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No presente estudo, os autores se propõem a avaliar o conhecimento e a postura dos docentes de uma universidade pública do Nordeste do Brasil frente aos artigos 34 e 35 do Código de Ética Odontológica, relativos ao magistério. Por meio de um questionário com quesitos discursivos, os docentes efetivos que se dispuseram a participar (61%) demonstraram em grande parte conhecer a legislação ética e adotar uma postura adequada, havendo, todavia, divergência quanto à possibilidade de flexibilização para a participação de graduandos em cursos de pós-graduação, o que contraria a legislação do ensino e pode demonstrar interesse na prática como forma de incentivar o mercado do ensino odontológico... (AU)

In the present study, the authors propose to evaluate the knowledge and posture of professors at a public university in the Northeast of Brazil in relation to articles 34 and 35 of the Dental Code of Ethics, related to teaching. The research was made by means of a questionnaire with discursive questions and the effective professors who were willing to participate (61%) demonstrated to have a large knowledge of the ethical legislation and to adopt an adequate posture, however, there was disagreement as to the possibility of flexibility for the participation of undergraduates in post-graduation courses, which goes against the teaching legislation and may show interest in practice as a way to encourage the dental education market... (AU)

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Objetivo: Determinar la presencia de acercamientos a la mínima intervención en cariología en los temas sobre el proceso caries dental de los programas de asignaturas del plan de estudios D de la carrera de Estomatología. Métodos: Se realizó una investigación cualitativa, documental, analítica, a través de una lectura crítica y valorativa de los 20 programas de las asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología. Se realizó un análisis del contenido de cada uno de los programas de asignatura en busca de indicios de la inclusión en los mismos de temas relacionados con la caries dental y si estos se correspondían con los principios de la mínima intervención en cariología. Los datos extraídos fueron el nombre de la asignatura, año académico, total de horas del programa, inclusión de la temática del proceso caries dental, inclusión de temas relacionados con el proceso caries dental según la mínima intervención en cariología, literatura básica recomendada, especificidad de los temas tratados referentes al proceso caries dental. Resultados: De las 13 referencias básicas de los programas de estudio el 54 % se remontan a publicaciones del pasado siglo y el resto a inicios del presente. Los programas incluyen temas relacionados con la prevención y curación del proceso caries dental, factores de riesgo, etiología, conceptos, clasificaciones y características clínicas y en 3.er año la asignatura Epidemiología. Ese mismo año, y posteriores, los temas referentes se hacen redundantes y se repiten en asignaturas consiguientes. Conclusiones: Los programas de asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología carecen de la presencia de preceptos sobre la mínima intervención para el tratamiento de la caries dental excepto la de Odontopediatría(AU)

Objective: To determine the presence of the minimum intervention in cariology in the topics on the dental caries process of the subject programs of the Study Plan of the Stomatology career. Methods: A qualitative analytical documentary research was carried out through a critical and evaluative reading of the 20 programs of the subjects of the integrating discipline of the Study Plan D of the Stomatology career. An analysis of the content of each of the subject programs was carried out in search of indications of the inclusion in them of topics related to dental caries and if these were related to the principles of Minimum Intervention in Cariology. The data extracted were the name of the subject, academic year, total hours of the program, inclusion of the topic of dental caries process, inclusion of topics related to the dental caries process according to the minimal intervention in cariology, recommended basic literature, specificity of the topics covered referring to the dental caries process. Results: Of the 13 basic references of the study programs, 54% go back to publications of the last century and the rest to the beginning of the present. The programs include topics related to the prevention and cure of the dental caries process, risk factors, etiology, concepts, classifications and clinical characteristics and in the 3rd year the subject Epidemiology. That same year and later, the reference topics become redundant and are repeated in subsequent subjects. Conclusions: The subject programs of the integrating discipline of the Stomatology Career Curriculum lack the presence of precepts on the minimum intervention for the treatment of dental caries except that of Pediatric Dentistry(AU)

