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INTRODUCCIÓN: La diversidad cultural en Chile y las inequidades en el acceso y calidad de la atención requiere del desarrollo de competencias culturales en los profesionales de la salud debido a las inequidades en el acceso y calidad de la atención. A nivel internacional, se ha integrado la competencia cultural en los planes de estudio de las carreras de salud, pero en Chile está en sus etapas iniciales. MÉTODOS: Se utilizó una metodología mixta que incluyó: revisión documental (búsquedas y análisis en bases de datos y documentos oficiales), entrevistas a informantes clave y consenso de expertos. Las entrevistas se transcribieron textuales y se realizó un análisis temático utilizando el software ATLAS.ti. RESULTADOS: La revisión documental identificó dominios, objetivos e instrumentos utilizados para medir la competencia cultural en odontología. Las entrevistas revelaron cuatro categorías principales: concepciones de salud, facilitadores y barreras, y características de los profesionales de la salud. Se elaboró un listado de contenidos y resultados de aprendizaje, evaluados y consensuados por expertos. Conclusiones: La inclusión de la competencia cultural en los planes de estudio de odontología es esencial para una atención de salud más inclusiva y culturalmente segura. Se recomienda su integración longitudinal en diversos cursos, empleando metodologías efectivas de enseñanza y evaluación. Los resultados de este estudio ofrecen una guía para identificar los conocimientos, habilidades y actitudes necesarios para formar a los profesionales de salud que finalmente deben entregar una apropiada atención de salud con pertinencia intercultural.

INTRODUCTION: Cultural diversity in Chile and inequities in access and quality of care require the development of cultural competencies in health professionals. Internationally, cultural competence has been integrated into the curricula of health professional programs; however, in Chile it is still in its early stages. METHODS: A mixed methodology included documentary review (searches and analysis in databases and official documents), key informant interviews and expert consensus. The interviews were transcribed verbatim, and thematic analysis was carried out using ATLAS.ti software. RESULTS: The documentary review identified domains, objectives and instruments used to measure cultural competence in dentistry. The interviews revealed four main categories: conceptions of health, facilitators and barriers, and characteristics of health professionals. Experts developed, evaluated and agreed upon content and learning outcomes. Conclusion: Including cultural competence in dental curricula is essential for more inclusive and culturally safe health care. Its longitudinal integration into various courses, employing effective teaching and assessment methodologies, is recommended. The results of this study provide a guide to identifying the knowledge, skills, and attitudes needed to train health professionals who ultimately deliver appropriate health care with cultural pertinence.

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INTRODUCTION: Cultural diversity in Chile and inequities in access and quality of care require the development of cultural competencies in health professionals. Internationally, cultural competence has been integrated into the curricula of health professional programs; however, in Chile it is still in its early stages. METHODS: A mixed methodology included documentary review (searches and analysis in databases and official documents), key informant interviews and expert consensus. The interviews were transcribed verbatim, and thematic analysis was carried out using ATLAS.ti software. RESULTS: The documentary review identified domains, objectives and instruments used to measure cultural competence in dentistry. The interviews revealed four main categories: conceptions of health, facilitators and barriers, and characteristics of health professionals. Experts developed, evaluated and agreed upon content and learning outcomes. CONCLUSION: Including cultural competence in dental curricula is essential for more inclusive and culturally safe health care. Its longitudinal integration into various courses, employing effective teaching and assessment methodologies, is recommended. The results of this study provide a guide to identifying the knowledge, skills, and attitudes needed to train health professionals who ultimately deliver appropriate health care with cultural pertinence.

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RESUMEN: La formación de cirujano dentista requiere de la integración de conocimientos y habilidades. Tradicionalmente el plan de estudio de la carrera se divide en un ciclo de ciencias básicas, un ciclo preclínico y un ciclo clínico. Se ha reportado que los alumnos de odontología presentan dificultad al iniciar el ciclo clínico, observándose altos niveles de ansiedad y depresión. El objetivo de esta investigación es recopilar información sobre las dificultades que presentan los alumnos de odontología UC en la transición de los cursos preclínicos a los cursos clínicos para identificar mejoras tendientes a facilitarla. Investigación cualitativa, en la que se realizaron 4 focus gropus a alumnos entre tercero y sexto año de la carrera de odontología UC. Los focus group fueron audio grabados y se realizó un análisis de contenido de sus transcripciones, utilizado el software Atlas Ti. Luego del análisis de contenido de las transcripciones de los focus groups se identificaro n tres unidades temáticas: características de la carrea, desafíos de la actividad clínica y mecanismos de afrontamiento. Los resultados de esta investigación sugieren que existen dificultades para la transición de los cursos preclínicos a los cursos clínicos, las que se relacionan con características propias de la carrera (exigente, con alta dedicación de tiempo y que requiere de capacidad de organización) y de la actividad clínica (presión por cumplir los requisitos clínicos y la importancia del desarrollo de habilidades no técnicas). Los estudiantes relataron diferentes mecanismos de afrontamiento para estas dificultades (ayuda psicológica, la medicación, la reducción de carga académica y el costear los tratamientos de los pacientes).

