically significantly decreased as experience was gained. Conclusion RASS can be performed with high accuracy within a relatively short timeframe, if residents receive adequate training.

Background: Motivational interviewing (MI) is effective in promoting sustained behavioral changes across various fields.However, there is a lack of research on the application of MI in oral health education, targeting elementary school students in South Korea. This study aimed to develop an MI-based oral health education program to positively influence oral health behaviors and improve the oral health of elementary school students. Methods: The program was developed using Sussman’s curriculum development model in four stages: theoretical research and needs assessment; collection of program activity strategies; evaluation and review of activities; and final production of the program. The program was refined based on feedback from four experts to enhance its validity and effectiveness. Results: The final program consisted of five one-hour sessions. Fifteen activity sheets were created to align the contents of eachsession. The sessions incorporated key MI techniques, including open questions, affirmations, reflections, summaries and information provision, with the goals of building rapport, assessing readiness for behavior change, exploring ambivalence, creating discrepancies, motivating change, and planning for action. The oral health education content was tailored to the level of upper elementary students, covering topics such as tooth structure and function, causes and progression of dental caries, Bass method of tooth brushing, use of dental floss and tongue cleaners, and identification of cariogenic foods. Conclusion This study is significant because it developed an MI-based program capable of promoting self-driven behavioralchange that moves beyond traditional lecture-based oral health education. Future research should focus on evaluating the effectiveness of the program and exploring its applicability to other age groups.