RESUMO
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.
Assuntos
Humanos , Currículo , Educação em Odontologia/tendências , Competência Cultural/educação , Chile , Competência Clínica/normas , Pesquisa QualitativaRESUMO
Esta reflexión plantea una auto interpelación e instala a la odontología mi odontología en el escenario global de la salud. Cada pregunta formulada reproduce una certeza con- templada o vivida; cada hipótesis representa una duda espe- ranzada. Los actores de la odontología deberemos dar res- puestas a las preguntas que nos formula el siglo XXI porque "la salud global se construye mediante un préstamo que nos está haciendo el mañana" (AU)
In this reflection, I ask myself questions and situate den- tistry my dentistry in the global health scenario. Each ques- tion replicates a certainty that has been considered or expe- rienced, and each hypothesis expresses a hopeful doubt. As actors involved in dentistry, we will have to provide answers to the questions posed by the 21st century, because "global health is constructed based on time being loaned to us by the future" (AU)
Assuntos
Humanos , Saúde Global , Odontologia/tendências , Educação em Odontologia/tendências , Cooperação Técnica , Educação Médica/tendências , Odontologia Baseada em Evidências/tendências , COVID-19RESUMO
O estágio curricular obrigatório configura-se, simultaneamente,como dispositivo pedagógico e desafio permanente para os cursos de Odontologia, tendo em vistaseu papel estratégico na articulação do processo formativo com o Sistema Único de Saúde(SUS). O presente artigo éuma revisão integrativasobre o tema,constituída a partir de 29 artigos cujo objetivo foicriar uma interpretaçãoampliada dessesestudos.Os aspectos positivos mais mencionados relacionaram-seàscaracterísticas do processo de trabalho vivenciado nas unidades de saúdeenfatizando a utilização de tecnologias leves, tradicionalmente ausentes no ambiente clínico-cirúrgico nas disciplinas tradicionais. Quantoaos pontos negativos, além das limitações institucionais, emergiram a dificuldade dos professores/preceptores noacompanhamentodos estagiáriose o distanciamento dosdentistasdas interações nas equipes multiprofissionais. Infere-se daanálise empreendida que ainda não existe um consenso acerca da função estruturante dos estágios nos ProjetosPedagógicos, sendo compreendidos, essencialmente, como atividadesdesenvolvidaspara melhorar a qualidade da formação, com foco exclusivamente nos discentes.Cursos de Odontologia que buscam serinovadores e protagonistas de mudanças devem imputar ao estágio um papel diferenciado, valorizando seu potencial agregador de elementos que, conjuntamente, significam o núcleo central da formação em Odontologia articulada ao SUS. Para essa valorização,é fundamental que haja permanente envolvimento e participação dos docentes, estudantes e, especialmente, profissionais de saúde e comunidade vinculados às Unidades de Saúde, cenário privilegiado do estágio, nas quais esse dispositivo pedagógico poderia ser desenvolvido de forma plena e compatível com a luta por saúde bucal universal, de qualidade, equânime e pública (AU).
The mandatory curricular internship is set up simultaneously as pedagogical device and permanent challenge for dental programs, considering its strategic role in the articulation of the training process with the Brazilian Unified Health System (SUS). This article is an integrative review on the subject, made from 29 articles whose objective was to create an enlarged interpretation of these studies. The most mentioned positive aspects were related to the characteristics of the work process experienced in thehealth units, emphasizing the use of soft technologies, traditionally absent in the clinical-surgical environment in the traditional disciplines. As for the negative aspects, beyond institutional limitations, there emerged the difficulty of teachers/preceptors in following the interns and the distancing of the dentists from interactions in multi-professional teams. It can be inferred from the analysis that there is not yet a consensus on the structuring role of the internships in the Pedagogical Projects. They are understood, essentially, as activities developed to enhance training quality, with focus exclusively on the students. Dental programs that seek to be innovative and protagonists of changes must give to the internship a differentiated role, valuingits potential of aggregating elements which together stand for the core of dental training articulated with SUS. It is fundamental the permanent involvement and participation of teachers, students and, especially, health care professionals and community associated to the Health Units (USF), the internship's privileged setting, in which this pedagogical device could be developed in a compatible way with the struggle for universal oral health, one of quality, equal and public (AU).
