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OBJECTIVE: This study assessed the radiographic technical quality of root fillings in single-canal teeth performed over a decade (June 2013 to June 2023) by undergraduate dental students of the Federal University of Campina Grande. METHODS: All teeth underwent chemomechanical preparation using Gates-Glidden drills and hand instrumentation with stainless steel files up to 1 mm short of the root apex. Apical expansion was performed with up to two or three instruments above the initial anatomical apical diameter. The canal was filled in the absence of signs and symptoms of infection using gutta-percha cones and Sealer 26 or MTA Fillapex. A post-filling radiograph was routinely taken to assess the quality of root filling and coronal restoration. An experienced researcher trained and calibrated an examiner to evaluate post-operative periapical radiographs considering root-filling length, lateral adaptation and taper using ImageJ 1.52q software. Root filling was satisfactory when reaching acceptable classifications for the three parameters. The chi-squared test compared tooth type, dental arch and pulpal diagnosis at a 5% significance level. RESULTS: The study assessed 124 canals, showing 90 (72.6%) satisfactory root fillings. The sub-analysis of individual parameters demonstrated that 105 (84.7%) root fillings had acceptable length, 113 (91.1%) adapted well to lateral canal walls, and 109 (87.9%) had proper taper. Most cases occurred in maxillary teeth (n = 99), pulp necrosis was the most frequent pulpal diagnosis (n = 89), and root-filling quality showed no association with tooth type, dental arch or pulpal diagnosis. CONCLUSION: The technical quality of root fillings in single-canal teeth treated by dental students was predominantly satisfactory.

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OBJECTIVES: This study aimed to evaluate the impact of 3D-printed mannequins on the training of predoctoral students. METHODS: Two 3D-printed training models were developed: a traditional model that simulates a sound adult patient and a customized model with pathological and physiological changes (impacted third molar and edentulous region). Students accomplished their pre-clinical training divided into a control group (CG, n = 23), which had access to the traditional model, and a test group (TG, n = 20), which had access to both models. Afterward, they performed a full mouth series on patients and filled out a perception questionnaire. Radiographs were evaluated for technical parameters. Descriptive statistics and the Mann-Whitney test were used to compare the groups. RESULTS: Students provided positive feedback regarding the use of 3D printing. The TG reported a more realistic training experience than the CG (P = .037). Both groups demonstrated good clinical performance (CG = 7.41; TG = 7.52), and no significant differences were observed between them. CONCLUSIONS: 3D printing is an option for producing simulators for pre-clinical training in Oral Radiology, reducing student stress and increasing confidence during clinical care.

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Students' new knowledge is gradually built up in the context of the task for which it is required and consolidated by applying it to clinical cases. As students see more and more clinical cases the knowledge emerges from an associative mesh of different levels of understanding. During tutorial clinical teaching, residents should be gradually exposed to an increasing range of real-world learning tasks and increasing levels of complexity. This exposure allows them to gradually develop shortcuts in the retrieval of their knowledge. This commentary provides a rationale for the construction of knowledge and the pivotal role that clinical tutorial teaching plays in this task.

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AIM: The aim of this study was to perform a comprehensive bibliometric analysis of virtual reality (VR) and augmented reality (AR) applications in dental education. MATERIALS AND METHODS: A cross-sectional research was carried out using a bibliometric methodology. This process entailed the assessment of metadata from scientific publications that are catalogued in the Scopus database, covering the period from January 2018 to August 2023. A variety of indicators were utilized to scrutinize scientific production and dissemination within the academic community. These encompassed elements such as the author, the publication itself, the number of citations, institutional and collaborative affiliations, geographical location, journal quartile ranking, h-index, Source Normalized Impact per Paper (SNIP), Field-Weighted Citation Impact (FWCI), SCImago Journal Rank (SJR), and the CiteScore. RESULTS: Several institutions from different countries and their academic output were found. Beihang University stands out with 16 scholarly articles, followed by Stanford University with 16 articles and 170 citations. The Q1 quartile has experienced a steady increase, reaching 87 scientific articles. The top 10 authors in scientific production on augmented and VR in dentistry include Joe Amal Cecil, Avinash Gupta, and Miguel A Pirela-Cruz. In terms of co-authorship by country, the United States, Germany, and China are the most predominant in the clusters represented. However, other clusters also have a significant presence. By analyzing the explored trends and themes of keyword co-occurrence, four main clusters were identified. The yellow cluster contained the largest amount of research with the keyword "virtual reality." In addition, the blue cluster was found to be best related to the green "simulation," purple "virtual reality (VR)," and light blue "human-centered computing" clusters. CONCLUSION: This study evidenced the availability and quality of the data used for the analysis. Future studies could consider the use of VR systems with integrated eye tracking and compare their effect in dentistry during dental procedures. CLINICAL SIGNIFICANCE: The clinical importance of this study lies in its potential to improve dental education. The VR and AR can provide dental students with immersive, hands-on learning experiences, which can enhance their understanding and clinical skills. Furthermore, the translational value of this study extends beyond dental education. The insights gained from this research could be applicable to other fields of medical education where hands-on training is crucial. Thus, the findings of this study have the potential to influence the broader landscape of medical education, ultimately leading to improved healthcare outcomes. How to cite this article: Alvitez-Temoche D, Silva H, Aguila ED, et al. Scientometric Analysis of the World Scientific Production on Augmented and Virtual Reality in Dental Education. J Contemp Dent Pract 2024;25(4):358-364.