ABSTRACT: Education for dentists requires the integration of knowledge and skills. Traditionally, the dental curriculum is divided into a basic science cycle, a preclinical cycle and a clinical cycle. It has been reported that dental students have difficulty starting the clinical cycle, with high levels of anxiety and depression. The aim of this study is to gather information on the difficulties that dental students have in the transition from preclinical to clinical courses in order to identify improvements to facilitate it. Qualitative research, in which 4 focus groups were carried out with students between the third and sixth year of the dental school. The focus groups were audio recorded and a content analysis of their transcriptions was carried out using Atlas Ti software. After the content analysis of the transcripts of the focus groups, three thematic units were identified: characteristics of the program, challenges of clinical activity and coping mechanisms. The results of this research suggest that there are difficulties in the transition from preclinical to clinical courses, which are related to the characteristics of the program (highly demanding, with high time dedication and requiring organizational skills) and clinical activity (pressure to meet clinical requirements and the importance of developing non-technical skills). The students reported different coping mechanisms for these difficulties (psychological help, medication, reduction of academic load and paying for patients' treatments).

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OBJECTIVE: This study aimed to compare the strength of association (i.e., explained variability) of the cumulative grade point average (GPA) with the grades obtained in the clerkship portfolio and the final structured oral exam by dental students. METHODS: A prospective longitudinal study was designed to analyze quantitative data from three cohorts of dental school students. Univariate and multivariate linear regression models were built to evaluate the association between the students' cumulative GPA with the grades obtained in their clerkship portfolio and the final structured oral exam. RESULTS: In total, 171 students in the last year of the undergraduate program were considered (76% women, age average 24.8 ± 1.6 years). The dental students' grades of both portfolio and structured oral exam were significantly associated with the GPA score but with different strengths of association. The clerkship portfolio was more strongly associated with cumulative GPA than the structured oral exam (R2  = 19.6% versus R2  = 7.6%). On the opposite, the association between the structured oral exam and GPA can be interpreted as a lower precision in its practical significance and thus reflecting different concurrent validity. CONCLUSIONS: Considering the results of this study, it could probably incline the balance toward the portfolio because it may be closer to a programmatic assessment model, with timely feedback, development of metacognition, and the achievement of formative process measurement rather than evidence of a single instance of examination.

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RESUMEN: Introducción. Desde 1955 existe en Chile una estrategia de recursos humanos destinada a llevar profesionales de la salud a zonas rurales o de difícil acceso, denominada ciclo de destinación y formación (ex generales de zona). Existe poca información sobre las características de los postulantes a él. Esta investigación tiene como objetivo describir las postulaciones para el ingreso al ciclo entre los años 2009 al 2018. Metodología: Se obtuvieron los datos del ciclo desde la web del Ministerio de Salud, los que fueron completados con datos de la Superintendencia de Salud y web del Ministerio de Educación. Los datos se analizaron utilizando el software SPSS. Resultados: Se analizaron 10 concursos de ingreso al ciclo con un total de 1.689 postulantes, que representan 13,8% de cirujanos dentistas recién titulados entre años 2009-2018. El 60% de los postulantes son mujeres, pero las postulaciones de hombres son más efectivas (p=0,038). 5 universidades concentran 63% de las postulaciones y el 86% de las plazas (p<0,001). El offset se ha mantenido constante. Discusión: Existe poca investigación del tema y resulta de interés analizar las diferencias entre la efectividad de las postulaciones según sexo y universidad de origen, así como las motivaciones para postular.

ABSTRACT: Introduction. Since 1955, a human resources strategy has existed in Chile aiming to insert health professionals into rural or difficult-to-reach areas, called the EDF destination and training cycle (formerly, zone generals). There is little information regarding recent graduates entering this cycle and the factors conditioning their application. Therefore, this study aims to describe the cohorts that entered the EDF cycle between 2009 and 2018. Methodology: Data from the EDF application processes were obtained from the website of the Ministry of Health and completed with the records from the Superintendence of Health. Information on the total number of graduates from each Chilean university was obtained from the Ministry of Education website. The data were analyzed using the SPSS IBM Statistic v24 software. Results: Ten application processes for entering the EDF cycle were analyzed, encompassing a total of 1,689 applicants, representing 13.8% of the newly registered dental surgeons between 2009-2018. Even though 60% of the applicants are female, the applications from men are more effective (p=0,038). Five universities concentrate 63% of the applications and 86% of the places (p <0.001). The offset has remained constant. Discussion: There is little research on this subject and it would be interesting to analyze the reasons behind the differences between the effectiveness of the applications according to sex and university of origin, as well as the motivations of the applicants to apply.

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BACKGROUND: Clinical dental evaluations are considered complex and costly measurements that epidemiological surveillance studies of multiple simultaneous chronic diseases currently require, for example National Health Surveys (ENS). Accordingly, simpler and more affordable methods need to be validated. The aim of this study was to assess the validity of the self-report on the total number of teeth in the general Chilean adult population. METHODS: A substudy was conducted on ENS 2016-2017 participants. A stratified random sample of 101 of them was subjected to a telephone questionnaire. This information was then compared with the results obtained from the oral examination performed by a trained nurse during a home visit. Spearman correlations, intraclass correlation coefficients and the Bland-Altman method were used to analyse the data. RESULTS: In men, the average number of teeth recorded during the oral examination coincided with the number of teeth in the self-report (22 teeth). In women, the total teeth average was 18 and 19 teeth according to the examination and self-report, respectively. For the total number of participants, a strong and significant Spearman correlation was obtained (ρ = 0.93); in men and women, the Spearman correlation observed was also strong and significant (ρ = 0.90 and ρ = 0.96 respectively). The value of the intraclass correlation coefficient indicated a significant concordance (CCI = 0.96) in both men and women (CCI = 0.93 and 0.98 respectively). A tendency to greater correlation was observed as the number of teeth decreased. CONCLUSIONS: The number of teeth self-reported by the subjects in this study correlated with the number of teeth recorded in the clinical examination. Self-report is a valid method to determine the number of teeth in national health surveys.

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