Assuntos
Humanos , Sistema Único de Saúde , Planejamento Participativo , Estágio Clínico , Relações Comunidade-Instituição , Educação em Odontologia/tendências , Equipe de Assistência ao Paciente , Saúde BucalRESUMO
RESUMEN: La búsqueda de alternativas que promuevan el mejoramiento continuo de la calidad en la formación del capital humano avanzado de Chile y Latinoamérica es a través del establecimiento de sistemas de acreditación y evaluación para cada uno de los niveles de formación. Sin embargo, falta analizar la complejidad del proceso e interiorizar el mismo como un sistema integrado que busca la calidad en la formación como también la mejora de la calidad de los procesos que conlleva el proceso formativo de los estudiantes de educación superior de América Latina y especialmente en la educación odontológica tanto del pregrado como el posgrado.
ABSTRACT: The search for alternatives that promote the continuous improvement of quality in the formation of advanced human capital in Chile and Latin America is through the establishment of accreditation and evaluation systems for each of the levels of training. However, it´s necessary to analyze the complexity of the process and to internalize it as an integrated system that seeks the quality in the formation as well as the improvement of thequality of the processes that entails the formative process of the students of higher education of Latin American and especially in dental education both undergraduate and postgraduate.
Assuntos
Humanos , Educação em Odontologia/tendências , Acreditação , Faculdades de Odontologia/tendências , Competência Clínica , Educação Baseada em CompetênciasRESUMO
Objective: Over the past decade, serious games (SGs) have played a growing role in medical education and health promotion; however, little is known about their use in the field of oral health. This study provides a comprehensive synthesis about SGs developed for training oral health professionals or for health promotion in oral health. Material and Methods: A systematic search was conducted. The following electronic databases were reviewed: MEDLINE (1966 to September 2019), Embase (1980 to September 2019), and Cochrane Central Register of Controlled Trials (CENTRAL), LILACS and Scopus from inception to September 2019. Two reviewers independently screened and assessed the study's quality and extracted data. The Sardi and collaborators' tool was used to assess the quality of the evidence presented. Results: A total of 19 studies (25 articles) were selected. Games were divided into two categories: for specific educational purposes and for oral health promotion. Most studies involved oral health professions' students (n = 9) or school/preschool children (n = 9). Two studies included preschool children and parents. Interactive SGs were as effective as traditional noninteractive methods in improving oral health outcomes. Nonetheless, participants' feedback reflected a higher level of satisfaction in learning through games. The quality of the studies was limited due to the lack of a proper technical description of the games and the absence of discussion of the limitations and challenges of the games. Conclusion: The use of SGs in oral health is limited, and little valid empirical evidence is available to confirm their effectiveness. Further studies are required for using more rigorous designs, evaluation, and follow-ups.
Assuntos
Odontologia/métodos , Educação em Odontologia/normas , Jogos Experimentais , Educação em Odontologia/tendências , HumanosRESUMO
O objetivo do presente trabalho foi investigar o impacto das Diretrizes Curriculares Nacionais (DCN) de 2002 para os cursos de graduação em Odontologia do estado do Rio de Janeiro avaliando a percepção dos egressos e dos docentes em relação ao perfil profissional do cirurgião-dentista proposto pelas DCN e intercessão com o Sistema Único de Saúde (SUS), considerando a integração ensino-serviço e as experiências na rede SUS, bem como, avaliando a orientação do cuidado em saúde no curso, a abordagem pedagógica do curso, a adequação dos projetos pedagógicos das Instituições de Ensino Superior com as DCN e a prática interprofissional no curso. A avaliação do impacto abordou quatro dimensões: Perfil do Egresso, Orientação do Cuidado em Saúde, Integração Ensino-serviço, e Abordagem Pedagógica, propostas por matriz de critérios e questionário semiestruturado validados no Brasil. Foi realizado um estudo observacional descritivo analítico, multimetodológico, executado em quatro fases. Fase 1, questionário online para avaliar a percepção de egressos com até dois anos de formados em cursos de graduação em Odontologia de quatro instituições previamente sorteadas. Fase 2, questionários online para avaliar a percepção de docentes e coordenadores dos cursos de Odontologia do Estado do Rio de Janeiro. Nas fases 1 e 2 foram utilizados questionários enviados por e-mail e redes sociais. A abordagem envolveu análise de quantitativa para variáveis previamente estipuladas no questionário. Fase 3 foi realizada análise de conteúdo documental utilizando uma matriz de critérios para avaliação quantitativa dos Projetos Pedagógicos de Curso (PPC) de graduação em Odontologia do estado, obtidos através das coordenações ou encontrados nos sítios eletrônicos de cada instituição. E na Fase 4 