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This trial-based economic evaluation aimed to estimate the incremental cost of implementing an active learning strategy (theoretical-practical workshop) to substitute the didactic lecture as the sole method for students training in caries detection. We also provided a budget impact analysis and explored the composition of costs related to the activity. Data from the coordinating centre of a multicentre randomized and controlled study (IuSTC01) was analyzed as the first part of our main economic analysis plan. The perspective of the educational provider (the institution implementing the activity) was considered, and an immediate time horizon was adopted. All used resources were valued in Brazilian Real by adopting a microcosting strategy. Costs for each strategy were estimated and converted into international dollars. The incremental Cost per student and the total cost of implementing the complete teaching strategy for 80 students were calculated. Monte Carlo simulations were used to estimate the uncertainties. The incremental Cost estimated for the workshop implementation would be $7.93 per student (interquartile range (IQR): $7.8-8.1), and the total cost of the teaching activity would be $684 (IQR:672-696). The laboratory training comprised more than 50% of the total amount spent, and a higher percentage of this value was related to human resources costs (72%). Saving 40% of the costs could be expected for the next rounds of activities in the institution, assuming no need for additional preparation of didactic materials and tutor training. A modest incremental cost per student and an acceptable organizational budget impact should be expected for the institution when including active learning training in caries detection for undergraduate students, mainly related to the human resources involved.

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PURPOSE: The current study proposes the comparison of the visualization and identification of anatomical details between natural human temporal bone, its respective copy from three-dimensional printing, and the virtual model obtained from CBCT. METHODS: The sample consisted of undergraduate students in Dentistry (Group UE, n = 22), Postgraduate students in Radiology and Imaging (Group P-RI, n = 20), and Postgraduate students in Forensic Odontology (Group P-FO, n = 24). All participants attended a theoretical class on specialized anatomy of the temporal bone and subsequently performed the markings of 10 determined structures. RESULTS: The number of correct identifications was similar in natural bone and printed three-dimensional models in all groups (p > 0.05). The virtual model showed a significantly lower number of correct structures (p < 0.05) in the 3 groups. In general, there were significantly higher percentages of accurate answers among postgraduate students compared to undergraduate students. Most graduate students believed that the printed three-dimensional model could be used to teach anatomy in place of natural bone, while undergraduate students disagreed or were unsure (p < 0.05). Regarding the virtual tomographic image, in all groups, students disagreed or were not sure that its use would be beneficial in replacing natural bone. CONCLUSION: Three-dimensional and virtual models can be used as auxiliary tools in teaching anatomy, complementing practical learning with natural bones.

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INTRODUCTION: Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical-practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method. MATERIALS AND METHODS: This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical-practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching-learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann-Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p < .05). RESULTS: There was no significant difference between groups in the theoretical evaluation (p = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p = .570). CONCLUSION: The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.

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OBJECTIVE: To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence. METHODS: Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics. RESULTS: The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self-awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in-depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence. CONCLUSIONS: This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare.

