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Introdução: O ChatGPT® é uma ferramenta pública desenvolvida pela OpenAI que utiliza a tecnologia do modelo de linguagem GPT. Este chatbot é capaz de atender a variadas solicitações de texto. Objetivo: avaliar se o ChatGPT® é capaz de ser a única fonte de informação para resolução de provas de Odontologia. Material e métodos: consiste em um estudo transversal quantitativo analítico. Para a coleta de dados, foi elaborada uma prova fictícia constituída por questões do ENADE e de outros concursos públicos. Os participantes responderam a prova em dois momentos: T1, sem o ChatGPT® e, após 15 dias (T2), utilizando-o. A amostra foi de 30 discentes de graduação em Odontologia, divididos igualmente entre 3 grupos: 1º ao 4º semestre, 5º ao 6º semestre e 7º ao 10º semestre. Para análise de dados foram aplicadas análises estatísticas descritiva e inferencial, por meio do software SPSS, com os testes de Wilcoxon e de McNemar. Resultados: revelaram uma eficácia notável do ChatGPT® na resolução de questões discursivas, com 83,3% de taxa de acerto, enquanto os discentes deram mais respostas incorretas ou incompletas. Porém, foram observadas limitações da base de dados do ChatGPT® quanto às questões objetivas. É crucial ressaltar que, apesar de resultados promissores, a aplicação do Chat levanta questões éticas e pedagógicas. Assim, a introdução do ChatGPT® na educação preocupa quanto à validade e equidade nas avaliações, destacando a importância de encontrar equilíbrio entre a inovação tecnológica e a preservação da integridade acadêmica
Introduction: ChatGPT® is a public tool developed by OpenAI that employs the language model technology of GPT. This chatbot is capable of addressing various text-based requests. Objective: To assess whether ChatGPT® can be the sole source of information for resolving Dentistry exams. Materials and Methods: This is an analytical quantitative cross-sectional study. For data collection, a fictitious exam was created, consisting of questions from the National Student Performance Exam (ENADE) and other public competitions. Participants answered the exam at two different times: T1, without ChatGPT®, and, after 15 days (T2), using it. The sample included 30 undergraduate Dentistry students, equally divided into three groups: 1st to 4th semester, 5th to 6th semester, and 7th to 10th semester. Descriptive and inferential statistical analyses were applied using SPSS software, including the Wilcoxon and McNemar tests. Results: They revealed a notable effectiveness of ChatGPT® in resolving essay questions, with an 83.3% accuracy rate, while students provided more incorrect or incomplete answers. However, limitations of the ChatGPT® database were observed regarding objective questions. It is crucial to emphasize that, despite promising results, the application of Chat raises ethical and pedagogical questions. Therefore, the introduction of ChatGPT® in education raises concerns about the validity and fairness of assessments, underscoring the importance of finding a balance between technological innovation and the preservation of academic integrity
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En la asignatura de anatomía aún existen estudiantes que no se encuentran motivados con su propio proceso de aprendizaje. El rol del docente es un factor extrínseco clave que contribuye a dicha vinculación afectiva. El Diseño Universal para el Aprendizaje (DUA) es un modelo educativo que propone una serie de pautas de aplicación docente para poder activar en los alumnos sus redes neuronales afectivas, asociadas con la formación de estudiantes decididos y motivados. El objetivo de este estudio es crear una propuesta de intervención, basada en el uso selectivo de las pautas de compromiso afectivo del DUA, para mejorar la práctica docente y la motivación de los estudiantes en anatomía. Es una investigación acción que utiliza el modelo de Whitehead, implicando el cruce conceptual y metodológico entre las pautas de compromiso afectivo del DUA y las fases y factores que determinan la motivación. Corresponde a la programación de seis sesiones de laboratorio de anatomía, los instrumentos para la recopilación de la información y las técnicas de análisis de la misma. La propuesta de intervención presenta un valor teórico ya que fue diseñada a partir de un análisis exhaustivo del DUA y de las publicaciones existentes sobre la motivación, y un valor práctico que se sustenta en su aplicabilidad directa y recursiva en los laboratorios de anatomía y en la incorporación del DUA en el currículum de una asignatura de educación superior. La motivación es el motor de la educación, ya que impulsa y mantiene el quehacer académico tanto a nivel estudiantil como docente. El DUA permite que los docentes aborden la desmotivación de los estudiantes de una forma accesible, precisa y confiable, lo que llevó a considerarlo como uno de los pilares de la propuesta de intervención.
SUMMARY: In anatomy courses there are still students who are not motivated by their own learning process. The teacher´s role is a key extrinsic factor that contributes to this bonding process. Universal Design for Learning (UDL) is an educational model that proposes a series of teaching application guidelines to activate students' affective neural networks, associated with the formation of motivated students. The objective of this study is to create an intervention proposal, based on the selective use of the UDL affective commitment guidelines, to improve teaching practice and student motivation in anatomy. It is an action research that uses Whitehead's model, involving the conceptual and methodological intersection between the UDL's affective commitment guidelines and the phases and factors that determine motivation. It corresponds to the programming of six anatomy laboratory sessions, the instruments for collecting information and the techniques for analyzing it. The intervention proposal has a theoretical value since it was designed based on an exhaustive analysis of the UDL and existing publications on motivation, and a practical value that is based on its direct and recursive applicability in anatomy laboratories and in the incorporation of the UDL in the curriculum of a higher education subject. Motivation is the driving force of education, since it drives and maintains academic work at both the student and teacher level. The UDL allows teachers to address student lack of motivation in an accessible, precise and reliable way, considering this one of the pillars of the intervention proposal.