foi utilizada a metodologia de grupos focais, tendo como público-alvo professores de três cursos da área da saúde (Medicina, Odontologia e Enfermagem) de uma mesma instituição pública. Os resultados demonstraram que na Fase 1 participaram do estudo 121 egressos de quatro instituições, sendo uma pública sem alteração formal do currículo após as DCN, uma pública com alteração do currículo e duas privadas com alteração do currículo. Uma das instituições privadasfoi excluída devido à baixa taxa de respostas. Na Fase 2, participaram 103 docentes e coordenadores/diretores de curso. Foi possível observar que egressos e docentes tiveram uma percepção positiva em relação às atividades propostas pelos cursos para a formação profissional seguindo às resoluções das DCN. Entretanto, foi demonstrado que existe pouca oferta de conteúdo/atividades em gestão de serviços, trabalho em equipes de saúde, trabalho em equipes multiprofissionais e deficiência de vivência no SUS. Na Fase 3, oito PPC foram analisados, e apresentaram adequação de seus textos com as resoluções propostas nas DCN, porém por vezes não houve explicação no PPC como as atividades eram desenvolvidas nos cursos. Na Fase 4, foram realizados 4 grupos focais on-line por Web conferência, com a participação de dez docentes de três cursos da área da saúde de uma instituição pública de ensino. A educação interprofissional foi identificada em iniciativas individuais de grupos ou de professores na Instituição avaliada, não sendo ainda uma diretriz institucional plenamente cumprida. Considerando as limitações do estudo, é possível observar que as DCN têm impacto positivo nos cursos de graduação em Odontologia avaliados, apesar de ainda haver a necessidade de melhorias em alguns pontos acima mencionados
The aim of this study was to investigate the impact of the 2002 National Curriculum Guidelines (DCN) for undergraduate courses in Dentistry in the state of Rio de Janeiro, evaluating the perception of graduates and professors in relation to the professional profile of dentists proposed by the DCN and intercession with the Unified Health System (SUS), considering the teachingservice integration and experiences in the SUS network, as well as evaluating the orientation of health care in the course, the pedagogical approach of the course, the adequacy of the pedagogical projects of the High Education Institution with the DCN and the interprofessional practice in the course. The impact assessment addressed four dimensions: Graduate Profile, Health Care Guidance, Teaching-service integration, and Pedagogical approach, proposed by a matrix of criteria and a semi-structured questionnaire validated in Brazil. A descriptive, analytical, multimethodological observational study was carried out in four phases. Phase 1, online questionnaire to assess the perception of graduates with up to 2 years of graduates in undergraduate courses in Dentistry from 4 previously drawn institutions. Phase 2, online questionnaires to assess the perception of teachers and coordinators of Dentistry courses in the State of Rio de Janeiro. In phases 1 and 2, questionnaires sent by email and social networks were used. The approach involved quantitative analysis for variables previously stipulated in the questionnaire. In Phase 3, document content analysis was carried out using a matrix of criteria for quantitative evaluation of Pedagogical Course Projects (PPC) for undergraduate Dentistry in the state, obtained through the coordination or found on the websites of each institution. And in Phase 4, the methodology of focus groups was used, with the target audience of professors from three courses in the health area (Medicine, Dentistry and Nursing) from the same public institution. The results showed that in Phase 1, 121 graduates from four institutions participated in the study, one public with no formal curriculum change after the DCN, one public with curriculum change and two privates with curriculum change. One of the private institutions was excluded due to the low response rate. In Phase 2, 103 teachers and course coordinators/directors participated. It was possible to observe that graduates and teachers had a positive perception in relation to the activities proposed by the courses for professional training, following the resolutions of the DCN. However, it has been shown that there is little offer of content/activities in service management, work in health teams, work in multidisciplinary teams and lack of experience in the SUS. In Phase 3, eight PPC were analyzed, and their texts were adapted to the resolutions proposed in the DCN, but sometimes there was no explanation in the PPC as the activities were developed in the courses. In Phase 4, four online focus groups were carried out via Web conference, with the participation of ten professors from three courses in the health area of a public educational institution. Interprofessional education was identified in individual initiatives by groups or by teachers in the assessed Institution, and it is not yet an institutional guideline fully complied with. Considering the limitations of the study, it is possible to observe that the DCN have a positive impact on the evaluated Dentistry undergraduate courses, although there is still a need for improvements in some points mentioned above.
