RESUMO

As constantes transformações tecnológicas dos últimos anos têm refletido diretamente sobre o cenário da educação, com a popularização do ensino em meio digital, especialmente após a pandemia do COVID-19. Diante disso, surgiu a proposta de um ciclo de palestras online pelo grupo que compõe o Programa de Educação Tutorial (PET) Odontologia, do Instituto de Saúde de Nova Friburgo. O objetivo do evento foi oferecer conteúdo atualizado, de interesse dos participantes, abordando temas nem sempre são contemplados na grade curricular, contando com convidados externos à instituição. Após a seleção dos temas e a escolha dos palestrantes, iniciou-se a organização e divulgação do evento, utilizando ferramentas online gratuitas. O ciclo de palestras contou com sete apresentações, abrangendo áreas como Odontogeriatria, Dentística, Harmonização Orofacial, Gestão e Empreendedorismo, Emergências Médicas e Estomatologia. Durante os cursos, os participantes tiveram a oportunidade de esclarecer suas dúvidas, tornando a experiência interativa. Como instrumento de feedback, os participantes foram convidados a preencher um formulário de avaliação. O evento teve uma média de 73 participantes, os quais demonstraram estar satisfeitos com a qualidade dos temas abordados. Pode-se concluir que a proposta de um ciclo de palestras online é viável, dissemina o conhecimento, proporciona oportunidades de aprendizado e contribui para a consolidação do senso crítico-reflexivo. Para os membros do PET Odontologia, a experiência destacou a importância do ensino-aprendizado de excelência, contínuo e permanente, bem como a utilização de métodos alternativos que podem inovar o processo de formação acadêmica.

The constant technological transformations in recent years have directly impacted the education landscape, with the popularization of online teaching, especially after the COVID-19 pandemic. In light of this, a proposal for an online lecture series emerged from the group that comprises the Tutorial Education Program (PET) at the Nova Friburgo Institute of Health (ISNF). The aim of the event was to offer updated content, of interest to participants, covering topics not always included in the curriculum and featuring external guests to the institution. After selecting the topics and choosing the speakers, the organization and promotion of the event began, using free online tools. The lecture series consisted of seven presentations, covering areas such as Geriatric Dentistry, Restorative Dentistry, Orofacial Harmonization, Management and Entrepreneurship, Medical Emergencies, and Stomatology. Throughout the courses, participants had the opportunity to clarify their doubts, making the experience interactive. As a feedback tool, participants were invited to fill out an evaluation form. The event had an average of 73 participants, who expressed satisfaction with the quality of the topics covered. It could be concluded that the proposal for an online lecture series is feasible, disseminates knowledge, provides learning opportunities, and contributes to the consolidation of critical-reflexive thinking. For PET Dentistry members, the experience highlighted the importance of continuous and excellent teaching and learning, as well as the use of alternative methods that can innovate the academic training process.

Assuntos

RESUMO

Este trabalho teve como o objetivo comparar dois Projetos Políticos Pedagógicos, descrever e analisar o desenvolvimento da visão humanística no curso de graduação em Odontologia da Universidade Federal Fluminense, a partir da ótica dos acadêmicos do referido curso. Realizou-se uma pesquisa descritivo-exploratória com enfoque quanti-qualitativo. A coleta de dados deu-se em 03 etapas, as duas primeiras por meio de categorização dos fatores selecionados pelos alunos e a terceira pelo método denominado grupo focal. As estratégias de análises utilizadas foram a categorização, operações estatísticas simples, análise temática e análise crítica com a literatura revisada. Entre os resultados da pesquisa têm-se: não existe diferença entre a visão humanística dos alunos no período inicial quando comparada com as dos alunos no final do período do ciclo profissional no Projeto Pedagógico Antigo, no Projeto Pedagógico Novo, em curso, os alunos demonstram em sua maioria estar voltados para uma visão mais humanística. Conclui-se que a humanização, do processo ensino-aprendizagem no contexto acadêmico pesquisado, apresenta ainda deficiências, constituindo-se, portanto, em um caminho a perseguir, onde o comprometimento de todos os envolvidos neste processo de transformação e formação tem um papel fundamental.