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Las personas con discapacidad son una población vulnerable y excluida de sus derechos como el ingreso, la permanencia y el egreso de la educación superior, especialmente de las facultades de Odontología en Latinoamérica. El objetivo de esta revisión es hacer una revisión de la literatura acerca de la inclusión educativa en las facultades de Odontología en América Latina. Se realizó unarevisión de la literatura nacional y latinoamericana al-rededor de los conceptos discapacidad, educación inclusiva y pregrados de Odontología, con fuentes primarias, secundarias y obras de referencia; entre las cuales se consultaron, libros, tesis y base de datos Medline, SciELO, Pubmed, Lilacs, Dialnet y Redalyc. Se concluyó que las facultades de Odontología están en mora y en deuda con las personas con (dis)capacidad en Latinoamérica por las dinámicas de la educación superior que siguen perpetuando la exclusión o la discriminación de personas con discapacidad en los pregrados de Odontología.

People with disabilities are a vulnerable and excluded population from their rights such as admission, permanence and graduation from higher education, especially from in Latin American dental schools. The objective of this review is to review the literature on educational inclusion in Latin American dental schools. A review of the national and Latin American literature was carried out on the concepts of disability, inclusive educa-tion and undergraduate dentistry using primary and secondary sources; among which, books, thesis and Medline, SciELO, Pubmed, Lilacs, Dialnet and Redalyc databases were consulted. It was concluded that dental schools are in default and in debt to people with (dis) ability in Latin America due to the dynamics of higher education that continue to perpetuate the exclusion or discrimination of people with disabilities in undergraduate dentistry.

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A successful health care provider may be described as a clinician capable of establishing a comprehensive diagnosis including identifying related risk factors. However, an equally important quality a clinician should possess is the ability to understand the experiences and feelings of others to allow better communication for better outcomes. It is likely that faculty empathy levels influence students' ability to demonstrate this attribute. The aim of this study was to assess the levels of empathy of dental faculty members relative to dental students at the Universidad San Sebastian in Chile. Using a cross-sectional design of survey-collected data collected with the Jefferson Scale of Empathy, the authors compared the perceptions of the dental faculty involved in teaching fourth- and fifth-year dental students (n=116) to the perceptions of basic and preclinical students (n=346) and clinical students (n=189). The data were collected in 2016-17. The results showed that the mean faculty scores were higher than that of the students in compassionate care (90.1%) and perspective adoption (89.7%); however, for putting oneself in the other's shoes, the faculty had a lower score (57.8%) than the clinical students (58.2%). Future investigations are needed to understand the impact of faculty empathy scores on students and whether pedagogical interventions can increase empathy scores.

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Building the rationale to critically appraise scientific evidence on the best approach for each patient requires incorporating the Evidence-Based Dentistry (EBD) model, preferably into undergraduate dental courses. This approach would favor the diffusion of EBD culture amongst dental professionals. Therefore, this study aimed to characterize the relationship of dental faculty members with the EBD model. The study was conducted in 2018 with all 23 dental faculty members (100% response rate) of a community university. They responded the Evidence-Based Practice Questionnaire (EBPQ) and a set of supporting questions involving sociodemographics, search for information, proficiency of foreign languages, and perceived need for knowledge on issues related to EBD. The data were analyzed by descriptive statistics. A total of 73.9% of faculty members claimed having been prepared to search for scientific evidence and 69.5% are aware of connected computer systems for research. Scientific journals, the internet, courses, and colleague opinions were the main sources of information. Reading and comprehension of foreign languages was limited to 30%. The practice and attitudes towards EBD by dental faculty members were positive, with the lowest mean value of 4.85. Knowledge and skills related to EBD had lower mean values, which coincided with a relatively high perceived need for knowledge on EBD. Dental faculty members present a positive attitude towards the EBD model, have been trained to search for scientific information and acknowledge the existence of institutional structure for applying and teaching EBD. On the other hand, knowledge and skills associated with EBD may require improvement (AU).

