Reconocimiento docente de los valores éticos y morales en la formación curricular de la carrera de odontología de la Universidad de Viña del Mar, Chile / Teaching recognition of ethical and moral values in the curriculum training of the dentistry career of the Universidad de Viña del Mar, Chile

El objetivo de esta investigación es determinar la coherencia entre lo declarado por los programas de estudios de pregrado en la carrera de Odontología de la Universidad de Viña del Mar, en relación a los valores éticos y morales y, cómo son reconocidos efectivamente por los docentes en los estudiantes. El diseño de investigación corresponde a un estudio descriptivo y transversal. Para esto se adaptaron dos instrumentos, el primero: "cuestionario sobre percepción en la categorización de valores" que busca determinar la importancia que le dan los docentes a los valores. Mientras que en el segundo: "Encuesta sobre valores en estudiantes de odontología" solicita que cada docente evalúe la frecuencia con que se manifiestan ciertos valores éticos y morales en sus estudiantes. Se consideraron los 28 académicos que constituyen la totalidad del universo de docentes clínicos de los cursos de 4to y 5to años de la carrera de odontología en el año 2019. Se discuten los resultados comparándolos con experiencias similares en otras instituciones. Los resultados muestran la percepción y el reconocimiento de los valores por parte del cuerpo docente en los estudiantes, donde se identificó que los valores incorporados de mejor manera son la dignidad, el trato humano y el dialogo; mientras que la autocrítica y el conocimiento fueron los menos incorporados, estos son clave para establecer reflexión y mejoras en los planes de estudio. Se marca el punto de inicio para la generación de futuras líneas de investigación que incorporen otros aspectos como la perspectiva de los pacientes, los estudiantes, así como también continuar recabando información para utilizar metodologías que puedan contribuir a la integración de valores y poner en debate la importancia de ellos en la formación de pregrado.

The aim of this article is to determine the coherence between what is declared by the undergraduate study programs in the Dentistry career at the University of Viña del Mar, in relation to ethical and moral values and how they are effectively recognized by teachers in the students. The research design corresponds to a descriptive and cross-sectional study. Two instruments were adapted for this, the first: "questionnaire on perception in the categorization of values" that seeks to determine the importance that teachers give to values. While in the second: "Survey on values in dentistry students" requests that each teacher evaluates the frequency of certain ethical and moral values which are manifested in their students. 28 academics constituting the entire universe of clinical teachers of the 4th and 5th year courses of dentistry career in 2019 were considered. The results were discussed, comparing them with similar experiences in other institutions. Results show the perception and recognition of the values by the teaching staff in the students. These values incorporated in the best way were dignity, humane treatment and dialogue; while self-criticism and knowledge were the least incorporated. These are key values to establish a reflection and subsequent improvements in the study plans. This article marks a starting point for the generation of future lines of research that incorporate other aspects such as the perspective of patients, students, as well as continuing to collect information to use methodologies that can contribute to the integration of values and put them into a debate about the importance of them in undergraduate training.

E-learning on medical emergencies for Dentistry students: a randomized controlled trial / E-learning em emergências médicas para estudantes de Odontologia: um ensaio clínico randomizado

This study comparedtwo teaching pedagogies to addressmedical emergencies in dental officevisitsandevaluateddental school students' knowledge about medical emergencies.This randomized controlled trial involved54senior undergraduate dental students at theFederal University of Santa Mariadivided in two groups:students who received instruction via face-to-face traditional expository class;andstudents whoreceived the same instruction via distant learning format.The students were randomly allocated to the groupsby the randomiser.orgwebsite. Data were obtained by comparing the scores students received from answering to a semi-structured questionnaire containing inquiries on ethical and legal implications, and diagnosis and management of medicalemergencies in a dental officebefore and after the instruction. Before the instruction, 96%of studentsfrom the two groupslackedknowledge about the ethical and legal implications related to the dentist obligation to deal with medical emergencies. After the instruction, both groups increasedtheir knowledge similarly as there was no significant difference in the comparison between learning about medical emergencies through lectures and thorough an e-learning format.Both teaching methods presented satisfactory results, which makes the e-learning method an option as a didactic strategy (AU).

