RESUMO

An aesthetic smile is usually associated with healthy appearance and success in many areas of life. Currently, individuals access the internet and social media in search of health information. The aim of this study was to analyse the quality and reliability of information in videos available on the YouTubeTM platform about ultra-thin ceramic laminates. Methods: YouTubeTM was searched using the therms "dental ceramic laminates" and "dental contact lens" for videos uploaded on ultra-thin ceramic laminates. The first 100 videos in Portuguese were selected and rated for quality and reliability. The content and source of videos were also noted. The quality of the videos was determined by evaluating the presence or absence of reliable information and distributed into seven domains. To compare the distributions of quantitative variables between the classifications of source, content, and quality, the Kruskal-Wallis and Dunn's post-hoc tests were performed. Results: Seventy-two videos were included for qualitative analysis. Regarding quality rating, most videos were rated with poor quality. The reliability of the evaluated videos was low. Conclusion: YouTubeTM showed a large number of videos with many views on the topic, but it does not contribute with good quality and reliable information to the population

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RESUMO

Este trabalho avalia o efeito dos métodos de ensino tradicional e ativo aplicados ao conteúdo "montagem de modelos em articulador semiajustável (ASA)". Trata-se de um estudo transversal em relatórios de 49 alunos da disciplina de Oclusão, divididos aleatoriamente em dois grupos de atendimento mútuo em duplas. O grupo 1 (n=26) recebeu um artigo sobre o tema e as dúvidas foram resolvidas em debate, o grupo 2 (n=23) participou de aula expositiva seguida das práticas. Os dados foram compilados quanto às taxas de acertos nas etapas arco facial, montagem do modelo superior, registro intermaxilar, compensação da cera e montagem do modelo inferior. Foi realizada uma demonstração prévia de cada etapa e permitidos 20 minutos para realizar a atividade. Posteriormente, o grau de dificuldade foi quantificado. Foram considerados corretos os casos que reproduziram os contatos do paciente nos modelos. No Grupo 1 26,1% dos alunos apresentaram correta montagem e no Grupo 2 nenhum aluno apresentou correta montagem, 24,5% dos erros ocorreram na fase compensação de cera, 36,7% no registro intermaxilar, 2% na montagem do modelo inferior e nenhum na fase do arco facial. Os resultados sugerem que as técnicas ativas de aprendizado influenciaram positivamente e confirmam a necessidade de material didático específico para o entendimento e reprodução das relações intermaxilares, dirigido aos alunos em transição do ciclo teórico para o ciclo prático (AU).

This study evaluates the effects of traditional and active teaching methods applied in the assembly of models in Semi-adjustable articulator (ASA). It is a cross-sectional study of 49 students reports Occlusion discipline, randomly divided into two groups of mutual care in pairs. Group 1 (n = 26) received an article on the subject and doubts resolved in debate, group 2 (n = 23) participated in lecture followed by practice. The data were compiled as the hit rates in steps: facial arc, mounting the upper model, intermaxillary record, compensation wax, mounting the lower model. At each stage a demonstration was held 20 minutes to perform the activity and quantified the degree of difficulty. The cases were considered correct analyzing the touches in the models and in the patient. The morning shift, 23% of students present correct assembly and in the afternoon no students presented correct assembly, 42.9% of the errors occurred in the compensation phase of wax, 24.5% in intermaxillary record, 14.3% in the assembly the lower model and 6% at the stage of facial arc. The results suggest that active learning techniques positively influenced and confirm the need for specific educational material for understanding and reproduction of intermaxillary relations, aimed at students in transition from theoretical to practical cycle (AU).

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