Assuntos
Humanos , Adulto , Pessoa de Meia-Idade , Currículo , Educação em Odontologia/tendências , Docentes de Odontologia/educação , Educação Interprofissional , Promoção da SaúdeRESUMO
PURPOSE/AIM: To summarize and discuss how geriatric dentistry has been addressed in dental schools of different countries regarding to (1) teaching students at the predoctoral level; (2) advanced training, and (3) research. METHOD AND MATERIALS: A convenience sample of faculty members from a selection of high, upper-middle and lower-middle income countries were recruited to complete the survey. The survey had 5 open-ended main topics, and asked about (1) the size of their elderly population, (2) general information about dental education; (3) the number of dental schools teaching geriatric dentistry, and their teaching methods; (4) advanced training in geriatric dentistry; (5) scholarship/research in geriatric dentistry. RESULTS AND CONCLUSION: (1) There is great variation in the size of elderly population; (2) duration of training and content of dental education curriculum varies; (3) geriatric dentistry has not been established as a standalone course in dental schools in the majority of the countries, (4) most countries, with the exception of Japan, lack adequate number of dentists trained in geriatric dentistry as well as training programs, and (5) geriatric dentistry-related research has increased in recent years in scope and content, although the majority of these papers are not in English.
Assuntos
Educação em Odontologia/tendências , Odontologia Geriátrica/educação , Idoso , Austrália , Brasil , Canadá , China , Currículo , Humanos , Japão , Nigéria , África do Sul , Inquéritos e Questionários , Estados UnidosRESUMO
This study reports on the full-day workshop "The Shape of The Future of Dental Education for Dental Caries-and how we get there" held immediately prior to the May 2017 ADEE/ADEA/King's College London meeting "Shaping the Future of Dental Education." A standardised, evidence-led Core Curriculum in Cariology (CCC) was developed jointly and systematically by ORCA and ADEE, starting in 2010. At the same time, the ICDAS Foundation was developing a comprehensive caries management system, ICCMS™. The workshop reported on what has been achieved on a global basis by many building on these initiatives. The CCC has been, or is currently being, localised in a number of places around the world and has, in some countries, been successfully implemented. There are also other areas which are struggling more with the logistics of introducing it. The workshop presented geographical perspectives and experiences on implementing the CCC from Colombia, the United States and Europe, as well as professional perspectives from hygienists, students and policymakers. The workshop then considered the future of the CCC and the roles of Interprofessional Education, Technology, Global Networking and Assessment in a Global Context in 4 breakout groups. Having had reports back and plenary discussion, it was concluded that the caries world has made good progress towards a "futuristic" curriculum with parallel development of a comprehensive, preventive and tooth-preserving caries management system-ICCMS™. The implementation challenge is now to share even more effectively in order to have these developments more widely accepted and adopted worldwide.
