Dr mario tomei

Dr mario tomei DEFAULT
32300 Schoolcraft Rd Livonia, MI 48150-4308

Please contact the dental practice directly to learn more about treatment, payment and dental benefits, or to schedule an appointment.

Open hours

8:00AM - 6:00PM
8:00AM - 6:00PM
9:00AM - 7:00PM
8:00AM - 4:00PM
32300 Schoolcraft Rd Livonia, MI 48150-4308

Please contact the dental practice directly to learn more about treatment, payment and dental benefits, or to schedule an appointment.

General Practice

University of Detroit- Mercy

American Dental AssociationMichigan Dental AssociationDetroit District Dental Society
Sours: https://findadentist.ada.org

Dr. Mario Tomei, DDS

About Me


Dr. Mario Tomei, DDS is a Oral & Maxillofacial Surgery Specialist in Livonia, MI. Be sure to call ahead with Dr. Tomei to book an appointment.

Practice Areas

  • Oral & Maxillofacial Surgery

Experience and Background Checks

Background Check

Healthgrades does not collect malpractice claims information for Michigan
No disciplinary actions found for the years we collect data
No board actions found for the years we collect data
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Insurance Check

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(734) 261-7555

Dr. Tomei accepts the following insurance:

Delta Dental
Delta Dental Premier
Sours: https://www.healthgrades.com/dentist/dr-mario-tomei-xp5m2
  1. Audi list prices
  2. Shady paws
  3. Kxan car crash
  4. Air pedic 500

Mario Tomei

Professional Experience

Professional Experience



                                                Statement of Teaching Philosophy

Teaching Philosophy:

I am very passionate about teaching and academia and believe that students require a multi-faceted pedagogical approach which creates an environment to challenge students’ intellect and inquisitiveness and keeps them actively engaged in the learning process.  My approach to instruction is very hands-on and incorporates clinical case studies and visual models, as well as research to foster the depth and breadth of students’ intellectual ideas, philosophies, and exchanges among one another, which I believe is integral to learning.  Additionally, differentiation of instruction and opportunities for application of concepts taught is essential in order to reach students of various academic levels and learning styles and insure their understanding of the material.


Pathophysiology is a very important course for medical students given it is the first course where students are required to utilize, integrate, and apply all of the knowledge they have acquired from prior medical science courses to gain an understanding of the disease state of the body. The following is one concrete example which illustrates my pedagogical approach to implementing aspects of my philosophy into practice in my Pathophysiology course at Adelphi University.

In this case, the organ I will focus on is the heart. During the initial phase of teaching pathophysiology, it is essential that students are instructed on and understand the normal functions of the heart, both from a pathological and a physiological standpoint to insure that they possess a strong foundation in this area. Thus, students need to have a solid understanding of the human body when it is at homeostasis, when it is at its relaxed optimal state. Once I have assessed that students have acquired this knowledge, we would proceed to discuss the abnormalities that occur in pathology and physiology.  My approach is very hands-on, interactive, and multi-modal in nature, thus incorporates the use of specific clinical cases which provide students with case histories, fostering their inferential thinking and allowing them to hypothesize potential diagnosis based on the information. In addition, visual models and supplements, such as radiological exams, including CAT scans and MRIs are presented when relevant and deemed necessary. 

More specifically, the following is how I would approach instructing medical students in a  congestive heart failure case. During the initial phase, we review the various components of congestive heart failure.  Next, I would present a clinical case and break it down by the case history. Initially, provide a basic case history and subsequently ask the students to contemplate potential disease states. Subsequently, we move further into the pathology of the disease and include additional diagnostic indicators for the student to assist them in assessing the patient. In my experience, this approach fosters a highly interactive learning environment, with opportunities for question and answers, discussions, and is multimodal on many levels, including visual aids (i.e., slides, videos), and verbal (i.e., case history) material. This allows the students the opportunity to diagnose the case example of the patient, which has proven effective in peaking their interest. Thus, by diagnosing the case, they are required to utilize, integrate and apply their knowledge of physiology and pathology.



Sours: https://www.adelphi.edu/faculty/profiles/profile.php?PID=0895
Dr Mario Theme song

And they did not crawl out from under it until the morning. Do you think that this is not true, and that at least one of us should at least visit the toilet. I was also perplexed about this, and then I realized - we didn't eat or drink anything !!. And although the "sexy marathon" was not something out of the ordinary for me, the lack of nutrition did some damage to.

My physical strength.

Mario tomei dr

The member quickly responded to the caress and stood up. Cool dick. - said and began to lick the head.

Dr Mario Theme song

I don't know if fate will give me such a chance or not. But in any case, I will always remember her. I hope that she will not forget me at once.

Similar news:

We rented an apartment in advance for half a day and met there. -With whom. -First with married couples. We also found them through advertisements.

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