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9лечения осложнений после операции на молочной железе // Патент РФ №2737357.
Патентообладатели: Агранович Н.В., Сиволапова М.С. 2020. Бюл. №2020114000
УДК 613.96
ГРНТИ76.33.43:
Султанишвили Тамар
докторант,
Грузинский Университет имени Давида Агмашенебели,
Тбилиси, Грузия.
Петриашвили Шалва доктор медицинских наук, профессор, ректор Восточно-Западного Учебного Университета,
Грузия.
Таборидзе Иамзе доктор биологии, профессор, Грузинский Университет имени Давида Агмашенебели,
Тбилиси, Грузия.
РИСКОВАННОЕ ДЛЯ ЗДОРОВЬЯ ПОВЕДЕНИЕ И ЗАБОЛЕВАЕМОСТЬ СРЕДИ ГРУЗИНСКИХ СТУДЕНТОВ И ПРОГНОЗ ПЛОХОЙ УСПЕВАЕМОСТИ
Tamar Sultanishvili
MD, PhD Student, David Aghmashenebeli University of Georgia,
Georgia.
Shalva Petriashvili MD, PhD, Professor, Rector, East-West Teaching University,
Georgia. Iamze Taboridze PhD, Professor, David Aghmashenebeli University of Georgia,
Georgia
HEALTH RISK BEHAVIOR AND MORBIDITY AMONG GEORGIAN STUDENTS AND PROGNOSIS OF POOR ACADEMIC PERFORMANCE
DOI: 10.31618/ESSA.2782-1994.2022.3.77.245
Абстракт. Успеваемость студентов зависит от болезни и поведенческих факторов, вызывающих болезнь.
Целью нашего исследования является оценка опасного для здоровья поведения и заболеваемости студентов прогноз успеваемости.
Методы: были опрошены 766 грузинских студентов в возрасте от 15 до 35 лет (20.7+2.4) из грузинских вузов, из них 347 мужчин и 419 женщин. Было проведено поперечное исследование.
Оценка риска плохой успеваемости проводилась с использованием многофакторной биномиальной логистической регрессии. Статистический анализ проводился с использованием программного пакета SPSS 23.
Результаты: С Восприятием стресса во время экзаменов положительно коррелирует головная боль -r=0.099**, p=0.006; повышение аппетита - r=0.072*, p=0.045 и общая самооценка здоровья - r=0.279**, p <0.001.
Среди грузинских студентов относительную вероятность плохой успеваемости увеличивает: восприятия стресса во время экзаменов - OR=2.43(95%CI:1.23-4.81); Избыточное употребление алкоголя - OR=2.66 (95%CI:1.40-5.08); Потребление табака - OR=2.69(95%CI:1.60-4.53); Неоплачиваемая работа -OR=3.34(95%CI:1.81-6.16); Диабет - OR=2.44(95%CI:1.36-4.38); Оперативное вмешательство, связанное с травмой в анамнезе - OR=2.27(95%CI:10-4.68); Переломы в период учебы в университете -OR=1.7(95%CI:1,06-3,31); Патологии, выявленные в студенческие годы - OR=L91(95%CI:L02-3.56); Он снижается при сбалансированном питании - OR=0.40 (95%CI: 0,22-0,70);
Выводы:
• Вредные привычки приводят к болезни и, как следствие, к снижению успеваемости.
• Поведенческие характеристики учащихся связаны с успеваемостью.
Abstract. The purpose of our study is to assess students' health threatening behavior and morbidity and Prognosis of Poor Academic Performance
Design/methodology/approach: 766 Georgian students, aged 15 to 35 (20.7+/-2.4) from Georgian universities were interviewed, among them, 347 men and 419 women. The cross-sectional study was performed. We calculated the difference between groups by Fisher exact test. The correlation analysis was performed by means of Spearman ranking correlation. The risk assessment of bad academic achievement was performed using multiple binomial logistic regression. Statistical analysis was performed using program packet SPSS 23.
Findings: The stress perception during exams shows positive correlation with the headache - r=0.099, p=0.006; Increased appetite - r=0.072, p=0.045 and General self-assessment of health - r =0.279, p<0.001.