Assuntos
Cárie Dentária/terapia , Educação em Odontologia/tendências , Colômbia , Cárie Dentária/classificação , Higienistas Dentários/educação , Educação em Odontologia/métodos , Registros Eletrônicos de Saúde , Europa (Continente) , Previsões , Política de Saúde , Humanos , Cooperação Internacional , Relações Interprofissionais , Política , Estudantes de OdontologiaRESUMO
FOCUS: The introduction of the landmark mandatory teaching of sign language to undergraduate dental students at the University of the West Indies (UWI), Mona Campus in Kingston, Jamaica, to bridge the communication gap between dentists and their patients is reviewed. LITERATURE REVIEW: A review of over 90 Doctor of Dental Surgery and Doctor of Dental Medicine curricula in North America, the United Kingdom, parts of Europe and Australia showed no inclusion of sign language in those curricula as a mandatory component. HISTORY OF SIGN LANGUAGE IN DENTAL EDUCATION: In Jamaica, the government's training school for dental auxiliaries served as the forerunner to the UWI's introduction of formal training of sign language in 2012. Outside of the UWI, a couple of dental schools have sign language courses, but none have a mandatory programme as the one at the UWI. PROGRAMME RATIONALE: Dentists the world over have had to rely on interpreters to sign with their deaf patients. The deaf in Jamaica have not appreciated the fact that dentists cannot sign and they have felt insulted and only go to the dentist in emergency situations. The mandatory inclusion of sign language in the Undergraduate Dental Programme curriculum at The University of the West Indies, Mona Campus, sought to establish a direct communication channel to formally bridge this gap. PROGRAMME DEVELOPMENT: The programme of two sign language courses and a direct clinical competency requirement was developed during the second year of the first cohort of the newly introduced undergraduate dental programme through a collaborating partnership between two faculties on the Mona Campus. IMPLEMENTATION: The programme was introduced in 2012 in the third year of the 5-year undergraduate dental programme. PROGRAMME REVIEW & OUTCOMES: To date, two cohorts have completed the programme, and the preliminary findings from an ongoing clinical study have shown a positive impact on dental care access and dental treatment for deaf patients at the UWI Mona Dental Polyclinic. IMPLICATIONS: The development of a direct communication channel between dental students and the deaf that has led to increased dental access and treatment for the deaf can be extended to dentists and to other dental students globally. The vision is that similar courses will be introduced in other health training programmes at the UWI, and conceivably, in other institutions. LIMITATIONS: The small sample size allows for informative, but not definitive, conclusions to be drawn. CONCLUSION: The mandatory inclusion of sign language and Deaf culture in the dental curricula has not just removed a communication barrier, but has assisted in the empathetic and ethical development of the dental student.
Assuntos
Comunicação , Currículo/tendências , Relações Dentista-Paciente , Educação em Odontologia/métodos , Educação em Odontologia/tendências , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/tendências , Pessoas com Deficiência Auditiva , Língua de Sinais , Estudantes de Odontologia , Humanos , Jamaica , Desenvolvimento de Programas , Inquéritos e QuestionáriosRESUMO
Chile is experiencing one of the fastest aging processes in Latin America. The implications derived from this phenomenon involve many aspects of the society, especially health care. In particular, insufficient oral health coverage in the country limits oral care provision for a population with a high prevalence and severity of oral diseases. These conditions include dental caries, periodontal disease, tooth loss, defective prostheses, oral mucosa lesions and xerostomia, among others, and strongly affect quality of life of the elderly population. Furthermore, dental curriculum of most dental schools lack specific training of students in geriatric dentistry or gerodontology. Hence, newly graduated professionals are not competent to satisfy the needs of this growing and increasingly demanding population of older adults. Within this demanding context, Chile may find the potential to become a model and referent to deal with the challenge, incorporating innovative changes in education and public health strategies for the older population by an interdisciplinary approach.
Assuntos
Educação em Odontologia/tendências , Odontologia Geriátrica/educação , Saúde Bucal/tendências , Especialidades Odontológicas , Idoso , Idoso de 80 Anos ou mais , Envelhecimento/fisiologia , Chile , Humanos , Pessoa de Meia-Idade , Qualidade de VidaRESUMO
Chile is experiencing one of the fastest aging processes in Latin America. The implications derived from this phenomenon involve many aspects of the society, especially health care. In particular, insufficient oral health coverage in the country limits oral care provision for a population with a high prevalence and severity of oral diseases. These conditions include dental caries, periodontal disease, tooth loss, defective prostheses, oral mucosa lesions and xerostomia, among others, and strongly affect quality of life of the elderly population. Furthermore, dental curriculum of most dental schools lack specific training of students in geriatric dentistry or gerodontology. Hence, newly graduated professionals are not competent to satisfy the needs of this growing and increasingly demanding population of older adults. Within this demanding context, Chile may find the potential to become a model and referent to deal with the challenge, incorporating innovative changes in education and public health strategies for the older population by an interdisciplinary approach.