The aim of this paper was to compare two Pedagogical Political Projects, to describe and analyze the development of humanistic vision in the undergraduate course in Dentistry of the Federal University of Fluminense, from the perspective of the academics of this course. A descriptive-exploratory research with quantitative-qualitative approach was carried out. The data collection took place in 03 stages; the first two by categorizing the factors selected by the students and the third by the method called the focal group. The analysis strategies used were categorization, simple statistical operations, thematic analysis and critical analysis with the reviewed literature. The results of the research are: there is no difference between the humanistic view of the students in the initial period when compared to the students at the end of the professional cycle in the Pedagogical Project. In the New Pedagogical Project, in progress, students demonstrate, in majority, aimed at a more humanistic view. It is concluded that the humanization of the teaching-learning process in the researched academic context still presents deficiencies, constituting, therefore, a path to be pursued, where the commitment of all those involved in this process of transformation and formation plays a fundamental role.

Assuntos

RESUMO

Com as universidades fechadas e a implementação do Ensino Remoto Emergencial, as atividades curriculares ocorreram através de plataformas digitais. O objetivo do presente trabalho foi avaliar a percepção de aprendizagem on-line na disciplina de Biomateriais da Faculdade de Odontologia da Universidade Federal Fluminense no período da pandemia. O questionário COLLES (Constructivist OnLine Learning Environment Survey) foi enviado individualmente por e-mail aos cinquenta alunos, apresentando 24 declarações divididas em seis quesitos: relevância, reflexão crítica, interatividade, apoio dos tutores, apoio entre os colegas e compreensão; e para cada declaração cinco opções de resposta: quase sempre, frequentemente, algumas vezes, raramente e quase nunca. Quarenta e um alunos responderam. A soma das médias obtidas em quase sempre e frequentemente foi de 87,2% para relevância, 70% para reflexão crítica, 33,9% para interatividade, 47,6% para apoio dos tutores, 44,2% para apoio dos colegas e 89,5% para compreensão. Concluiu-se que a relevância, a reflexão crítica e a compreensão apresentaram melhores resultados, enquanto a interatividade, o apoio entre os colegas e o apoio dos tutores demonstraram necessidade de aprimoramento. E apesar das limitações do ERE, a avaliação positiva dos alunos evidenciou esta modalidade de educação on-line como uma solução plausível.

With universities closed and the implementation of Emergency Remote Teaching, curricular activities took place through digital platforms. The objective of this study was to assess the perception of online learning in the Biomaterials course at the Dental School of the Federal Fluminense University during the pandemic. The COLLES questionnaire (Constructivist OnLine Learning Environment Survey) was individually sent via email to fifty students, presenting 24 statements divided into six aspects: relevance, critical reflection, interactivity, tutor support, peer support, and comprehension. For each statement, there were five response options: almost always, often, sometimes, rarely, and almost never. Forty-one students responded. The sum of the averages obtained for almost always and often was 87.2% for relevance, 70% for critical reflection, 33.9% for interactivity, 47.6% for tutor support, 44.2% for peer support, and 89.5% for comprehension. It was concluded that relevance, critical reflection, and comprehension showed better results, while interactivity, peer support, and tutor support demonstrated a need for improvement. Despite the limitations of Emergency Remote Teaching, the positive evaluation from the students highlighted this mode of online education as a plausible solution.

Assuntos

RESUMO

PURPOSE: The aim of this study is to investigate the effectiveness of geriatric dentistry courses as a combating strategy against ageism among dental students. METHODS: A pre-post prospective study was conducted in three different dental schools located in the State of Sao Paulo, Brazil, that offered geriatric dentistry courses in their curricula. A questionnaire specifically developed for this research and the "Ageism Scale for Dental Students" (ASDS) were applied before and after geriatric dentistry courses in all three dental schools. RESULTS: Among 184 dental students, 51.6% (n = 95) improved their ageism scores. Dental students who improved ASDS scores were more likely to be from a public dental school (56 .7% vs. 40.4%; p = .040), in their 8th and 10th semesters (56 .7% vs. 40.4%; p = .040), and females (55 .6% vs. 36.8%; p = .040). Other factors such as age, ethnicity, history of living with older adults, history of taking care of older adults, and knowledge of ageism were not significantly associated with ageism score improvement. Only institutional affiliation and age remained significant predictors in the final model. CONCLUSION: In this study, the main variables correlated with reducing ageism among dental students were institutional affiliation and age.