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OBJECTIVE: To compare the effectiveness of administering inferior alveolar nerve blocks (IANB) for the first time with or without a previous practical lesson using a simple manufactured simulator. METHODS: This was a study designed to compare students' first administration of IANB anesthesia during 2022, with or without a previous practical lesson. Students were randomized into two groups. The experimental group attended both theoretical lessons and a practical lesson with a simulator device, while the control group attended only theoretical lessons. The theoretical lesson included usual contents such as anatomy, physiology, technical maneuvers for administering anesthesia, tips, and complications, and the practical lesson consisted of the administration of anesthesia using a simple manufactured simulator. After students applied their first IANB, its efficacy, and their answers to a questionnaire on a 5-point Likert scale were recorded. Statistical analysis consisted of the Chi-square test (p < 0.05). RESULTS: The study recorded 60 anonymous surveys. The main difference observed was in instrument handing (p < 0.05), and there was a tendency in the ease of recognition of the anatomical marks used for the technique-pterygomandibular raphe and coronoid notch of the mandible (p = 0.08 and 0.11, respectively). No difference in success was observed (p > 0.05). Self-confidence and personal feelings did not differ statistically. All students agreed strongly or partially that training with the simulator model was helpful. CONCLUSION: Students who used simple manufactured simulators achieved better outcomes for instrument handling, and possibly for identification of anatomical landmarks, than those who received only theoretical lessons.

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As a strategy to carry out a better achievement in the Biochemistry course, undergraduate dentistry education manage a traditional course on the basic concepts of general chemistry necessary in the understanding of Biochemistry. In order to evaluate the effectiveness of learning outcome, we aimed to develop an evaluation tool that was applied to first-year dental students before and after receiving the general chemistry classes. Randomized trial consisted of 50 items distributed in 10 categories. The evaluation was applied to the students who took the Oral Biology course in the periods comprising 2020, 2021, and 2022 to a population of 109 students. Our results showed that after receiving the course the improvement rate was 20.71% with significant differences in each category. In conclusion, the introductory course allows students coming from different school systems to attend Biochemistry with similar knowledge of general chemistry.

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INTRODUCTION: Health professionals who effectively communicate and coordinate their work increase patient safety and quality of care. Therefore, an interprofessional education (IPE) program may be a valuable addition to the curriculum of health science courses. This study aims to verify how IPE has been implemented in undergraduate dental program curricula. METHODS: This is a qualitative systematic review performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with qualitative and qualitative-quantitative studies selected in the period between 2011 and 2021. The guiding question was as follows: how has IPE been implemented in undergraduate dentistry curricula around the world? The quality of the included articles was assessed using the CASP Qualitative Checklist (2018). RESULTS: After the review, 22 studies were selected and data were extracted following the acronym PICo (Population, phenomenon of Interest, and COntext). The majority of studies in which IPE is included in Dentistry come from North American universities. Regarding the IPE teaching methodology, the use of active methodologies was observed and the interprofessional skills most common were role clarity, teamwork, and communication. CONCLUSION: This systematic review indicated that Dentistry is included in interprofessional activities in many studies around the world, and primarily with colleagues in medicine, nursing, and pharmacy programs. IPE teaching takes place through the use of active methodologies and develops important skills for interprofessional work.

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PURPOSE: To evaluate the influence of ChatGPT on academic tasks performed by undergraduate dental students. METHOD: Fifty-five participants completed scientific writing assignments. First, ChatGPT was utilized; subsequently, a conventional method involving the search of scientific articles was employed. Each task was preceded by a 30-min training session. The assignments were reviewed by professors, and an anonymous questionnaire was administered to the students regarding the usefulness of ChatGPT. Data were analyzed by Mann-Whitney U-test. RESULTS: Final scores and scores for the criteria of utilization of evidence, evaluation of arguments, and generation of alternatives achieved higher values through the traditional method than with ChatGPT (p = 0.019, 0.042, 0.017, and <0.001, respectively). No differences were found between the two methods for the remaining criteria (p > 0.05). A total of 64.29% of the students found ChatGPT useful, 33.33% found it very useful, and 3.38% not very useful. Regarding its application in further academic activities, 54.76% considered it useful, 40.48% found it very useful, and 4.76% not very useful. A total of 61.90% of the participants indicated that ChatGPT contributed to over 25% of their productivity, while 11.9% perceived it contributed to less than 15%. Concerning the relevance of having known ChatGPT for academic tasks, 50% found it opportune, 45.24% found it very opportune, 2.38% were unsure, and the same percentage thought it is inopportune. All students provided positive feedback. CONCLUSION: Dental students highly valued the experience of using ChatGPT for academic tasks. Nonetheless, the traditional method of searching for scientific articles yield higher scores.