In Georgian students' population, the relative chance of poor academic performance is increased by: Stress perception during exams - OR=2.43(95%CI:1.23-4.81); Excess alcohol consumption - OR=2.66(95%CI:1.40-5.08); Tobacco consumption - OR=2.69(95%CI:1.60-4.53); Unpaid work - OR=3.34(95%CI:1.81-6.16); Diabetes - OR=2.44(95%CI:1.36-4.38); Surgery, associated with trauma in the anamnesis - OR=2.27(95%CI:1.10-4.68); Fractures during university years - OR=1.87(95%CI:1.06-3.31); Pathologies, detected in university years -OR=1.91(95%CI:1.02-3.56); It is decreased by balanced nutrition - OR=0.40(95%CI:0.22-0.70);
Conclusions
• Harmful habits lead to illness and hence, decrease in academic performance.
• Students' behavioral characteristics are linked with academic performance.
Ключевые слова: здоровье студентов, вредные привычки, успеваемость.
Key words: Students health, bad habits, academic performance
Introduction
A healthy lifestyle is an important prognostic characteristic for the future health productivity and life expectancy [1]. The lifestyle may consist of various risk behaviors such as alcohol and/or tobacco consumption, physical inactivity, unhealthy diet and etc [2].
The majority of diseases are closely linked with risk taking behaviors that fall into six categories: behaviorthat promotes to unintentional and deliberate damages; tobacco consumption; alcohol and narcotic consumption; sexual behavior; unhealthy dietary behavior and physical inactivity [3]. Global trends indicate the deviation towards the unhealthy behavior and lifestyle.
Young people's relocation to the university environment is a significant direction and a step to the personal independence and an escape from parents' direct supervision [4], which represents the stressful experience as those youngsters have to adjust to their lifestyle changes. These changes may contain the academic load, new environment, financial and social pressure [5].
This study (Janse van Rensburg et al. 2011: 258259) also indicates thatuniversity students experience more social pressure during university years in comparison with their secondary school years.This social pressure affects them during their integration in new social groups. They have to adjust to the new and acceptable behavior in the environment, where consumption of toxic substances is culturally appropriate [1]. Supposedly, new behaviors and a lifestyle, formed at university time, will last in adulthood as well [6].
Excessive alcohol consumptionby university students represents a number of problems in campuses and can lead to the liver disease, nervous system damage. Furthermore, the alcohol consumption at universities creates such problems as violent behavior, property damage and lecture skipping as well (which is more frequent than risk to health). According to the study, there is direct correlation between much alcohol
consumption and the decrease of academic performance [7].
Relationship between academic achievement and diet type is significant [8].
University students sleep less than usual[9]. The new social environment, loaded schedule, variation of sleeping environment, perception of noise at nightand participation in night parties alters the quality of sleep and hence, leads to academic failure [10].
The purpose of our study is to assess academic performance according to the students' health threatening behavior and morbidity.
Methods
766 Georgian students, aged 15 to 35 (20.7+/-2.4) from Georgian universities were interviewed, among them, 347 men and 419 women. The cross-sectional study was performed, using the questionnaire form, compiled by us, the validity of which was proved in previous studies, using Cronbach's alpha.
The following groups of factors were studied: The academic achievement, additional work, sport activity, diet type and regime, sleep hygiene, skills, visits to doctors. Universities and students were randomly selected.
Inclusion criteria: A student of Georgian universities, citizen of Georgia, consent to participate in the study.
Exclusion criteria: Pregnant women, refusal to participate in the study.
The good learning group united students whose average score was A or B, the satisfactory level contained C, D or E and the bad group consisted of students who had Fx or F assessment in at least one subject. The study design was agreed with the Ethics Committee of David Aghmashenebeli University of Georgia. The informed consent form was attached with the questionnaire. The full information about the goals and objectives of the study was delivered to the students. The data were collected only for research purposes. The data are coded with numbers and kept at investigator. They are available only for research purposes.
Instruments: We used the structured interview and self-assessment questionnaires as main methodology instruments of the study.
Statistical analysis
Continuous variables are expressed as mean±SD, and categorical variables as frequencies and %. We calculated the difference between groups by Fisher exact test. The correlation analysis was performed by means of Spearman ranking correlation. p value <0.05
As we can see, the majority of students show good or medium academic performance. Academic performance of 1/10 of students is bad.
was considered as statistically significant. The risk assessment of bad academic achievement was performed using multifactorial binomial logistic regression.
Statistical analysis was performed using program packet SPSS 23. Results
Diagram 1 shows the students' distribution according to academic performance.
