La evaluación en el posgrado mediante la educación a distancia durante la COVID-19 / Postgraduate evaluation through distance learning during COVID-19

Fundamento: La implementación de la educación a distancia en el posgrado durante la COVID-19 constituye una alternativa del sistema de educación superior cubana. Objetivo: Describir los resultados de la evaluación en el posgrado, mediante la modalidad de educación a distancia durante el tercer rebrote de la pandemia de COVID-19. Metodología: Se realizó un estudio observacional descriptivo transversal entre junio y julio de 2021, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Se consideraron como unidades de análisis: unidades didácticas, estudiantes (residentes), la población estuvo constituida por los 146 residentes que cursaban el 1.er año de la especialidad, se seleccionó una muestra aleatoria (n= 96). Se estudiaron las variables resultados de las evaluaciones de cada unidad didáctica y general del módulo (excelente, bien, regular y mal), grado de dificultad (muy difícil, difícil y sin dificultad) y nivel de satisfacción (satisfecho, medianamente satisfecho e insatisfecho). Como instrumento de medición se empleó el registro de evaluación y de entrevista, respectivamente. Se empleó el porcentaje como medida de resumen. Resultados: Más del 70 % de los residentes evaluados se encontró en la categoría de bien sin dificultad, estando satisfechos con la modalidad de educación a distancia. Conclusiones: Predominaron los resultados de "excelente" solo en la unidad didáctica 1 y de "bien" en la evaluación final del módulo. La unidad didáctica de "mayor dificultad" resultó ser la 2. La mayor cantidad de residentes refirió estar satisfecho con la modalidad de educación a distancia en el posgrado.

Background: The implementation of distance education at the postgraduate level during COVID-19 represents an alternative in the Cuban higher education system. Objective: To describe the results of the evaluation in posgrado, through the educational modality at distance during the third regrowth of the pandemic of COVID-19. Methodology: A cross-sectional descriptive observational study was conducted between June and July 2021 at the Faculty of Stomatology, University of Medical Sciences of Santiago de Cuba. The following units of analysis were considered: teaching units, students (residents), the population consisted of 146 residents in the first year of specialization, a random sample was selected (n= 96). The variables studied were the results of the evaluations of each didactic unit and the general evaluation of the module (excellent, good, fair, and poor), level of difficulty (very difficult, difficult, and no difficulty), and level of satisfaction (satisfied, moderately satisfied, and dissatisfied). The evaluation and interview registers were used as measurement instruments, respectively, and the percentage was used as a summary measure. Results: More than 70% of the residents evaluated were in the good without difficulty category and were satisfied with the distance learning modality. Conclusions: The results "excellent" predominated only in didactic unit 1 and "good" in the final evaluation of the module. The "most difficult" didactic unit was didactic unit 2. Most residents were satisfied with the distance learning modality in the postgraduate program.

Producción científica estudiantil en revistas odontológicas indexadas en SciELO, 2018 y 2019 / Students' scientific production in dental journals indexed in SciELO, 2018 and 2019

Introducción: Publicar artículos desde el pregrado permite al estudiante culminar el proceso de investigación y desarrollar habilidades útiles para el posgrado. Objetivo: Describir la producción científica estudiantil en las revistas odontológicas indexadas en la colección SciELO durante los años 2018 y 2019. Métodos: Se realizó un estudio observacional, descriptivo, de corte transversal, considerando como unidad de análisis los artículos. Se consideraron las revistas indexadas en la colección en el momento de las búsquedas, así como las que incluyeron en sus artículos información relacionada con el grado académico de los autores. Se estudiaron las siguientes variables: nombre de la revista, factor de impacto, artículos con participación estudiantil, año de publicación, idiomas, tipologías, temáticas, número de estudiantes por artículo, tipos y modalidad de autoría, países, universidades y citas. Resultados: Se evaluaron nueve revistas y en tres no se encontraron artículos con autoría estudiantil. Se publicaron 889 artículos, de los cuales el 3,49 por ciento tuvo participación de estudiantes. International Journal of Odontostomatology (5,41 por ciento) fue la revista con más artículos con autoría estudiantil. El 67,74 por ciento de los artículos fueron originales. Los autores estudiantiles brasileños y peruanos publicaron igual número de artículos (n = 8). El 19,35 por ciento de los artículos investigó temas de cirugía maxilofacial. Tres artículos estuvieron afiliados a la peruana Universidad Nacional Mayor de San Marcos. Conclusiones: La producción científica estudiantil en las revistas odontológicas indexadas en SciELO es baja y se concentra principalmente en los artículos originales(AU)