Esteestudocomparouduaspedagogiasdeensinoparalidarcomemergênciasmédicasemconsultasodontológicaseavaliouoconhecimentodealunosdocursoodontologiasobreemergênciasmédicas.Esteensaioclínicorandomizadoenvolveu54alunosdoúltimoanodocursodeodontologiadaUniversidadeFederaldeSantaMaria,divididosemdoisgrupos:alunosquereceberaminstruçãopormeiodeaulaexpositivatradicionalpresencial;ealunosquereceberamamesmainstruçãopormeiodoformatodeensinoadistância.Osalunosforamalocadosaleatoriamenteaosgrupospelositerandomiser.org.Osdadosforamobtidospormeiodacomparaçãodaspontuaçõesrecebidaspelosalunosaoresponderaumquestionáriosemiestruturadocontendoindagaçõessobreimplicaçõeséticaselegais,ediagnósticoemanejodeemergênciasmédicasemconsultórioodontológicoanteseapósainstrução.Antesdainstrução,96%dosalunosdosdoisgruposdesconheciamasimplicaçõeséticaselegaisrelacionadasàobrigaçãododentistaemlidarcomemergênciasmédicas.Apósainstrução,os dois grupos aumentaram seus conhecimentos de forma semelhante,poisnãohouvediferençasignificativanacomparaçãoentreoaprendizadosobreemergênciasmédicaspormeiodepalestrasepormeiodoformatoe-learning.Ambososmétodosdeensinoapresentaramresultadossatisfatórios,o que torna o método e-learning uma opção como estratégia didática (AU).

Problemas éticos no cotidiano docente em Odontologia: em busca de uma pedagogia deliberativa / Ethical problems in daily dentistry teaching: in search of a deliberative pedagogy

Embora sejam conhecidos os problemas éticos vivenciados por estudantes de graduação em Odontologia, o mesmo não pode ser afirmado em relação a professores. Esta pesquisa, de abordagem qualitativa, teve como objetivo compreender os problemas éticos percebidosno fazer docente. A coleta de dados ocorreu por meio de entrevistas semiestruturadas com 18 professores de três instituições de ensino superiordo sul do Brasil. A Análise Temática de Conteúdo evidenciou categorias iniciais, dentro das quais alguns problemas éticos foram identificados. Estes foram então agrupados em duas grandes categorias temáticas: "problemas centrais ao fazer docente" e "problemas transversais ao fazer docente". Os resultados revelam que os principais problemasestãorelacionados adesenvolver processos avaliativos justos; ensinar e assistir à saúde com recursos limitados; integrar recursos tecnológicos sem perder a qualidade do processo ensino-aprendizagem; qualificar pedagogicamente o professor-dentista; agir para estimular interesse e comprometimento discente; formar profissionais generalistas com professores especialistas; equilibrar afeto e responsabilidade pelo processo educativo na relação interpessoal; lidar comorientações divergentes; manejar conflitos entre colegas; eenfrentar amercantilização do ensino. Tais questões são problematizadas neste artigo, buscando instigar a reflexão docente. Em conjunto, reiteram a necessidade de se atuar intencionalmente na dimensão ética da educação superior. Sugere-se que os desafios identificados sejam tomados como objeto de deliberação entre professores -para contribuir com a sua qualificação ético-pedagógica -bem como entre professores e estudantes, favorecendo a construção da personalidade moral dos futuros profissionais (AU).