Assuntos

RESUMO

OBJECTIVE: This study aimed to verify the predictive capacity of manual dexterity assessment methods for pre-clinical training in Dentistry. METHOD: Students from the fifth year of the undergraduate course in Dentistry (N = 95) participated in this study. Manual dexterity was investigated as a variable of interest, measured by the O'Connor Finger Dexterity Test methods-Model 32021, Purdue Pegboard Test-Model 32020A, Dental Manual Dexterity Assessment-DMDA, Class One Cavity Preparation Assessent-COCA and Class One Composite Resin Restoration Assessment-COCRA. The average score obtained in the evaluation of the quality of the cavity preparations and restorations was considered as gold standard, and from these data the sensitivity and specificity of the tests were estimated. Receiver Operating Characteristic (ROC) curves were constructed to assess the diagnostic performance of each dexterity test. The analysis included calculating the Area Under the Curve (AUROC) to evaluate their discriminative power, and cutoff points were determined that optimize the balance between sensitivity and specificity. RESULTS: The DMDA test showed better performance, with statistical significance (p <0.001) and acceptable predictive ability (AUROC = 0.775), while the O'Connor test (AUROC = 0.644, p = 0.050) and Purdue Pegboard test (Purdue 1: AUROC = 0.542, p = 0.560; Purdue 2: AUROC = 0.564, p = 0.423; Purdue 3: AUROC = 0.517, p = 0.828; Purdue 4: AUROC = 0.608, p = 0.083) were not statistically significant. CONCLUSION: The DMDA test presented the best performance, with statistical significance and acceptable discrimination, showing greater effectiveness for assessing students' manual dexterity. Therefore, the implementation of the DMDA test can significantly contribute to the early identification of motor dexterity difficulties in dental students, enabling more effective and targeted interventions.

Assuntos

RESUMO

BACKGROUND: Teledentistry is a field of activities that comprises information and communication technologies (ICTs) applied to dentistry, including the exchange of clinical information, patient care, and the use of educational strategies across remote distances. Its use has grown progressively over the past decades-intensified by the COVID-19 pandemic-and has been improving the provision of dental services and educational strategies ever since. OBJECTIVE: This evidence gap map (EGM) study aims to present a collection of systematic reviews (SRs) with meta-analyses to answer the question "What are the applications of teledentistry in dental services and dental education?" by identifying gaps and current evidence on the improvement of health care and education. METHODS: The EGM methodology has been developed by the Latin American and Caribbean Center on Health Sciences Information and is based on the concept created by the International Initiative for Impact Evaluation. Embase, PubMed, and Virtual Health Library databases were used for the literature research, using terms for teledentistry associated with eHealth, dental education, and oral health care. The data obtained from the included studies were then characterized in a Microsoft Excel spreadsheet, with a matrix containing 8 intervention groups (combined interventions, e-learning and tele-education, teleconsultation and teleservice, telemonitoring, telediagnosis, telescreening, ICTs, and artificial intelligence) and 8 outcome groups (diagnosis accuracy, education and professional training, user behavior, clinical practice, patient-centered outcomes, clinical outcomes, health services management, and access to health services). The quality of the studies was assessed using AMSTAR2 (A Measurement Tool to Assess Systematic Reviews). The visual analytics platform Tableau (Salesforce) was used to graphically display the confidence level, number of reviews, health outcomes, and intervention effects. RESULTS: The confidence level obtained by the criteria applied was high for 28% (19/68) of the studies, moderate for 6% (4/68), low for 15% (10/68), and critically low for 51% (35/68). Among the interventions, the ICT group stood out with 182 (36.8%) out of 494 associations, followed by interventions with e-learning and tele-education (n=96, 19.4% of associations), telediagnosis (n=67, 13.6%), and combined interventions (n=53, 10.7%). Most of the outcomes were aimed at education and professional training (97/494, 19.6% of associations), patient-centered outcomes (74/494, 15%), and health services management (60/494, 12.1%). CONCLUSIONS: This EGM presents an overview of the contributions of teledentistry in patient care, health services, clinical practice, and education. The study results may help guide future research and policy decisions and serve as a convenient virtual tool for accessing valuable evidence-based information on teledentistry.