Distribution of life threatening, harmful habits is shown in diagram 2.
Distribution of harmful habits among students
40,0 35,0 30,0 25,0 20,0 15,0 10,0 5,0 0,0
I
Hypodynami a
Marichuana
I
Other narcotics
Alcohol
Tobacco
harmful habits
8,4
3,8
2,0
10,1
33,0
Students' distribution according to academic performance.
50,0 45,0 40,0 35,0 30,0 25,0 20,0 15,0 10,0 5,0 0,0
good
satisfactory
bad
Academic performance
44,2
42,2
9,8
Diagram 2
Among harmful habits, tobacco consumption prevails. Alcohol consumption and hypodynamia have high frequency as well.
Among students, showing bad academic performance, students with unpaid jobs are convincingly more; Harmful habits, such as hypodynamia, marichuana, alcohol and tobacco consumption are characteristic for them.
We compared students, who showed medium level academic achievement with those, who learned badly.
Table 1 shows statistical assessment of academic performance according to the behavioral factors.
Table 1.
Among students, showing bad academic performance, female gender, living with parents in the family and balanced food are convincingly less.
The table 2 shows statistical assessment of academic performance according to the characteristics of morbidity.
Statistical evaluation of good academic performance according to behavioral factors
Factors Good or satisfactory academic performance (n=684) n(%) Bad academic performance (n=82) n% F P
female 388(56.73) 31(37.80) 10.70 0.0011
Sport professional 130(19.01) 17(20.73) 0.14 0.7081
amateur 258(37.72) 31(37.80) 0.00 0.9880
hypodynamia 51(7.46) 13(15.85) 6.79 0.0094
Harmful habits marichuana 23(3.36) 8(9.76) 7.77 0.0055
Other harmful habits 10(1.46) 3(3.66) 2.12 0.1460
alcohol 55(8.040) 22(26.83) 29.62 <0.0000
tobacco 205(29.97) 48(58.54) 27.93 <0.0000
Employment extra paid job 204(29.820) 22(26.83) 0.32 0.5747
unpaid work 57(8.33) 24(29.27) 35.42 <0.0000
Sleep hygiene Drowsiness 160(23.39) 27(32.93) 3.62 0.0576
Insomnia 166(24.27) 27(32.93) 2.92 0.0881
Intermittent sleep 191(27.92) 19(23.17) 0.83 0.3625
Learning In the morning 96(14.04) 13(15.85) 0.20 0.6565
At day time 224(32.75) 19(23.17) 3.11 0.0784
At night 336(49.12) 41(50.00) 0.02 0.8808
Place of living With parents, in the family 454(66.37) 45(54.88) 4.27 0.0390
With relatives or friends 104(15.20) 17(20.73) 1.68 0.1952
Alone 125(18.27) 19(23.17) 1.15 0.2842
Visits to doctors Preventive 136(19.88) 14(17.07) 0.37 0.5452
If required 485(70.91) 51(62.20) 2.65 0.1042
None 63(9.21) 17(20.73) 10.51 0.0012
Type and character of nutrition mainly fats 91(13.30) 19(23.17) 5.83 0.0160
mainly proteins 124(18.13) 22(26.83) 3.60 0.0581
Mainly carbohydrates 125(18.27) 20(24.39) 1.78 0.1821
Fast food 223(32.60) 32(39.02) 1.36 0.2441
Balanced food 344(50.29) 21(25.61) 18.26 <0.0000
Extra food intake 36(5.26) 14(17.07) 17.07 <0.0000
56 East European Scientific Journal #1(77), 2022 ——.5
Table 2.