Introduction: Publishing articles during undergraduate training makes it possible for students to complete the research process and develop skills useful for graduate education. Objective: Describe students' scientific production in dental journals indexed in the SciELO collection during the years 2018 and 2019. Methods: A cross-sectional observational descriptive study was conducted in which articles were the units of analysis. The journals considered were those indexed in the collection when the search was performed and those including articles containing information related to the academic degree of authors. The variables considered were journal name, impact factor, articles with students' participation, year of publication, languages, typologies, topics, number of students per article, authorship types and modes, countries, universities and citations. Results: Nine journals were evaluated, three of which did not contain any article of student authorship. A total 889 articles were published, with students participating in 3.49 percent of them. The International Journal of Odontostomatology (5.41 percent) was the journal with the largest number of articles of student authorship. 67.74 percent of the articles were original. Brazilian and Peruvian student authors published the same number of articles (n = 8). 19.35 percent of the articles dealt with topics related to maxillofacial surgery. Three articles were affiliated to the Peruvian National University of San Marcos. Conclusions: Students' scientific production is low in dental journals indexed in SciELO, and is mainly composed of original articles(AU)

Educación a distancia de la maestría Atención Estomatológica Comunitaria durante el periodo de COVID-19 / E-learning of the Community Dental Care master's degree during COVID-19

RESUMEN Fundamento: Mantener las formas organizativas de la formación académica con métodos alternativos es una necesidad en los momentos actuales debido a la difícil situación que ha impuesto la pandemia de COVID-19. Objetivo: Describir las modalidades de educación a distancia utilizadas en la maestría Atención Estomatológica Comunitaria en tiempos de la pandemia COVID-19. Metodología: Se realizó una investigación descriptiva en la Universidad de Ciencias Médicas de Sancti Spíritus entre marzo y junio de 2020 con la aplicación de métodos del nivel teórico (analítico-sintético; inductivo-deductivo) y empírico (análisis de documentos). Resultados: El correo electrónico, el intercambio de medios electrónicos de almacenamiento, la vía telefónica, el grupo de WhatsApp y la autopreparación fueron las principales modalidades implementadas en las condiciones de restricción de movilidad y distanciamiento social que impuso la situación epidemiológica actual. Conclusiones: Las modalidades de educación a distancia utilizadas permitieron contextualizar el proceso de enseñanza-aprendizaje de la maestría a los tiempos de pandemia.

ABSTRACT Background: At present to maintain the structural forms of academic training with alternative methods is essential due to the difficult situation imposed by COVID-19. Objective: To describe the e-learning modalities used in the Community Dental Care master's degree in times of COVID-19. Methodology: A descriptive research was conducted at the Sancti Spíritus University of Medical Sciences between March and June 2020 with the application of theoretical (analytical-synthetic; inductive-deductive) and empirical (document analysis) methods. Results: E-mail, the exchange of electronic storage media, the telephone, the WhatsApp group and self-preparation were the main modalities implemented in the conditions of mobility restriction and social distance imposed by the current epidemiological situation. Conclusions: The e-learning modalities used allowed contextualizing the teaching-learning process of the master's degree to the times of pandemic.

Assessment, Education, and Access: Kona Hawai'i WIC Oral Health Pilot Project.