Although the ethical problems experienced by dental students are known, the same cannot be said in relation to professors. This research, with a qualitative approach, aimed to understand the ethical problems observedin teaching. Data collection took place by semi-structured interviews with 18 professors from three higher education institutions in southern Brazil. The Thematic Content Analysis evidenced initial categories, within which some ethical problems were identified. These were nextgrouped into two major thematic categories: "teaching central problems" and "teaching cross-cutting problems".The results reveal that the majorproblems are related to: developing fair evaluation processes; teaching and assisting in health with limited resources;integratingtechnological resources without losing the quality of the teaching-learning process; pedagogically qualifyingthe dentist teacher; actingto stimulatethestudent'sinterest and commitment; traininggeneral practitionerswith specialists teachers; balancingaffection and responsibility for the educational process in the interpersonal relationship; dealingwith divergent instructions; handlingconflicts between colleagues; and facingthe commodification of education. Such issuesare discussed in this article, seeking to instigate teacher reflection. Together, they reiterate the need topurposefully act in the ethical dimension of higher education. It is suggested that the identified challenges be taken as an object of deliberation among professors­to contribute to their ethical-pedagogical qualification­,as well as betweenprofessors and students, favoring the construction of the moral personality of future professionals (AU).

Conflitos com o paciente, cor/raça e concepções de estudantes de Odontologia: uma análise com graduandos no Sul do Brasil / Conflicts with the patient, race and conceptions held by Dental students: The case of undergraduates from Southern Brazil

Resumo Os processos sócio-históricos ocorridos no Brasil resultaram em desigualdades de saúde entre diferentes grupos étnico-raciais. A fim de investigar tais desigualdades na Odontologia, este estudo buscou avaliar se concepções de seus graduandos variam em função da cor/raça de um paciente, quando confrontados com a discordância dele e a necessidade de identificar fatores responsáveis pelo insucesso do tratamento. Os dados foram coletados com um questionário autopreenchível, respondido por 166 alunos matriculados em um curso de Odontologia no Sul do Brasil. Apresentou-se um caso clínico hipotético aos estudantes em dois momentos distintos: no primeiro, o paciente foi caracterizado com a cor negra; no segundo, branca. Os casos demandavam tratamento de um problema dental idêntico, após o qual foram aplicadas perguntas abertas, cujas respostas foram examinadas por meio da Análise de Conteúdo Temática. Os resultados sugerem um comportamento menos respeitoso e menos autonomia dada ao paciente negro em relação ao branco. Os pacientes negros também foram mais responsabilizados por falhas no tratamento, quando comparados a seus pares brancos. Com base nesses resultados, sugerimos que a formação dos profissionais de saúde se concentre no tema das desigualdades raciais, para melhor equipá-los para a construção de uma sociedade menos desigual.

Abstract The socio-historical processes that occurred in Brazil resulted in health inequalities between different ethnic and racial groups. This study aimed to assess whether the conceptions held by Dental students vary according to the patient's race, when a hypothetic patient disagrees with the proposed treatment, as well as when the treatment fails. Data were collected with a self-completed questionnaire, which was administered to 166 undergraduate students living in Southern Brazil. The questionnaire was presented with a hypothetical clinical scenario on two different occasions; in the first one, the patient was black and, in the second one, white. On both occasions, the case asked about treatment decisions of a similarly affected tooth, after which the respondent had to answer some open-ended items. The answers were analyzed with Thematic Content Analysis. Results suggest a less respectful behavior towards and less autonomy given to the black patient, as compared with the white one. Black patients were also more responsible for treatment failures as compared to their white peers. Based on these results, we suggest that the training of health professionals should focus on the issue of racial inequalities, to better equip them to build a less unequal society.

The Use of Students as Surrogates: The Ethical, Legal and Professional Issues of Student-Student Practical Learning in Dental Education.

For generations, dental students have been introduced to, and practised, clinical skills through the use of their fellow classmates as surrogate patients. These skills include verbal and communication skills such as the taking of medical and social histories, and practical skills such as the administration of local anaesthetic by injection. Largely such practices within dental education have been accepted through convention. This article aims to consider the use of students in dental education as surrogate patients and questions whether such practices may create issues relating to consent, coercion and confidentiality. Also examined within this article is whether practical surrogacy may lead to the introduction and development of unprofessional behaviours.

Humanism in Dental Education: A Comparison of Theory, Intention, and Stakeholder Perceptions at a North American Dental School.