Statistical assessment of good academic performance ^ according to morbidity
Factors Good or satisfactory academic performance (n=684) n(%) Bad academic performance (n=82) n(%) F p
Weight Excess weight 128(18.71) 16(19.51) 0.03 0.8614
Lean 206(30.12) 31(37.80) 2.03 0.1551
Previous surgeiy Hernioplasty 21(3.07) 4(4.88) 0.76 0.3846
Appendectom y 61(8.92) 10(12.20) 0.93 0.3342
Surgery, linked with trauma 52(7.60) 15(18.29) 10.6 0 0.0012
Rhinoplasty 60(8.77) 4(4.88) 1.45 0.2291
Tonsillectomy 137(20.03) 27(32.93) 7.29 0.0071
Morbidity Respiratory viral diseases, more than 4 a year 117(17.11) 17(20.73) 0.67 0.4147
Myopia 82(11.99) 7(8.54) 0.85 0.3573
Astigmatism 69(10.09) 12(14.63) 1.60 0.2063
Congenital anomalies of the skeletal system 21(3.07) 2(2.44) 0.10 0.7520
Hernia 9(1.32) 6(7.32) 13.9 5 0.0002
Cholecystitis 21(3.07) 5(6.10) 2.05 0.1529
Nervous system diseases 304.39) 1 (1.22) 1.89 0.1696
Anemia 30(4.39) 5(6.10) 0.49 0.4837
Allergy 113(16.52) 15(18.29) 0.16 0.6849
Hyperthyreosi s 30(4.39) 9(10.98) 6.62 0.0103
Gastrointestin al tract pathologies 72(10.53) 10(12.20) 0.21 0.6447
Kidney pathology 18(2.63) 7(8.54) 8.15 0.0044
Hypothyreosi s 19(2.78) 3(3.66) 0.20 0.6523
Diabetes 18(2.63) 9(10.98) 15.2 5 0.0001
Cardiovascula r diseases 22(3.22) 7(8.54) 5.72 0.0170
Peripheral vascular diseases 9(1.32) 5(6.10) 9.42 0.0022
Hypovitamin osis 28(4.09) 9(10.98) 7.60 0.0060
Chronic pulmonary disease 13(1.90) 2(2.44) 0.11 0.7399
Sexually transmitted diseases 7(1.02) 2(2.44) 1.26 0.2615
Hepatitis A 12(1.75) 5(6.10) 6.40 0.0116
Complain ts, Stress perception 58(8.48) 17(20.73) 12.6 2 0.0004
Among students with poor academic performance, convincingly high rate of following diseases was found: hyperthyreosis, kidney pathology, diabetes, cardiovascular diseases, peripheral vascular diseases, hypovitaminosis, sexually transmitted diseases, hepatitis A. Among complaints, associated with exams, depression was seen. Among diseases, detected during
university years - GI pathologies, cardiovascular diseases and fractures were found.
Thus, to some extent, bad academic performance is caused by morbidity and health threatening behaviors.
The stress perception, during exams, turned to be associated with complaints, linked with exams (table 3).
Table 3.
Correlations between stress perception and complaints, during exams
Headache Insomnia Appetite loss Increased appetite Violation of general regime Depression General self-assessment of health Hairless
Stress percep tion during exams r 0.099** 0.019 -0.055 0.072* -0.025 -0.015 0.279** -0.021
p 0.006 0.600 0.128 0.045 0.496 0.681 0.000 0.568
*- p<0.05, ** - p<0.01
associated Headache 142(20.76) 11(13.41) 2.47 0.1162
with Insomnia 197(28.80) 28(34.15) 1.01 0.3159
exams Appetite loss 146(21.35) 19(23.17) 0.14 0.7044
Increased appetite 70(10.23) 11(13.41) 0.78 0.3768
Violation of the general regime 246(35.96) 37(45.12) 2.64 0.1048
Depression 14(2.05) 10(12.2) 16.0 6 <0.00 01
Hair loss 3(0.44) 0(0.00) 0.36 0.5485
A sharp increase in weight 108(15.79) 18(21.95) 2.02 0.1554
A sharp decrease in weight 95(13.89) 18(21.95) 3.79 0.0518
GI tract pathologies 78(11.40) 21(25.61) 13.3 3 0.0003
Cholecystitis 21(3.07) 5(6.10) 2.05 0.1529
Diseases, revealed Impaired vision 17(2.49) 5(6.10) 3.43 0.0644
during university years Nervous system disorders 92(13.45) 14(17.07) 0.80 0.3700
Avitaminosis 29(4.24) 3(3.66) 0.06 0.8040
Hypothyreosi s 5(0.73) 0(0.00) 0.60 0.4380
Hyperthyreosi s 1(0.15) 0(0.00) 0.12 0.7294
Hepatitis A 1(0.15) 0(0.00) 0.12 0.7294
Sexually transmitted diseases 11(1.61) 4(4.88) 4.09 0.0435
Traumas, Chest area 22(3.22) 5(6.10) 1.79 0.1817
suffered during Abdominal area 22(3.22) 3(3.66) 0.05 0.8316
university Fracture 139(20.32) 28(34.15) 8.28 0.0041
years Sprained 130(19.01) 22(26.83) 2.82 0.0935
The stress perception during exams shows positive correlation with the headache, increased appetite and general self-assessment of health. At next level of
Hence, in Georgian students' population, the relative chance of poor academic performance is increased by: excess alcohol consumption, tobacco consumption, unpaid work, diabetes, surgery associated with trauma, fractures during university years, GI pathologies, detected in university years and stress perception during exams. It is decreased by balanced nutrition.