The Kona WIC oral health pilot project was developed to assess the oral health beliefs and behaviors of parents of children and pregnant women at the Kona WIC site and to demonstrate the ease of providing oral health education to families in order to improve oral health behaviors. Data were collected from 50 families about the oral health behaviors and dental care of a total of 73 children, including 5 pregnant women, four of whom had a child enrolled in WIC and one pregnant woman without any previous children. Data revealed that 68% of children with teeth had been seen by a dentist within 6 to 12 months of the study visit. Mothers were seen less often, with 55% stating that they had not been seen for a dental visit for over one year. Parental knowledge about the effects of fluoride on teeth was limited; however, 90% of the parents would allow fluoride varnish applied to their child's teeth, 88% would give daily fluoride drops/tablets to their child, and 78% would support water fluoridation if it would help to improve their children's oral health. Additionally, for children old enough to receive fluoride supplementation, 60% were not given a prescription by their health care providers, and 58% had not received any fluoride varnish applications. By offering oral health education in a WIC clinic and assisting clients to seek out comprehensive care within a dental home, children and caregivers can be provided essential education and resources early in a child's life or women's pregnancies to reduce poor oral health outcomes.

Validation of a Novel Cognitive Simulator for Orbital Floor Reconstruction.

PURPOSE: The increasing focus on patient safety in current medical practice has promoted the development of surgical simulation technology in the form of virtual reality (VR) training designed largely to improve technical skills and less so for nontechnical aspects of surgery such as decision making and material knowledge. The present study investigated the validity of a novel cognitive VR simulator called Touch Surgery for a core maxillofacial surgical procedure: orbital floor reconstruction (OFR). MATERIALS AND METHODS: A cross-sectional study was carried out on 2 groups of participants with different experience levels. Novice graduate dental students and expert surgeons were recruited from a local dental school and academic residency programs, respectively. All participants completed the OFR module on Touch Surgery. The primary outcome variable was simulator performance score. Post-module questionnaires rating specific aspects of the simulation experience were completed by the 2 groups and served as the secondary outcome variables. The age and gender of participants were considered additional predictor variables. From these data, conclusions were made regarding 3 types of validity (face, content, and construct) for the Touch Surgery simulator. Dependent-samples t tests were used to explore the consistency in simulation performance scores across phases 1 and 2 by experience level. Two multivariate ordinary least-squares regression models were fit to estimate the relation between experience and phase 1 and 2 scores. RESULTS: Thirty-nine novices and 10 experts who were naïve to Touch Surgery were recruited for the study. Experts outperformed novices on phases 1 and 2 of the OFR module (P < .001), which provided the measurement of construct validation. Responses to the questionnaire items used to assess face validity were favorable from the 2 groups. Positive questionnaire responses also were recorded from experts alone on items assessing the content validity for the module. Participant age and gender were not relevant predictors of performance scores. CONCLUSION: Construct, content, and face validities were observed for the OFR module on a novel cognitive simulator, Touch Surgery. Therefore, OFR simulation on the smart device platform could serve as a useful cognitive training and assessment tool in maxillofacial surgery residency programs.

Una experiencia preclínica de enseñanza y aprendizaje en una carrera de especialización en endodoncia / A pre-clinical teaching and learning experiencein a specialization program in endodontics

Objetivo: desarrollar una estrategia para la enseñanza yel aprendizaje, que pueda derivar en una nueva metodología deevaluación individual y grupal de los procedimientos pre clínicosen la Carrera de Especialización en Endodoncia de la Universidad del Salvador / Asociación Odontológica Argentina. Materiales y métodos: Se llevaron a cabo dos experiencias pre clínicas donde cada alumno realizó un tratamiento endodóntico en dientes humanos unir radiculares extraídos, alinicio del curso preclínico –con los saberes y las destrezas previos–y al finalizar. Se consignaron y evaluaron 19 errores procedimentales.Los datos fueron analizados mediante la pruebano paramétrica del signo de Wilcoxon, con un valor de p≤0,05. Resultados: En la primera experiencia se constataron 63errores procedimentales, y en la segunda, 14. Entre la valoracióninicial y la final se hallaron diferencias significativasen las variables procesamiento radiográfico (α=0,014), apertura cameral exagerada (α=0,0013), alteración dela anatomía (α=0,05), pérdida de la longitud de trabajo(α=0,007), falta de adaptación del cono principal(α=0,008), y falta de compactación lateral (α=0,008).En el resto de las variables analizadas no se encontraron diferencias significativas. El índice de la mejoríaindividual fue del 50 al 100%, y el grupal, del 78,7%. Conclusiones: De acuerdo con los resultados obtenidosen esta experiencia, podría considerarse que la propuestapedagógica resultó válida para los objetivos planteados.