In today's dental education environment, a humanistic culture is an expectation for all U.S. dental schools, codified in 2013 by its inclusion in the Commission on Dental Accreditation's standards for accreditation. The University of the Pacific Arthur A. Dugoni School of Dentistry has made an active commitment to humanism since the mid-1970s. The aim of this study was to determine how well the school's students and faculty and staff members perceived the school was living up to its formal aspirational values and who was benefitting from the humanistic culture. Using an electronic survey, data were collected from a total of 195 students, faculty members, and staff members in 2014. Respondents were 15% of the 492 full- and part-time faculty members; 9% of the total student population of 540; and 29% of 255 staff members. In the responses, humanism was described as manifest by attributes such as caring, understanding, respect, and compassion. Although the findings confirmed the value of a humanistic culture, some portions of the school's formal definition and goals, such as good work ethic, professional responsibility, high ethical standards, increasing independence, and attainment of competence, appeared less frequently in responses. Authentic assessment of institutional culture proved challenging. Focus groups offered additional ways to assess how effectively the school lives its core value of humanism. There was recognition that more varied, robust methods were needed to assess institutional alignment with stated goals for a humanistic learning environment.

Respect for the Donated Corpse in the View of Dentistry and Medicine Students / Respeto por el Cadáver Donado en la Visión de los Estudiantes de Odontología y Medicina

The teaching of human anatomy in universities in Brazil and around the world is accomplished mainly through the use of donated corpses. However, this methodology is threatened due to the progressive reduction of the number of corpses donated to educational institutions. This research aimed to investigate the ethical profile of undergraduate students of Medicine and Dentistry when working with the corpses during practical classes in anatomy, and to compare the students' knowledge of the law that regulates the donation and use of human cadavers as a means of learning in educational institutions. For this purpose, a sample of 106 students, 63 from the Faculty of Dentistry of Piracicaba - UNICAMP -, and 43 from the Faculty of Medicine of Jundiaí (both in the state of São Paulo, Brazil) filled a questionnaire. The data were statistically analyzed using the chi-square test, and there were virtually no statistically significant difference between the responses of the students of Dentistry and Medicine. Most students did not know the law, and 81 % (Dentistry) and 68 % (Medicine) would not donate their bodies to educational institutions. Although nearly 75 % of students have claimed that teachers emphasized the importance of respect to the donated body, 56 % of future dentists and 46 % of future physicians ensure they have heard some kind of joke about the cadaver during class, although only 4.76 % and 13.95 %, respectively, have confessed to have already presented this inappropriate behavior. Thus, it can be inferred that there is an urgent need for dissemination of the importance of body donation programs, and the teaching of ethical principles concerning to the corpse, to ensure continuity of quality of education offered in biomedical field.

La enseñanza de la anatomía humana en las universidades en Brasil y en el mundo se lleva a cabo principalmente a través del uso de partes de cadáveres. Sin embargo, esta metodología está amenazada debido a la reducción progresiva del número de cadáveres transferidos a las instituciones educativas. El objetivo de este trabajo fue investigar el perfil ético de los estudiantes de odontología y medicina sobre el cuerpo durante las lecciones prácticas de anatomía, y comparar el conocimiento de la ley que regula la donación y utilización de cadáveres humanos como un medio de aprendizaje en las instituciones educativas. Una muestra de 106 estudiantes, 63 del curso de Odontología de la Facultad de Odontología de Piracicaba - UNICAMP - y 43 estudiantes de medicina de la Facultad de Medicina de Jundiaí (ambas ubicadas en São Paulo ­ Brasil), respondió a un cuestionario. Los datos fueron sometidos a un análisis estadístico mediante la prueba de chi-cuadrado. Se observó que no había diferencia estadísticamente significativa entre las respuestas. La mayoría de los estudiantes no conocen la ley, y 81 % (Odontología) y 68 % (Medicina) no donarían su cuerpo a las instituciones educativas. Aunque aproximadamente 75 % de los estudiantes afirman que los profesores enfaticen el respeto por el cuerpo, 56 % de los futuros dentistas y 46 % de los futuros médicos aseguran que han escuchado chistes y comentarios desagradables sobre el cuerpo durante las clases, aunque sólo 4,76 % y 13,95 %, respectivamente, han confesado haber cometido tal práctica. Conclusiones: Por lo tanto, se puede inferir que hay una necesidad apremiante para la divulgación de las leyes que rigen la donación de órganos y la conciencia de los cadáveres de donación, así como la enseñanza de los principios éticos de respeto por el cuerpo, para asegurar la continuidad de la calidad de la educación que se ofrece en las ciencias biomédicas.