Discussion
One of the transitions from adolescence to adulthood is starting learning at university. This transition is accompanied with just created independence, as the result of which university students obtain more autonomy of lifestyle and behavior. A lot of students will probably join the unhealthy and risk behaviours, such as alcohol abuse, tobacco consumption, physical inactivity and unhealthy diet that can have negative impact on their long-term health[1].
This study confirmed that the impact of tobacco and alcohol consumption increases the risk of poor academic performance, which is proved by the number of investigations[11]. The impact of alcohol increases the frequency of such behaviors that promotes unintetional and deliberate injuries; By our data, traumas and related surgery affect academic performance. Students' stressor experience, physiologic symptoms and ratings of psychical and general health, were associated with their academic performance[12]. On the other hand, the stress and depression[13] , caused by academic scores are worth to point out. Education and attempts of academic achievement are significant source of stress [14]. According to our research, students describe
East European Scientific Journal #1(77), 2022 ——.5
investigation, using regressive analyses, we defined the predictors of bad academic performance (table 4).
Table 4
complaints, related with exams, such as headaches, insomnia, appetite loss, appetite increase, violation of general regime, depression, hair loss. Among them, the depression rate is convincingly high. The stress perception during exams shows convincing positive correlation with headache.
Emotions are important in choosing food and negative moods, such as stress, anxiety or psychical disorder are associated with the obesity and risk of alcohol consumption [15]. Emotional nutrition is the eating in response to negative emotions that increases the risk of excessive energy intake[16]. According to our study, stress perception during the stress is associated with the increase in appetite. Those who live far from their parents' home are more prone to unhealthy nutrition habits [17]. Adherence to healthy diet may have beneficial impact on university students. It contributes to their academic performance and quality of life as well as their psychical and physical health. Healthy diet is associated with the low risk of depression and the low score of perceived stress is linked with the low frequency of fruit and vegetable intake [18]. According to our study, the balanced nutrition decreases the relative risk of bad academic achievement. Gastrointestinal diseases, detected during university years that can be linked with violation of diet regime, increase the risk of poor academic performance.
According to the research, high incidence of sleep disturbances is statistically associated with the diet and low academic results [19]. By other data, insomnia was not linked with academic achievement [20] which was confirmed by our study.
The risk assessment of bad academic performance according to the behavioral factors ^ and morbidity
B S.E. Wald p OR 95% C.I.for OR
Excess alcohol consumption 0.98 0.33 8.83 0.0030 2.66 1.40 5.08
Tobacco consumption 0.99 0.27 13.87 0.0002 2.69 1.60 4.53
Balanced nutrition -0.92 0.29 10.04 0.0015 0.40 0.22 0.70
Unpaid work 1.21 0.31 14.96 0.0001 3.34 1.81 6.16
Diabetes 0.89 0.30 8.85 0.0029 2.44 1.36 4.38
Surgery, associated with trauma in the anamnesis 0.82 0.37 4.95 0.0261 2.27 1.10 4.68
Fractures during university years 0.63 0.29 4.66 0.0308 1.87 1.06 3.31
Pathologies, detected in university years 0.65 0.32 4.13 0.0422 1.91 1.02 3.56
Stress perception during exams 0.89 0.35 6.48 0.0109 2.43 1.23 4.81
Constant -3.29 0.28 138.86 <0.0001 0.04
Understanding healthy behaviors and changing the vision of each dimension (emotional, intellectual, fitness, social and spiritual) approaches are associated with numerous outcomes that lead to improved quality of life [21].
Research has shown the need to develop programs, projects and health policies that will help eradicate bad habits.
Conclusions:
• Harmful habits lead to illness and hence, decrease in academic performance.
• Students' behavioral characteristics are linked with academic performance.
Limitations
Despite this strength, there are a number of limitations that must be considered when interpreting the results of this study. The study was performed among Georgian students. Hence, its generalization on other populations is not recommended. The study was performed on the basis of questionnaires. Hence, mistakes or bias in self-assessment cannot be excluded.