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The aim of this study was to develop a virtual learning object (VLO) to teach undergraduate dental students about the diagnostic and therapeutic approaches to oral ulcerative lesions. The VLO was developed with information on the diagnostic process, lesion classification, and clinical-surgical management of oral ulcerative lesions. The VLO content was initially validated by a group of specialists. Learning was evaluated in a sample of 58 undergraduate dental students, divided into control group (conventional theoretical class, n = 29) and intervention group (interaction with VLO, n = 29). All students answered a pre-test and post-test questionnaire. The VLO group also answered a specific questionnaire on the evaluation of the VLO. Both quantitative and qualitative descriptive analyses were performed. The validation showed that professors and students considered the VLO adequate. The use of the VLO was recommended by 100% of professors and 86.6% of students. In the intervention group, the results showed a significantly higher number of correct answers in the post-test (p < 0.01). In conclusion, the VLO proved to be a useful tool for teaching oral medicine, contributing significantly to the knowledge of ulcerated lesions in the mouth.

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Fundamento:La implementación de la educación a distancia en el posgrado durante la COVID-19 constituye una alternativa del sistema de educación superior cubana.Objetivo:Describir los resultados de la evaluación en el posgrado, mediante la modalidad de educación a distancia durante el tercer rebrote de la pandemia de COVID-19.Metodología:Se realizó un estudio observacional descriptivo transversal entre junio y julio de 2021, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Se consideraron como unidades de análisis: unidades didácticas, estudiantes (residentes), la población estuvo constituida por los 146 residentes que cursaban el 1.er año de la especialidad, se seleccionó una muestra aleatoria (n= 96). Se estudiaron las variables resultados de las evaluaciones de cada unidad didáctica y general del módulo (excelente, bien, regular y mal), grado de dificultad (muy difícil, difícil y sin dificultad) y nivel de satisfacción (satisfecho, medianamente satisfecho e insatisfecho). Como instrumento de medición se empleó el registro de evaluación y de entrevista, respectivamente. Se empleó el porcentaje como medida de resumen.Resultados:Más del 70 porciento de los residentes evaluados se encontró en la categoría de bien sin dificultad, estando satisfechos con la modalidad de educación a distancia.Conclusiones:Predominaron los resultados de “excelente” solo en la unidad didáctica 1 y de “bien” en la evaluación final del módulo. La unidad didáctica de “mayor dificultad” resultó ser la 2. La mayor cantidad de residentes refirió estar satisfecho con la modalidad de educación a distancia en el posgrado. [AU]

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Fundamentación:En el período de gestación el organismo de la mujer sufre modificaciones, transformaciones fisiológicas y psicológicas, además de cambios en los tejidos bucales y cambios de conducta que pueden iniciar enfermedades bucodentales o agravar las ya establecidas.Objetivo:Evaluar la efectividad del programa educativo “Sonrisas desde el vientre” en embarazadas del Hogar Materno Isabel María de Valdivia en Sancti Spíritus.Metodología:Se realizó un estudio preexperimental, con diseño antes y después en el período de enero a junio del 2022, la población estuvo constituida por 20 embarazadas ingresadas en el Hogar Materno Isabel María de Valdivia en Sancti Spíritus. Se utilizaron métodos del nivel teórico, empírico (encuesta) y estadísticos. Se midió la variable conocimiento sobre salud bucodental.Resultados:Los conocimientos antes de la aplicación de programa educativo eran insuficientes (65 porciento), después de aplicado el programa educativo el 75 porciento de las embarazadas presentó conocimientos suficientes.Conclusiones:Al culminar la implementación del programa educativo “Sonrisas desde el vientre”, se logró un nivel de conocimiento suficiente sobre salud bucodental en la tercera parte de las embarazadas de este hogar materno.[AU]