Assuntos

RESUMO

Teaching requires the incorporation of communication skills, and these potentials may affect the outcomes of the learning process. This study evaluated the quality of communication between professors and students during the process of learning Dentistry. A questionnaire was developed and applied to evaluate their perceptions about their communications in an undergraduate Dentistry course. The questionnaire had ten items to analyze professors' self-perception and ten for students' perceptions, using a Likert-like scale and a final open question. During its construction, it was sent to five specialists to analyze content validity. The open question gathered suggestions to improve and intensify communications effectively and to identify vulnerabilities. Total scores ranged from 10 to 50, with 10 as the worst perception, and 50, as the best. The scores were calculated by adding all answers and then dividing that sum by the total number of items. Cronbach's alpha was calculated to evaluate the instrument's internal consistency. The level of significance was set at 0.05%. The Student t-test was used to determine differences between groups. Professors' self-perceptions and students' perceptions of the quality of communication of the university teaching staff during the student's learning process had statistically significant differences. Professors classified their ability to communicate when emitting and receiving information as satisfactory. Students, however, did not fully agree with them, particularly on the items about receiving information. The perceptions identified in this study may lead to a new direction in the communicative behavior of professors and students.

Assuntos

RESUMO

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.

Assuntos

RESUMO

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.

Assuntos

RESUMO

OBJECTIVES: To identify 1) factors of the evidence-practice gap (EPG) in Japan and Brazil as perceived by dentists and compare these factors between two countries, and 2) mechanisms to close this EPG. METHODS: The study employed a cross-sectional design by administering a web-based questionnaire to 136 Japanese and 110 Brazilian dentists. The survey queried dentists' reports of which factors possibly cause an EPG, using a newly developed 20-item questionnaire. RESULTS: An international comparison of 20 items related to factors of the EPG between Japan and Brazil revealed that "Dentists' own experiences are sometimes given priority over evidence" and "Dentists' own thoughts are sometimes given priority over evidence" were common factors to both countries, with over 80 % agreement. In logistic regression, "Insufficient opportunity to learn about evidence in dental education at universities", "Evidence-based treatments are sometimes not covered by the dental insurance system", and "Insufficient evidence which helps dentists choose an appropriate treatment for a patient after careful consideration of his/her own background" were significantly associated with the EPG in Japan (p < 0.05). In Brazil, "Insufficient case reports in which evidence-based dentistry (EBD) is applied to clinical practice" and "Image-based information and devices used for diagnosis vary depending on individual dentists" were significantly associated with the EPG (p < 0.05). CONCLUSIONS: This study suggests that EPG could be improved in Japan: by promoting EBD education at universities, improving the dental insurance system, and accumulating evidence according to patient background; and in Brazil: by promoting EBD case reports and standardizing diagnostic information and devices. CLINICAL SIGNIFICANCE: Two factors of EPG common to Japan and Brazil, namely the prioritization of dentists' own "experiences" and "thoughts" over evidence, are urgent issues for improving EPG. In addition, it will be necessary to address the country-specific factors of EPG that were identified in this study.

Assuntos

RESUMO

OBJECTIVES: Gerontological education and intergenerational contact are proven strategies for effectively combating ageism. In this context, this study investigates the association between gerontological education, intergenerational contact, and ageism among dental students. METHODS: Gerontological education from students' perspective, intergenerational contact, and ageism were assessed using a questionnaire containing sociodemographical aspects and an ageism scale (ASDS-Braz). The sample included students enrolled in the final year of dental programs at three public universities in southern Brazil. A multilevel Poisson regression was conducted to assess factors associated with ASDS-Braz scores. RESULTS: A modest correlation was identified between dental schools in terms of reducing ageism, and a weak correlation was found between self-reported race and ageism. Notably, statistically significant findings were observed across family relationship with older individuals: students who reported having a poor relationship with older adults in their families presented 45% higher ageism scores than did those with an excellent relationship. CONCLUSION: The results suggested that while some gerontological education was reported by the participants, it may not be sufficient to prepare dental students to provide effective oral healthcare to older adults and to reduce ageism among them. Additionally, reinforcing positive aspects of intergenerational relationships may be an additional strategy in combating ageism within this population.

Assuntos

RESUMO

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.

Assuntos

RESUMO

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.

Assuntos

RESUMO

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.

Assuntos

RESUMO

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.

Assuntos

RESUMO

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.

Assuntos

RESUMO

O objetivo deste estudo foi avaliar o desempenho do estudante de Odontologia no diagnóstico radiográfico de cáries proximais. Sessenta e oito estudantes de Odontologia passaram pelas etapas de treinamento teórico e prático para o diagnóstico radiográfico de cárie. O material foi constituído de exames radiográficos convencionais e digitalizados de 40 dentes humanos, sendo 20 pré-molares e 20 molares com alterações clínicas não tratadas em uma das superfícies proximais. Para avaliar a semelhança entre as referências de escores de diagnóstico radiográfico da cárie e a avaliação histológica foi aplicado o Coeficiente de Correlação Intraclasse, que mediu a assertividade entre os escores dos estudantes e o verdadeiro diagnóstico, a qual foi classificada em níveis de reprodutibilidade. Na avaliação da reprodutibilidade utilizando o coeficiente de correlação intraclasse, os valores obtidos para as imagens digitalizadas dos dentes pré-molares foram considerados satisfatórios, onde os estudantes do sétimo semestre mais se aproximaram do diagnóstico correto. Conclui-se que os estudantes do sétimo semestre tiveram melhor desempenho no diagnóstico radiográfico de cáries proximais.