A construção do raciocínio para avaliar criticamente a evidência científica sobre a melhor abordagem para cada paciente requer a incorporação do modelo de Odontologia Baseada em Evidências (OBE), preferencialmente ainda no ensino de graduação. Essa abordagem favorece a difusão da cultura da OBE entre os profissionais de Odontologia. Assim, este estudo teve como objetivo caracterizar a relação de docentes de um curso de Odontologia com o modelo OBE. O estudo foi conduzido em 2018 com todos os 23 professores de uma universidade comunitária. Eles responderam o EvidenceBased Practice Questionnaire (EBPQ) e algumas perguntas complementares envolvendo fatores sociodemográficos, busca por informação, proficiência em idioma estrangeiro e necessidade percebida de conhecimento sobre aspectos relacionados à OBE. Os dados foram analisados descritivamente. Aproximadamente 74% dos professores afirmaram ter sido preparados para pesquisar por evidência científica e 69,5% reconheceram a existência de computador conectado para essa finalidade. Periódicos, internet, cursos e opinião de colegas foram as principais fontes de informação. Leitura e compreensão de idiomas estrangeiros foram limitadas a 30%. A prática e as atitudes voltadas à OBE pelos professores foram positivas, com um valor mínimo de 4,85. O conhecimento e as habilidades relacionadas à OBE tiveram valores mais baixos, que coincidiram com alta necessidade percebida de informação sobre OBE. Os professores apresentaram uma atitude positiva com relação ao modelo da OBE, foram treinados para buscar informação científica e reconhecem a estrutura institucional para fazê-lo e ensiná-lo. Por outro lado, o conhecimento e as habilidades relacionadas à OBE requerem melhorias (AU).

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A Síndrome de Burnout (SB) é caracterizada por estresse e exaustão relacionados ao trabalho, e afeta profissionais de diferentes áreas. O objetivo nesse estudo foi avaliar a prevalência da SB em professores de uma faculdade de Odontologia brasileira, e investigar se existem fatores sociodemográficos associados a essa condição. Quarenta e oito de um total de 72 professores de Odontologia (66,7%) participaram do estudo. Os dados foram coletados por meio de um questionário sociodemográfico adaptado a partir do Inventário Burnout de Copenhagen (CBI), que analisa essa condição em quatro dimensões: burnout pessoal (PB), burnout relacionado ao trabalho (WRB), burnout relacionado aos colegas de trabalho (CWPRB) e burnout relacionado aos pacientes (PRB). Análises descritivas, testes t-student e ANOVA foram realizados. Entre os participantes, 60,4% eram graduados em Odontologia há mais de 15 anos, e 64,6% trabalhavam como professores na clínica. As maiores pontuações médias corresponderam às dimensões WRB (2,51) e PB (2,43), enquanto as menores foram relacionadas ao CWPRB (1,96) e ao PRB (1,81). Os escores não foram relacionados ao gênero, tempo de graduação ou anos de experiência no ensino. A maioria dos entrevistados classificou as condições de trabalho como "regular" (43,7%) e "ruim" (29,2%), com diferenças significantes em relação à variável materiais e equipamentos. Em conclusão, alguns professores mostraram sinais da SB, principalmente nas dimensões PB e WRB. Estudos similares devem ser realizados em diferentes cursos de Odontologia para investigar a presença da síndrome e prevenir seu desenvolvimento ou progressão. Descritores: Docentes de Odontologia. Educação Superior. Esgotamento Profissional. Estresse Psicológico. Odontologia (AU).