Aim: to develop a strategy for teaching and learning, which may lead to a new methodology for individual and group evaluation of pre clinical procedures in the Specialization Course in Endodontics of the Universidad del Salvador /Asociación Odontológica Argentina. Materials and methods: Two preclinical experiments were carried out where each student performed an endodontic treatment in single-rooted extracted human teeth, at the beginningand after finishing the preclinical course with his/herprevious knowledge and skills. Nineteen different proceduralerrors were recorded and evaluated. Wilcoxon’s sign test wasused to compare before and after results setting significanceat p≤0,05. Results: In the initial experiment 63 procedural errors were found and in the second, 14. Between the initial and final evaluations, significant differences were found in thevariables radiographic processing (α=0.014), exaggerated chamber opening (α=0.0013), anatomic form modification(α=0.05), loss of working length (α=0.007), lack of adaptation of the main cone (α=0.008), and lack of lateralcompaction (α=0.008). In the other variables that were evaluated, no significant differences were found. The rateof individual improvement was 50 to 100%, and the group of 78.7%. Conclusions: According to the results obtained in this experience, the pedagogical proposal can be considered to bevalid to reach educational goals.

Evaluación de la calidad de las obturaciones endodónticas realizadas por estudiantes de posgrado, en molares superiores, con técnicas de instrumentación manual y rotatoria / Evaluation of the quality of root canal fillings made bypostgraduate students in upper molars with manualand rotary instrumentation techniques

Objetivo: el objetivo de este estudio fue evaluar la calidad de las obturaciones endodónticas en molares superiores instrumentados con técnicas manuales y rotatorias, por estudiantes de posgrado. Materiales y métodos: para este estudio, se analizaron las radiografías de endodoncias que fueron realizadas durante un año por alumnos de un curso de posgrado en endodoncia, en primeros y segundos molares superiores, con ténicas de instrumentación manual y rotatoria y posteriormente obturadas con técnica de condensación lateral. Se analizó la calidad de las obturaciones endodónticas en función de la longitud y la homogeneidad de la masa de gutapercha. Resultados: el 53,6 por ciento de las obturaciones estaba dentro de los límites del conducto radicular y en el 65,2 por ciento de los casos, la homogeneidad fue incorrecta. En cuanto a la longitud, no se verificaron diferencias estadísticamente significativas entre las técnicas, como ocurrió con la homogeneidad (p<0,05). La frecuencia de inadecuados en ewsta última fue mayor para la técnica manual. La mayor cantidad de fallas en la obturación se registró en el conducto mesiovestibular. Conclusión: la calidad de las obturaciones no depende de la técnica de instrumentación empleada, sino de la experiencia del profesional interviniente y del tipo de conducto radicular tratado.(AU)

Aim: the aim of this study was to evaluate the quality ofendodontic fillings in upper molars instrumented with manualand rotary techniques by posgraduate students.Materials and methods: Radiographs of first and secondupper molars root canal treatments performed by studentsof a posgraduate endodontic course during a year wereanalyzed. Either manual or rotary instrumentation techniqueswere used and obturation was carried out using lateral condensation.Quality of endodontic obturation was analyzed accordingto length and homogeneity.Results: There were acceptable lengths of root canalfillings in 53.6% and homogeneity was incorrect in 65.2% ofthe cases. There was no statistically significance difference betweentechniques for the case of length, but there were statisticallysignificance difference for homogenity (p>0.05). Moredefective obturations were registered in the mesiobuccal canal.Conclusion: Independent of the instrumentation technique,the quality of root fillings is inherent to the professionalexperience and the type of root canal treated.

[The extra value of training dental students in surgical skills]. / Evaluatie van het Chirurgisch Profiel binnen de 6-jarige opleiding in Nijmegen.