Conflict of interests
• There is no conflict of interests.
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D01:10.31926/but.shk.2019.12.61.2.49
Hristov I. G.
Assistant of Department of Periodontology and Dental Implantology
Medical University - Varna, Bulgaria
IMPLANT DESIGN FACTORS THAT AFFECT PRIMARY STABILITY AND OSSEOINTEGRATION
Христов Ивайло Георгиев
ассистент кафедры Пародонтология и дентальная имплантология Медицинский университет - Варна, Болгария
ФАКТОРЫ КОНСТРУКЦИИ ИМПЛАНТАТА, ВЛИЯЮЩИЕ НА ПЕРВИЧНУЮ СТАБИЛЬНОСТЬ И ОСТЕОИНТЕГРАЦИЮ
DOI: 10.31618/ESSA.2782-1994.2022.3.77.249 Abstract. Osseointegration can be defined as a direct structural and functional link between bone and implant surface. Asymptomatic and rigid fixation of alloplastic material in bone is crucial for implant stability and long-term success of dental implant treatment. The connection between implant and surrounding tissue is extremely dynamic. This interaction is the basis for the formation of a new structure - implant-tissue interface. The process of osseointegration is a combination of biological mechanisms as a result of which bone is formed on the walls of the osteotomous lodge growing to the implant surface (remote osteogenesis) and direct osteogenesis of bone on the surface of the implant (contact osteogenesis). The process is complex and there are a number of factors that affect the formation and maintenance of bone in the peri-implant space. The aim of the present study is to review the literature data on the macroscopic implant factors that affect primary stability and osseointegration
Аннотация. Остеоинтеграцию можно определить как прямую структурно-функциональную связь между костью и поверхностью имплантата. Бессимптомная и жесткая фиксация аллопластического материала в кости имеет решающее значение для стабильности имплантата и долгосрочного успеха имплантации зубов. Связь между имплантатом и окружающей тканью чрезвычайно динамична. Это взаимодействие является основой для формирования новой структуры - интерфейса имплантат-ткань. Процесс остеоинтеграции представляет собой совокупность биологических механизмов, в результате которых происходит формирование кости на стенках остеотомической ложи, прирастающей к поверхности имплантата (дистанционный остеогенез), и непосредственного остеогенеза кости на поверхности имплантата (контактный остеогенез). Это сложный процесс, и существует ряд факторов, влияющих на формирование и сохранение кости в периимплантатном пространстве. Целью настоящего исследования является обзор литературных данных о макроскопических факторах имплантатов, влияющих на первичную стабильность и остеоинтеграцию.
Key words: dental implants, primary stability, osseointegration
Ключевые слова: дентальные имплантаты, первичная стабильность, остеоинтеграция.
Introduction: Treatment with intraosseous dental implants is a modern therapeutic method that achieves complete rehabilitation by fully restoring the patient's masticatory function and aesthetics. Long-term follow-up and accumulated research experience show that the treatment with dental implants is reliable and highly predictable. The success of implant use is associated with the process of osseointegration
The first evidence of osseointegration in intraosseous dental implants was in the 1960s, when Branemark reported a study of bone growth in direct contact with a titanium implant. Branemark defines osseointegration as direct contact between the vital bone and the implant surface without interposition of fibrous connective tissue. [5]
Traditionally, osseointegration has been studied in relation to the mechanical stability of dental implants in bone tissue [2]
Osteointegration is defined as a time-dependent treatment process that achieves clinically
asymptomatic rigid fixation of alloplastic material in bone preserved during functional stress. The histological appearance resembles functional ankylosis without the presence of fibrous or connective tissue between the bone and the implant surface. [61]
This process may be impaired due to insufficient primary stability of the implant, which leads to the appearance of micro movements and the formation of fibrous tissue [4] . A major factor influencing primary stability is bone-implant contact (BIC) [39, 45, 59].
According to Abuhusseini and Col. There are two main factors that influence the process of osseointegration: 1) the design of the implant, which is related to the achievement of primary stability, that is crucial for osseointegration; 2) implant surface.[1]
Material and methods: For the period 1900 -2021 in the available databases (PubMed, BioMedCentral, ScienceDirect, Scopus, Web of Science) a systematic analysis of the studies examining the osseointegration of dental implants was performed.