Burnout Syndrome (BS) is characterized by stress and exhaustion related to work and affects professionals from different fields. The purpose of this study was to evaluate the prevalence of BS among professors of a Brazilian Dental School and to investigate whether there are sociodemographic factors associated with this condition. Forty-eight out of 72 dental professors (66.7%) participated in the survey. Data were collected through a sociodemographic questionnaire adapted from the Copenhagen Burnout Inventory (CBI), which analyzes this condition in four dimensions: personal burnout (PB), work-related burnout (WRB), coworker-professor-related burnout (CWPRB) and patient-related burnout (PRB). Descriptive analysis, Student's t-test and ANOVA test were performed. Among the responders, 60.4% had graduated from a Dental School more than 15 years, and 64.6% worked as clinical professors. The highest average scores corresponded to dimensions WRB (2.51) and PB (2.43), while the lowest was related to CWPRB (1.96) and PRB (1.81). Scores were not related to gender, time since graduation or years of teaching experience. Most subjects rated working conditions as "regular" (43.7%) and "poor" (29.2%), with significant differences concerning the variable materials and equipment. In conclusion, some respondents have shown a trend to present BS, above all in the PB and WRB dimensions. Similar studies should be performed in different Dental Schools to know the syndrome presence and prevent its development or progression (AU).

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With the aim of contributing to the current curricular transformation of Brazilian Dentistry courses, this study describes the training of dental surgeons considering the needs of the public Unified Health System (SUS - Sistema Único de Saúde). We focus on the health care model currently in force and emphasize the idea that so as to attain the principles of this model, a shift in the training of instructors who lecture in Dentistry should occur. Some aspects of the training of such instructors, together with the implementation of the National Curricular Guidelines in Dentistry courses, are discussed, and the professional profiles of graduates from Brazilian dental schools are analyzed. We conclude our work by considering some elements that should be observed in order to improve the training process so that it will lead to the training of dental surgeons able to act within a new perspective, that of health promotion.

O presente artigo apresenta um retrato da formação dos cirurgiões-dentistas, objetivando contribuir com a atual transformação curricular dos cursos de Odontologia brasileiros, considerando as necessidades do Sistema Único de Saúde. Para tanto, resgata o modelo de atenção vigente na saúde e enfatiza que para o cumprimento de seus princípios é necessário mudar primeiramente a formação dos formadores, isto é, dos professores que atuam na educação superior na área odontológica. Nesse sentido, discute alguns aspectos da formação desses docentes, assim como a instituição das Diretrizes Curriculares Nacionais nos Cursos de Odontologia. Analisa, ainda, o perfil profissional do egresso das Faculdades de Odontologia brasileiras e conclui considerando alguns pontos que devem ser respeitados para que se agregue valor ao processo de formação, de modo que este possa dar conta de formar cirurgiões-dentistas capazes de atuar dentro de uma nova perspectiva, a promoção da saúde.

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O propósito deste artigo é apresentar resultados parciais de um estudo sobre concepções e práticas de avaliação de aprendizagem de docentes do Curso de Odontologia do Centro Universitário do Pará - CESUPA. O objetivo principal é analisar as concepções e significados atribuídos pelos docentes às atividades avaliativas discentes. O percurso metodológico compreendeu uma revisão bibliográfica sobre avaliação do processo-ensino aprendizagem, a seleção de depoimentos oriundos de questionário semi-estruturado aplicado junto a 16 docentes do Curso de Odontologia; sistematização, análise e discussão dos resultados, orientadas pela técnica de análise de conteúdo. Os resultados revelam o predomínio de uma concepção formativa de suas práticas avaliativas, além da presença de uma prática docente mais crítica e transformadora (AU).

The objective of the present study was to consider the evaluation practices of the Dentistry Course of the Pará University Center (CESUPA). The main purpose was to analyze conceptions and meanings attributed by the faculty to their evaluation practices. The methodological process involved a bibliographic review of higher education teaching, emphasizing both national and international scientific productions, particularly texts on the learning evaluation and specifically on the teaching of dentistry; a questionnaire applied to 16 professors from different years of the Dentistry Course; systematization of data; and analysis and discussion of the results through content analysis. The results revealed the predominance of a formative conception of their evaluation practices (AU).

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