In 2010, the revised 3-year master's programme was introduced in the Netherlands, which meant that the full programme of dental education was extended to 6 years. In Nijmegen, this was structured to include a set of profile programmes, next to the existing curriculum. Three profiles were chosen, one of which was the Surgical Profile. The aim of this programme was that the more complex procedures and the treatment of medically compromised patients would be carried out by those students in the 6-year educational programme who participated in the Surgical Profile. The experiences of students following this profile were evaluated by means of a questionnaire. In a second questionnaire, distributed 1 year after the students had graduated, respondents were asked whether they were still making use of the skills that they had been taught. The conclusion was that the training of master's students in dental surgery results in a high degree of satisfaction. The study revealed moreover that 93% of the students who completed the Surgical Profile put the skills they had been taught to use during the first year as dentists and even wanted to build on that knowledge by means of relevant post-graduate courses.

Knowledge of dental caries and salivary factors related to the disease: influence of the teaching-learning process

Knowledge of factors related to caries and the possible consequences in controlling the disease may show the use of education as a relevant tool for achieving success in terms of dental health maintenance. Therefore, the aim of the present study was to investigate the relationship between acquired knowledge and salivary factors related to dental caries for freshmen students (n = 44) and trainees (n = 32) of the Piracicaba Dental School. Knowledge about dental caries was evaluated by a discursive questionnaire analyzed by the content analysis technique. Salivary flow and pH, buffer capacity, salivary sucrase activity, microbiological counts (total microorganisms, mutans, and lactobacilli) and inorganic concentration of calcium, phosphorus, and fluoride in saliva were evaluated and compared between groups using the Mann–Whitney test, with a significance of 5%. Trainees demonstrated knowledge of the disease, whereas freshmen showed unspecific and confusing concepts. Among the factors analyzed, statistically significant differences were observed for pH, buffer capacity, sucrase activity, total microorganisms, and calcium and fluoride concentrations in saliva. Knowledge about the disease increases and improves over time during the undergraduate program (highest among trainees); although the students from the final year of the program consume more sugar than those from the previous one, they try to balance this activity with greater exposure to fluorides.

Pulpectomía lateral: una técnica de micro-odontología para desarrollar habilidad en el manejo de microscopios dentales / Lateral pulpectomy: a microtechnique to develop competency in the use of the dental microscope

Con la aparición de cada nuevo sistema de diagnóstico o tratamiento dental, es necesario capacitar a los cirujanos dentistas para su correctoempleo; los microscopios dentales no escapan a esta regla. En las últimasdos décadas el uso de microscopios dentales se ha incrementado, pero aún no se establece una reglamentación respecto a su empleo y son muy pocos los profesionistas que cuentan con estos equipos para su práctica privada, es por ello que no se han estandarizado técnicas para que los clínicos desarrollen las habilidades necesarias que les permitan utilizar los equipos de microscopia en su práctica cotidiana en forma segura y con facilidad. La técnica de ®pulpectomía lateral¼ es un ejerciciode micro-odontología que se realiza en dientes extraídos, que no tiene aplicación clínica como tal, pero es parte de una serie de procedimientos que tienen la fi nalidad de desarrollar las habilidades de orientación, movimientoy aplicación de presión. Estas habilidades son indispensablescuando se trabaja en la boca de los pacientes con microscopios dentales

As new diagnostic and dental treatments emerge, dental surgeons need to be trained in their correct use. Dental microscopes are no exception to this rule. In the last two decades, the use of dental microscopes has increased, though no set rules for their use have been defi ned. Moreover, few professionals have this equipment in their private practice, which is why techniques have not been standardized for clinicians to develop the skills required for them to be able to use dental microscopes easily and safely in their daily practice. The ®lateral pulpectomy¼ technique is a microdentistry training exercise that is performed on extracted teeth. Though it has no clinical application as such, it forms part of a series of procedures that are designed to develop directional, motion, and pressure skills, all of which are essential when working with dental microscopes in the mouths of patients.