The objective of this study was to evaluate the performance of the dental student in the diagnosis of proximal caries. Sixty-eight students of Dentistry underwent the stages of theoretical and practical training for the radiographic diagnosis of caries. The sample consisted of conventional and digitized radiographic examinations of 40 human teeth, 20 premolars and 20 molars with untreated clinical alterations on one of the proximal surfaces. To evaluate the similarity between the references of the radiographic diagnosis scores of the caries and the histological evaluation, the Intraclass Correlation Coefficient was used, which measured the assertiveness between the students' scores and the true diagnosis, which was classified in levels of reproducibility. In the evaluation of reproducibility using the intraclass correlation coefficient, the values obtained for the digitized images of the premolar teeth were considered satisfactory, where the students of the seventh semester more approached the correct diagnosis. It was concluded that the seventh semester students had better performance in the radiographic diagnosis of proximal caries.

Assuntos

RESUMO

INTRODUCTION: Three-dimensional (3D)-printing technology can provide customizable simulations, but its effects on patient care quality have not been well studied. This study aimed to assess the impact of practicing with patient-specific 3D-printed teeth models on the quality of patients' dental preparations performed by students transitioning to clinical training. Accordingly, the quality of posterior crown preparations was evaluated by objectively analyzing digital scans and grades in two groups: the study group, which practiced beforehand with patient-specific 3D-printed teeth models, and the control group, which did not practice with these models. METHODS: All 78 fourth-year dental students who had just finished their fixed prosthodontics course at the simulation laboratory with training on phantom heads and without previous clinical experience in crown preparations were invited to participate in the study. Sixty-eight agreed to take part and were randomly divided into a study group that practiced crown preparations on 3D-printed models of their own patient's teeth and a control group that did not practice with 3D-printed models and started their clinical work straightforwardly after simulation training. Students completed validated perception questionnaires on self-confidence and clinical skills before and after the protocol, which were compared using a chi-squared test. Crown preparations performed on 3D-printed models and then on patients were digitally scanned and objectively graded by prepCheck software for critical parameters, such as undercuts, taper, and occlusion reduction. Non-parametric tests were used to compare preparations on 3D-printed models and on patients performed by the study group and those on patients made by the control group. RESULTS: Initially, both groups reported similar perceptions of self-confidence and clinical skills levels. The study group significantly improved both aspects after the protocol. Analysis of the scanned preparations demonstrated that the study group removed less tooth structure from actual patients than from the initial 3D-printed models. In contrast, the control group showed excess occlusal clearance in their patients compared to the study group. CONCLUSIONS: Practicing patient-specific 3D-printed teeth before performing procedures clinically appears to enhance preparation quality and minimize unnecessary tooth reduction in early clinical experiences.

Assuntos

RESUMO

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.

Assuntos

RESUMO

OBJECTIVES: To report the challenges for training and practice for the Brazilian primary dental care in a universal health system. METHODS: Health, education and protection rights against poverty are guaranteed by the 1988 Brazilian Constitution and public health in Brazil is provided by the Unified Health System (SUS), one of the largest public health systems in the world. According to SUS, every Brazilian citizen has the right to free primary oral health care as secondary and tertiary care, offering a unique opportunity to integrate oral care within general health care. RESULTS: The Brazilian undergraduate Dental curriculum was updated in 2021 aiming to graduate general practitioners with a major in comprehensive health care in primary health care, integrated with public and general health. This curriculum update requires at least 20% of the academic hours to be exercised outside the university walls (extramural or community work), preferably within the SUS. CONCLUSIONS: Considering the World Health Organization (WHO) agenda, Brazil needs to advance the innovative oral health workforce, the integration of oral health into primary care, the population access to essential dental medicines and optimal fluorides for caries control. CLINICAL SIGNIFICANCE: It is necessary political action and the engagement of multiple stakeholders, mainly from the health and education sectors, to improve primary health care.

Assuntos