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Este estudo analisou as condições de permanência e o perfil sociodemográfico-familiar de estudantes do curso noturno de Odontologia, em Universidade Pública do sul do Brasil. Utilizou dados de pesquisa observacional transversal, realizada pelo autopreenchimento de instrumento online. Todos os 175 estudantes matriculados no curso noturno, primeiro semestre de 2019, foram convidados a participar do estudo. As questões fechadas foram analisadas pela estatística descritiva e as abertas pela análise temática de conteúdo. Participaram da pesquisa 55 estudantes. Em sua maioria, eram mulheres, de 25 a 35 anos, brancas, solteiras, sem filhos, residentes na cidadeem que se localiza a Instituição e cursaram ensino fundamental e médio em escola pública; 50,9% trabalham, mas dependem de apoio familiar para seu sustento e 63,6% possuem renda individual mensal de até 2 salários mínimos. As barreiras associadas à permanência do estudante no curso foram questões financeiras, aspectos organizacionais da Universidade/curso,a condição de ser estudante-trabalhador, conhecimento do corpo docente sobre o perfil dos estudantes do noturno, segurança em torno do campus e tempo de duração do curso. O auxílio financeiro para compra de materiais odontológicos foi reconhecido como estratégia facilitadora da permanência no curso. Estudantes recomendam como estratégias para fortalecer a permanência, a flexibilização de pré-requisitos e horários de chegada nas aulas, acompanhamento de disciplinas no turno diurno, disciplinas/atividades deeducação a distância, maior oferta de atividades extracurriculares em dias/horários considerando o estudante-trabalhador e acompanhamento psicológico. O curso noturno tem possibilitado o acesso do estudante trabalhador na educação superior em Odontologia.Barreiras e facilitadores da permanência foram identificados e devem ser permanentemente analisados (AU).

Este estudio analizó las condiciones de permanencia y el perfil sociodemográfico-familiar de estudiantes del curso nocturno de Odontología, en una Universidad Pública del sur de Brasil. Utilizó datos de una encuesta observacional transversal, realizada porautocompletado de un instrumento en línea. Todos los 175 estudiantes matriculados en el curso vespertino, primer semestre de 2019, fueron invitados a participar en el estudio. Las preguntas cerradas se analizaron mediante estadística descriptiva y las preguntas abiertas mediante análisis de contenido temático. Participaron en la investigación 55 estudiantes. En su mayoría eran mujeres, entre 25 y 35 años, blancas, solteras, sin hijos, residentes en la ciudad donde se encuentra la Institución y que habían cursado estudios primarios y secundarios en una escuela pública; 50,9% trabaja, pero depende del apoyo familiar para su sustento y el 63,6% tiene un ingreso mensual individual de hasta 2 salarios mínimos. Las barreras asociadas a la permanencia del estudiante en el curso fueron aspectos económicos, aspectos organizativos de la Universidad/curso, la condición de estudiante-trabajador, conocimiento de la facultad sobre el perfil de los estudiantes nocturnos, seguridad en los alrededores del campus y duración de la carrera. La ayuda financiera para la compra de materiales dentales fue reconocida como una estrategia facilitadora para la permanencia en el curso. Los estudiantes recomiendan, como estrategias para fortalecer la permanencia, la flexibilización de requisitos y horarios de llegada a clases, seguimiento de asignaturas en turno diurno, asignaturas/actividades de educación a distancia, mayor oferta de actividades extracurriculares en días/horarios considerando al estudiante-trabajador y seguimiento psicológico. El curso nocturno ha permitido a los estudiantes trabajadores acceder a la educación superior en Odontología. Se identificaron barreras y facilitadores de la permanencia y deben ser permanentemente analizados (AU).

This study analyzed the permanence conditions and the sociodemographic-family profile of students of the evening Dentistry course offered by a Public University in southern Brazil. It used data from a cross-sectional observational survey carried out through self-completion of an online instrument. All 175 students enrolled in the evening course in the first semester of 2019 were invited to participate in the study. Closed questions were analyzed using descriptive statistics and open questions were interpreted using thematic content analysis. A total of 55 students participated in the research. Most of them were women, aged between 25 and 35 years, white, single, without children, resident in the city where the Institution is located, and who attended primary and secondary education in public schools. In addition, 50.9% work but depend on family support for their livelihood, and 63.6% have an individual monthly income of up to 2 minimum salaries. The barriers associated with student's permanence in the course were financial issues, organizational aspects of the University/course, the condition of being a working student, teachers' familiarization with the profile of evening students, security around the campus, and course duration. Financial aid for the purchase of dental materials was recognized as a facilitating strategy for permanence in the course. Students recommend, as strategies to strengthen permanence, the flexibility of curriculum prerequisites and arrival times in classes, attending disciplines in the day period, distance education disciplines/activities, a greater offer of extracurricular activities on days/times that take into account the working student, and psychological follow-up. The evening course has enabled working students to access higher education in Dentistry. Barriers to and facilitators of permanence were identified and mustbe permanently analyzed (AU).