Diseño de curso básico para la alfabetización informacional de profesores / Design of a basic course for information literacy aimed at professors

Introducción: el docente universitario requiere del dominio de las tecnologías para el acceso y uso de la información que le posibilite solucionar los retos del proceso de generación de conocimientos científicos. Objetivo: el propósito de este trabajo es describir la estrategia aplicada en el diseño de un curso de posgrado básico para mejorar los conocimientos y habilidades en la búsqueda de información de los profesores de la Facultad de Estomatología. Métodos: para la formulación del programa de aprendizaje y los objetivos se revisó la Metodología para el desarrollo y aplicación del Programa de Alfabetización Informacional en las bibliotecas y centros de información en ciencias de la salud, se tomó en consideración la experiencia del claustro docente de la institución y los resultados de un diagnóstico previo del nivel de conocimientos y necesidades de aprendizaje. Resultados: se elaboró un curso semipresencial de una duración de 40 h, se distribuyeron los contenidos por temas, objetivos y resultados de aprendizaje. Se diseñó el sistema de evaluación y se mencionan los beneficios esperados. Conclusiones: el diseño del curso tiene en cuenta: las competencias que se pretenden desarrollar, el diagnóstico del nivel de conocimientos de los profesores y sus necesidades de aprendizaje, así como la experiencia de otros centros en el diseño e impartición de estos cursos, además, concibe la evaluación de los impactos del curso, de manera que pueda verificarse su contribución a la alfabetización informacional de los profesores y su influencia en los estudiantes de pregrado y posgrado, en un futuro inmediato

Introduction: The university professor should master technologies for access and use of information that enable him/her to meet the challenges of the process of generation of the scientific knowledge. Objective: The purpose of this research was to describe the strategy applied in the design of a basic postgraduate course to improve knowledge and skills in information search of the School of Dentistry professors Methods: For the drawing up of the learning program and the objectives, there was reviewed Methodology for the development and implementation of the literacy information program in libraries and information centers in the health sciences, taking into account the experience of professors and the results of a previous diagnosis of the levels of knowledge and of learning needs. Results: A 40h blended learning course was devised, the contents of which was distributed into topics, objectives and learning outcomes. The evaluation system and the expected benefits were explained. Conclusions: The design of the information literacy course takes into account the competences to be developed, the diagnosis of the level of knowledge of the professors and their learning needs, together with the experiences of other centers in designing and delivering these courses, so that the contribution to the information literacy of professors and the influence on undergraduate and graduate students can be monitored in the near future

Qualitative comparison of curricula in oral and maxillofacial surgery training. Part 2: oral surgery.

A comparison between the curricula for specialist training in oral surgery (OS), and oral and maxillofacial surgery (OMFS) illustrates the overlap between the two specialties. We identified and compared relevant curricula for OMFS with competencies in the OS specialist-training curriculum using a qualitative assessment to establish the degree of overlap. All competencies within the OS curriculum are covered by OMFS curricula, and 21 of 96 OMFS clinical competencies are covered by OS core competencies. The majority of OMFS competencies are unique and are not directly comparable with those in the OS curriculum. Knowledge of this overlap may help to avoid unnecessary duplication in the training of those who wish to transfer specialty.

Qualitative comparison of curricula in oral and maxillofacial surgery training. Part 1: dental foundation training.

Dental foundation training (DFT) is a two-year programme being introduced for new dental graduates. It is not currently compulsory but there are plans to make it so. Those studying oral and maxillofacial surgery (OMFS) must complete both medical and dental degrees, and training, and if DFT becomes a requirement for dental registration, the process could be lengthened. We aimed to examine the overlap between DFT and medical foundation and core surgical training, to highlight areas of potential duplication for those who completed their surgical training before graduating from dental school. Relevant curricula for OMFS trainees were identified and compared with the DFT curriculum, and a qualitative assessment tool was developed to measure overlap between non-analogous curricula. Depending on previous experience, an OMFS trainee who completed core training in surgery before studying dentistry may already have covered 76% of the DFT curriculum. Areas with the least duplication in clinical skills (53%) were notably those related to restorative dentistry, prosthodontics, and periodontology, but there was considerable overlap in non-clinical areas such as communication skills (100%) and professionalism (90%). A method of standardised assessment of previous experience may allow for DFT to be shortened for OMFS trainees.