Owning the tooth: exploring the ethical and legal issues relating to the use of extracted human teeth in dental education in Australia.

Extracted human teeth have been used to practice operative techniques for a very long time. As a natural surrogate for a live tooth in vivo, their use has traditionally been very important for the development of skills in trainee dentists, as well as their qualified colleagues who wish to practise existing or new skills. As synthetic alternatives develop greater authenticity, alongside a society in which many retain their natural dentition well into old age, the current paradigm relating to how extracted teeth in dental education are used needs to be revisited. An ethical and legal dilemma that must be addressed within dental education relates to where and how teeth may be sourced. This article will seek to question whether there is a legal or ethical requirement to gain consent for the use of extracted teeth from patients, as well as exploring the status of whether extracted dental tissue can be considered to be the property of either patient or surgeon. Whilst synthetic alternatives are being utilized more frequently in education, it is unlikely that they will completely replace extracted natural teeth in the immediate future. It is therefore imperative that their use complies with legal doctrine and contemporary ethical thought.

Atividades práticas no ensino de Odontologia Legal nos cursos de graduação em Odontologia / Practical activities in the teaching process of Forensic Odontology in Dental undergraduate courses

A Odontologia Legal é, muitas vezes, considerada um componente curricular teórico, cabendo ao docente encontrar recursos para transformá-lo em uma atividade prática, facilitando o aprendizado dos estudantes. O objetivo deste artigo foi apresentar algumas das atividades práticas no campo da Odontologia Legal realizados na Faculdade de Odontologia de Ribeirão Preto da Universidade de São Paulo (FORP-USP), bem como discutir seus respaldos didáticos no processo de ensino/aprendizagem, enfatizando a relevância das atividades práticas e em grupo no ambiente acadêmico. As atividades práticas apresentadas neste artigo contemplam: (a) arqueologia forense; (b) identificação odontolegal; (c) traumatologia forense; (d) local de crime e estações didáticas. Conclui-se que a realização de atividades práticas na área de Odontologia Legal é viável e aplicável, permitindo aos alunos vivenciar o contexto forense (AU).

Forensic Odontology in dental graduation courses is usually seen as a theoretical issue, and it is up to the professor to find resources to transform it into a more practical class, facilitating student learning. The objective of this article was to present some of the practical activities carried out in the Forensic Odontology classes at School of Dentistry of Ribeirão Preto - University of São Paulo (FORP-USP), as well as to discuss its role in the processes of teaching and learning, emphasizing the relevance of practical and group activities in the academic environment. Practical activities presented include: (a) Forensic Archaeology; (b) Dental Identification; (c) Forensic Traumatology; and (d) Crime Scene Investigation and teaching stations. It is concluded that the accomplishment of practical activities in Forensic Odontology is feasible and applicable, bringing a forensic experience to the students (AU).

Dental Student Academic Integrity in U.S. Dental Schools: Current Status and Recommendations for Enhancement.

Cheating incidents in 2006-07 led U.S. dental schools to heighten their efforts to enhance the environment of academic integrity in their institutions. The aims of this study were to document the measures being used by U.S. dental schools to discourage student cheating, determine the current incidence of reported cheating, and make recommendations for enhancing a culture of integrity in dental education. In late 2014-early 2015, an online survey was distributed to academic deans of all 61 accredited U.S. dental schools that had four classes of dental students enrolled; 50 (82%) responded. Among measures used, 98% of respondents reported having policy statements regarding student academic integrity, 92% had an Honor Code, 96% provided student orientation to integrity policies, and most used proctoring of final exams (91%) and tests (93%). Regarding disciplinary processes, 27% reported their faculty members only rarely reported suspected cheating (though required in 76% of the schools), and 40% disseminated anonymous results of disciplinary hearings. A smaller number of schools (n=36) responded to the question about student cheating than to other questions; those results suggested that reported cheating had increased almost threefold since 1998. The authors recommend that schools add cheating case scenarios to professional ethics curricula; disseminate outcomes of cheating enforcement actions; have students sign a statement attesting to compliance with academic integrity policies at every testing activity; add curricular content on correct writing techniques to avoid plagiarism; require faculty to distribute retired test items; acquire examination-authoring software programs to enable faculty to generate new multiple-choice items and different versions of the same multiple-choice tests; avoid take-home exams when assessing independent student knowledge; and utilize student assessment methods directly relevant to clinical practice.