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A Odontologia tem vivenciado, nos últimos tempos, um declínio acentuado do uso do amálgama, em consequência da evolução dos materiais e técnicas adesivas e das discussões acerca dos riscos de contaminação pelo mercúrio. Assim, buscou-se identificar a percepção dos cirurgiões-dentistas sobre a necessidade da continuidade do ensino do amálgama nos cursos de Odontologia. Trata-se de um estudo transversal, usando um questionário semiestruturado com aspectos relativos às condições sociodemográficas, capacitação para executar os procedimentos, conhecimento acerca do manejo do material e gerenciamento dos resíduos. As respostas objetivas foram analisadas pela estatística descritiva e as subjetivas processadas no software IRaMuTeQ. Dos 257 respondentes, 60,7%afirmam utilizar esse material, 91,8% usam amálgama encapsulado e 95,7% descartam os resíduos em lixo hospitalar. Sobre a permanência do material, 63,4% acreditam ser necessária e 88% concordam que o ensino deva continuar sobretudo considerando o perfil do egresso sugerido pelas Diretrizes Curriculares Nacionais. Dos dados subjetivos emergiram cinco classes/categorias que retratam a percepção dos profissionais sobre relação custo-benefício, acesso ao serviço, condições de trabalho e longevidade das restaurações. Conclui-se que, mesmo com a evolução dos materiais adesivos, o amálgama ainda é necessário, principalmente no serviço público, onde a demanda por restaurações de baixo custo e grande longevidade é alta. Assim, para essa amostra, enquanto não houver um material restaurador livre de mercúrio, barato, de fácil manuseio e durável, o ensino desse conteúdo deve permanecer nos cursos de graduação em Odontologia (AU).

La odontología ha experimentado recientemente una fuerte disminución en el uso de amalgamas como resultado de las discusiones sobre los riesgos de contaminación por mercurio, así como la evolución de los materiales y las técnicas adhesivas. Así, buscamos identificar la percepción de los odontólogos sobre la necesidad de continuar enseñando amalgama en los cursos de odontología. Se trata de un estudio transversal utilizando un cuestionario semiestructurado con aspectos relacionados con las condiciones sociodemográficas, capacitación para realizar los procedimientos, conocimientos sobre manejo de materiales y gestión de residuos. Las respuestas objetivas se analizaron mediante estadística descriptiva y las respuestas subjetivas se procesaron mediante el software IRaMuTeQ. De los 257 encuestados, el 60,7% afirma utilizar este material, el 91,8% utiliza amalgama encapsulada y el 95,7% desecha los residuos en la basura de hospital. En cuanto a la permanencia del material, el 63,4% cree que es necesario y el 88% está de acuerdo en que la enseñanza debe continuar, sobre todo para la graduación de profesionales que van al servicio público. A partir de los datos subjetivos, surgieron cinco clases/categorías que retratan la percepción de los profesionales sobre la rentabilidad, el acceso al servicio, las condiciones de trabajo y la longevidad de las restauraciones. Se concluye que, aún con la evolución de los materiales adhesivos, la amalgama sigue siendo necesaria, especialmente en el servicio público, donde la demanda de restauraciones de bajo costo y gran longevidad es alta. Así, mientras no exista un material restaurador libre de mercurio, económico, fácil de manejar y duradero, la enseñanza de este contenido O ensino do amálgama na formação odontológica ainda é necessário? Percepção de cirurgiões-dentistas debe permanecer en los cursos de graduación en odontología (AU).