Las concepciones de curriculum y su importancia en la elaboración de un doctorado curricular en estomatología / The curriculum concepts and its significance in designing of a curricular doctorate in Stomatology

El diseño curricular es una etapa esencial del proceso de enseñanza-aprendizaje. En dependencia de la concepción teórica y epistemológica que se tenga del curriculum, así será la estructuración de los procesos educativos y del tipo de pedagogía a implementar. En Cuba la Facultad de Estomatología cuenta con una amplia experiencia de 110 años en la formación de recursos humanos; sin embargo, se considera que la preparación de posgrado en esta ciencia debe ser fortalecida. Es por ello que este trabajo tuvo como objetivo evaluar las concepciones curriculares aplicables a la formación doctoral de posgrado en estomatología y proponer un posicionamiento crítico respecto al concepto de curriculum, que siente bases teóricas para el diseño de un doctorado curricular colaborativo en la mencionada profesión. La posición conceptual de curriculum de este estudio fue totalmente coincidente con el concepto del Centro de Perfeccionamiento de la Educación Superior de la Universidad de La Habana, pues destaca el plano estructural-formal, donde se concreta el proyecto elaborado, que se expresa en documentos, normativas y reglamentos del curriculum oficial, y a la vez se destaca el plano procesual-práctico, o sea, el proceso de realización curricular que se identifica con las prácticas educativas de posgrado(AU)

The curricular design is an essential stage of teaching-learning process. Depending of the theoretical and epistemologic concept on curriculum, will be the structuring of teaching process and of the type of pedagogy to be applied. In Cuba, the Stomatology Faculty has a broad experience of 110 years in the training of human resources; however it is considered that the postgraduate training in this science must to be strengthened. That is aim of present paper was to assess the curricular concepts applicable to doctoral training of postgraduate in Stomatology and to propose a critical location regarding the concept of curriculum, creating theoretical bases for the design of a contributing curricular doctorate in this profession. The curriculum conceptual position of present study was totally coincidental with the concept of the Improvement of Higher Education Center of University of La Habana, since emphasize the structural-formal plane, where the worked out project is specified expressed in documents, regulations, rules of the official curriculum and at the same time the process-practical plane, that is, the curricular carrying out process identified with the postgraduate educational practice(AU)

Necesidad de implementación de un doctorado curricular colaborativo en ciencias estomatológicas / Need to implement a contribution curricular doctorate in stomatologic sciences

Introducción: Históricamente los doctorados en ciencias específicas de la salud han sido de tipo investigativo, donde una tesis doctoral que aporte novedad científica y algunos exámenes de mínimo candidato son los ejercicios suficientes para el otorgamiento de los mismos. Este método genera una formación científica lenta y mayormente autodidáctica y no es del todo óptimo cuando se pretende formar doctores en ciencias en un periodo corto de tiempo, o sea en unos cinco años promedio. Por ello la tendencia internacional es la de implementar doctorados curriculares, lo cual garantiza un proceso de formación científica más reflexiva, homogénea, individualizada y tutorial. Objetivos: evaluar el grado de necesidad de la implementación de un doctorado curricular colaborativo en la carrera de Estomatología. Métodos: se realizó un análisis estadístico de la producción de doctorados en ciencias estomatológicas y se describió los resultados de la fundación de la Comisión de Grados de Estomatología. Resultados: en los últimos 35 años se han formado 53 estomatólogos como doctores en ciencias médicas o estomatológicas. El por ciento de estomatólogos con grados científicos fuera de la Capital es muy escaso. Se consideró el ritmo de producción de doctores en ciencias de la Comisión Nacional de Grados de Estomatología como bajo. Conclusiones: los resultados obtenidos demostraron la necesidad y factibilidad de la elaboración e implementación de un doctorado curricular colaborativo para Estomatología(AU)