Considerations for use of dental photography and electronic media in dental education and clinical practice.

Photography and electronic media are indispensable tools for dental education and clinical practice. Although previous research has focused on privacy issues and general strategies to protect patient privacy when sharing clinical photographs for educational purposes, there are no published recommendations for developing a functional, privacy-compliant institutional framework for the capture, storage, transfer, and use of clinical photographs and other electronic media. The aims of this study were to research patient rights relating to electronic media and propose a framework for the use of patient media in education and clinical care. After a review of the relevant literature and consultation with the University of Washington's director of privacy and compliance and assistant attorney general, the researchers developed a privacy-compliant framework to ensure appropriate capture, storage, transfer, and use of clinical photography and electronic media. A four-part framework was created to guide the use of patient media that reflects considerations of patient autonomy and privacy, informed consent, capture and storage of media, and its transfer, use, and display. The best practices proposed for capture, storage, transfer, and use of clinical photographs and electronic media adhere to the health care code of ethics (based on patient autonomy, nonmaleficence, beneficence, justice, and veracity), which is most effectively upheld by a practical framework designed to protect patients and limit institutional liability. Educators have the opportunity and duty to convey these principles to students who will become the next generation of dentists, researchers, and educators.

Perception of BDS students and fresh graduates about significance of professional ethics in dentistry.

OBJECTIVE: To assess the awareness level of undergraduate dentistry students as well as fresh graduates about the significance of professional ethics. METHODS: The cross sectional study was conducted among the 3rd, 4th and final year male and female BDS students as well as fresh graduate Interns from the College of Dentistry, King Saud University from January to June 2011. The students were asked to give their opinion about need for applications of professional ethics in dental practice on a five point Likert Scale varying from 'strongly agree' to 'strongly disagree'. Minitab statistical software was used for data analysis. RESULTS: Students at all levels considered professional ethics a very important prerequisite for dental practice with overall mean value of 4.42 +/- 0.36. However, the responses from the senior academic levels were significantly on the higher side compared to those from the junior grades. Generally the religious teachings and spirituality was considered as one of the top most motives for practicing professional ethics in dentistry followed by reputation, financial benefits, fear of punishment and self projection, with overall mean values of 3.93 +/- 0.58, 3.81 +/- 0.49, 3.25 +/- 0.94, 3.21 +/- 1.07 and 3.16 +/- 1.04, respectively. CONCLUSION: The present findings revealed that Professional Ethics is appreciated by the students as a highly significant factor for their success in dental practice as well as acquiring a good name and position in the society.

Students' vulnerability in educational research.

Dental teaching institutions in South Africa recently implemented "learner-centred" curricula and expected educators to alter their teaching styles accordingly, but perhaps without providing adequate training in this paedagogical philosophy. At the same time, the lecturers were required to conduct evidence-based research to evaluate the outcomes. Thus, clinicians/lecturers also became researchers, using their own students or student material for assessment purposes. Previously, this form of educational research, which was carried out in normal academic settings, was not subject to review by Institutional Review Boards (IRB). However, concerns have risen that learners may be a vulnerable population due to their position in the academic institution, and the power and knowledge differentials that exist between them and the lecturer/researcher. This raises ethical concerns regarding their autonomy and ability to provide free, voluntary, informed consent to be research participants. This paper questions whether educational research may lead to student vulnerability, and proposes some recommendations for educators and institutions involved in educational research.