Dentistry has recently experienced a sharp decline in the use of amalgam, as a result of the evolution of adhesive materials and techniques and discussions about the risks of mercury contamination. Thus, we sought to identify the perception of dentists about the need to continue teaching amalgam in dentistry courses. This is a cross-sectional study, using a semi-structured questionnaire with aspects related to sociodemographic conditions, training to perform the procedures, knowledge about material management and waste management. The objective responses were analyzed by descriptive statistics and the subjective ones processed in the IRaMuTeQ software. Of the 257 respondents, 60.7% claim to use this material, 91.8% use encapsulated amalgam and 95.7% dispose of waste in hospital waste. Regarding the permanence of the material, 63.4% believe it is necessary and 88% agree that teaching should continue, especially considering the profile of the graduate suggested by the National Curriculum Guidelines. From the subjective data emerged five classes/categories that portray the perception of professionals about cost-benefit ratio, access to service, working conditions and longevity of restorations. It is concluded that, even with the evolution of adhesive materials, amalgam is still necessary, especially in the public service, where the demand for low cost and high longevity restorations is high. Thus, for this sample, as long as there is no mercury-free, inexpensive, easy to handle and durable restorative material, the teaching of this content should remain in undergraduate courses in Dentistry (AU).

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INTRODUCTION: A simulation model improves the learning of dental anaesthesia in dental students. This study explored first, the making at home of a dental anaesthesia simulation model by dental students, and second, the impact of that simulation model on the learning of dental students following an online course. We compared the level of knowledge, the level of perception of confidence to perform the basic injection technique (BIT) of dental anaesthesia, and the level of attitude towards e-learning of the BIT between a group of dental students who had an online course with a home-made dental anaesthesia simulation model (HMDASM) and a group of dental students who did not use that model. MATERIALS AND METHODS: A group of participants (n = 28) used the HMDASM to learn the BIT with an e-learning course. Another group of participants (n = 28) followed the same e-learning course, but that group used a lemon to practise the BIT. The two groups answered questionnaires that explored the level of theoretical knowledge on the BIT, the level of perception of confidence to perform the BIT, and the level of attitude towards e-learning of the BIT. Questionnaire scores from each group were compared by a Student's t-test (p ≤ .05). RESULTS: The group that used the HMDASM had a level of knowledge similar to that of the other group (p > .05). The group that used the HMDASM had a level of perception of confidence to perform the BIT and a level of attitude towards online learning of the BIT higher than those of the group that did not use the simulation model (p < .05). CONCLUSION: The use of a HMDASM had a positive effect on dental students following an online course to learn the BIT.

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OBJECTIVE: The aim of this study was to evaluate the dental students' fine motor skills and their compliance with ergonomic posture techniques over the course of a preclinical training year. The correlation between fine motor skills and compliance was also assessed. METHODS: The ergonomic posture of students enrolled in the second year of a five-year undergraduate dental degree programme (n = 62) was assessed using the Compliance Assessment of Dental Ergonomic Posture Requirements (CADEP). This assessment relied on photographs of the students performing preclinical laboratory procedures during the school year. The photographs of each procedure received a score, and the final score obtained (0 to 10) corresponded to the extent of the student's compliance with ergonomic posture techniques. Initial compliance was calculated during the first two months of the training programme, whilst final compliance was calculated during the last two months. Fine motor skills were evaluated using the modified Dental Manual Dexterity Assessment (DMDA), which was also applied at the beginning and the end of the school year. Data were assessed statistically by Student's paired t test, and the correlation between fine motor skills and compliance with ergonomic posture techniques was estimated by Pearson's correlation coefficient (r) and Student's t test (α = 0.05). RESULTS: The compliance scores were higher at the end of the academic year than at the beginning of year (p < 0.001; t = -5.300). Fine motor skills improved significantly with time (p < 0.001; t = -10.975). Non-significant correlations were found between students' fine motor skills and their economic posture compliance both at the beginning (r = -0.197; p = 0.126) and at the end of the training year (r = 0.226; p = 0.078). CONCLUSION: The students' manual dexterity and compliance with ergonomic posture techniques increased over the course of the preclinical training year, and the correlation between students' fine motor skills and their ergonomic posture compliance was not significant.

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INTRODUCTION: This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID-19 pandemic. MATERIALS AND METHODS: The search strategy was performed in six databases and grey literature. A total of 28 questionnaire-based studies were included, without language or time restriction, from 20 different countries. RESULTS: Six thousand five hundred sixty-five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e-learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages. CONCLUSION: This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e-learning technologies can widely contribute to dental education during the COVID-19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.

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