Introduction: Historically, the sciences doctorates health specific has been of investigative type, where a doctoral thesis providing a scientific novelty and some minimal examinations are the exercises enough to grant such doctorate. This method creates a slow scientific training and mostly self-taught and is not totally optimal when the aim is to train sciences doctors for a short period of time, that is, in a mean of 5 years. Here the international trend is the implementation of curricular doctorates guaranteeing a more effective, thoughtful, homogeneous, individualized and tutorial scientific training process. Objectives: To assess the degree need of implementation of contribution curricular doctorate en the career of Stomatology. Methods: A statistical analysis was carried out of the doctorate production in stomatologic sciences and a description of results achieved by the creation of Degrees Stomatology Commission. Results: In past 35 years 54 stomatologists has been trained as medical or stomatologic sciences. The percentage of stomatologists with scientific degree outside of the capital is very scant. The rhythm of sciences doctor's production of the National Commission of Stomatology degrees was qualified as low. Conclusions: The results achieved demonstrated the need and feasibility of elaboration and implementation of a cooperation curricular doctorate for Stomatology(AU)

Assessment of surgical competence in North American graduate periodontics programs: a survey of current practices.

This cross-sectional study was designed to document the methods utilized by North American graduate periodontics programs in assessing their residents' surgical skills. A survey of clinical skills assessment was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. Thirty-four programs (59 percent) responded. The data collected were analyzed using SPSS version 15.0. The results demonstrate that the most common practice for providing feedback and documenting residents' surgical skills in the programs surveyed was daily one-on-one verbal feedback given by an instructor. The next two most commonly reported methods were a standard checklist developed at program level and a combination of a checklist and verbal comments. The majority of the programs reported that the instructors met collectively once per term to evaluate the residents' progress. The results suggest that graduate periodontics programs provide their residents frequent opportunities for daily practice with verbal feedback from instructors. However, assessment strategies identified in other health professions as beneficial in fostering the integration of clinical skills practices are not employed.

Integration of medicine and basic science in dentistry: the role of oral and maxillofacial surgery in the pre-doctoral dental curriculum.

It is the premise of this paper that the need for medical and basic science instruction in dentistry will increase over time. However, student and faculty appreciation of the relevance and significance of medicine and basic science to clinical dentistry has been elusive, largely due to difficulties linking biomedical science instruction and clinical dental instruction. The scope of traditional procedure based oral surgery instruction can be expanded in an attempt to bridge the medical science-clinical gap. Topics such as health status evaluation, medical risk assessment, and a variety of other biomedical issues can be presented to students in a way which imparts specific dental meaning to basic medical science in real-life clinical situations. Using didactic and chair side instruction in an oral surgery clinical environment, students are confronted with the need to understand these issues and how they relate to the patients they encounter who present for dental care.

Use of an interactive teaching modality in predoctoral oral and maxillofacial surgery.

PURPOSE: Although only a small percentage of any dental class will pursue oral and maxillofacial surgery (OMS) as a career, it is imperative that educators engender interest and foster knowledge of the specialty to the entire predoctoral class. We sought to enhance the educational experience in the predoctoral OMS rotation by employing an interactive teaching technique. MATERIALS AND METHODS: During 1 academic year, 108 predoctoral dental students rotated through the OMS clinical rotation at 1 institution. Clinical and didactic material was introduced to students, and was reinforced using a highly interactive technique. After all members of the class had completed the rotation, a survey of teaching methods was performed. Next, National Dental Examining Board, Part II (NDEB-II) scores from this graduating class were compared with aggregate scores from the previous 3 graduating classes, to evaluate improvements in the OMS subsection score. Groups scoring above, at, or below the national average were compared, using the chi(2) test. RESULTS: Survey results described a positive response to the teaching techniques instituted in the OMS rotation. In comparing scores from each of the 11 sections of NDEB-II between the New Curriculum (NC) class and the aggregate score of the 3 previous graduating classes, a significant improvement was noted in only 2 of 11 sections, OMS and Public Health Dentistry. In these sections, there were reductions in the numbers of students scoring below the national average, and increases in those scoring at or above the national average. CONCLUSIONS: Implementation of a structured, interactive educational technique was associated with an improvement in OMS section board scores. With the exception of OMS and Public Health Dentistry, the other subsection scores remained unchanged, suggesting that our technique may have positively influenced NDEB-II board scores in OMS.