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Humans , Students, Dental/psychology , Anatomy/education , Learning , Motivation , Universal DesignABSTRACT
El anclaje es el proceso que permite insertar lo nuevo en el entramado de esquemas preexistentes. Posibilita instrumentalizar el contenido en la comunicación. En formación de especialistas, anclamos contenidos con un diagnóstico situacional. El propósito de este ensayo fue, anclar contenidos de masticación y dinámica mandibular en profesionales, estudiantes del programa de especialización en Periodoncia, Facultad de Odontología, Universidad de Chile. El programa posee la unidad de rehabilitación en periodonto reducido (un crédito, 5 sesiones). Esta se imparte con diagnóstico situacional y metodologías activas: aula reversa y discusión de grupo pequeño. Los contenidos masticación y dinámicamandibular se anclaron mediante estas metodologías con videos, para estimular la identificación de patrones; contenido anclado es identificado. Se incentivó la reflexión individual y colectiva y se compararon los estudiantes de las promociones 2020 (telemática) y 2022 (presencial). Los estudiantes fueron codificados del 1 al 14. Caracterización de la cohorte 2020: 4 hombres, 4 mujeres; 5.75 años de egreso promedio, 2 U. Desarrollo, 1 U. de Concepción, 2 U. de Talca, 2 U. de Chile y 1 U de los Andes. Caracterización cohorte 2022: 3 mujeres, 3 hombres; 6 años de egreso promedio, 5 U. de Chile y 1 U. de La Frontera. La cohorte 2020 identificó patrones en la segunda sesión, a excepción de los estudiantes 5 y 7 que lo hicieron en la quinta sesión. Durante la reflexión colectiva, predominaron liderazgos transformacionales. De la cohorte 2022, solo el estudiante 14 identificó patrones en la segunda sesión y todos sus compañeros lo hicieron en la quinta sesión. Durante la reflexión colectiva, predominaron liderazgos transaccionales. En educación de profesionales, iguales metodologías, aplicadas telemáticamente o de manera presencial para anclar nuevos contenidos, se vieron influenciadas por los estilos de liderazgos de los estudiantes, que favorecieron o retardaron la identificación de patrones.
Anchoring is the process that allows new information to be inserted into the framework of pre-existing schemes. Allows to instrumentalize the content in communication. In During the training of specialists, we anchor contents with a situational diagnosis. The purpose of this essay was to anchor contents of mastication and mandibular dynamics in professionals, students in the specialization program in Periodontics, of the Faculty of Dentistry, Universidad de Chile. The program has a rehabilitation unit in reduced periodontium (one credit, 5 sessions). This is taught with situational diagnosis and active methodologies: Reverse classroom and small group discussion. The chewing and mandibular dynamics contents were anchored through these methodologies with videos, to stimulate the identification of patterns; pinned content is identified. Individual and collective reflection was encouraged and students from the 2020 (telematic) and 2022 (in-person) classes were compared. Students were coded from 1 to 14. Characterization of the 2020 cohort: 4 men, 4 women; 5.75 years of average graduation, 2 from U. del Desarrollo, 1 U. de Concepción, 2 U. de Talca, 2 U. de Chile and 1 U. de Los Andes. Cohort characterization 2022: 3 women, 3 men; 6 years of average graduation, 5 U. de Chile and 1 U. de La Frontera. The 2020 cohort identified patterns in the second session, except for students 5 and 7 who did so in the fifth session. During the collective reflection, transformational leadership predominated. Of the 2022 cohort, only student 14, was able to identify patterns in the second session, while all of her classmates did so in the fifth session. During the collective reflection, transactional leadership predominated. In teaching professionals, the same methodologies, applied telematically or in person to anchor new content, were influenced by the leadership styles of the students, which favored or delayed the identification of the patterns.
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RESUMEN Las estrategias para comunicar la información han experimentado muchos cambios, los cuales se han evidenciado en la pandemia. La idea es lograr que se pueda conectar con el estudiante y que la información la reciba de manera clara, oportuna y pertinente, de modo que tendrá los saberes previos para lograr integrar la información de la teoría y la práctica, con el fin de enfrentar con éxito la actividad simulada, así como cuando interactúe con el paciente. En ese contexto, el aula invertida es una estrategia didáctica que brinda videos, podcast, entre otros, para que sean revisados con anticipación, de tal forma que cuando el estudiante realice la actividad presencial o virtual se profundice y se hagan precisiones sobre los conceptos más importantes, usando metodologías activas de participación para lograr el siguiente propósito: El aprendizaje invertido busca un cambio en la dinámica del aprendizaje que apunte como eje del mismo al estudiante. El objetivo de la presente contribución docente es compartir las bondades de esta estrategia usada en estudiantes de la carrera de Odontología dentro del marco del curso de Clínica Estomatológica del Adulto I, dictado en 2023 y que pertenece al quinto ciclo de la carrera de Estomatología en la Universidad Peruana Cayetano Heredia.
ABSTRACT Strategies for communicating information have undergone many changes, which have been evidenced in the pandemic. The idea is to be able to connect with the student and that the information is received in a clear, timely and relevant manner, so that he/she will have the prior knowledge to integrate information from theory and practice, in order to successfully face the simulated activity, as well as when interacting with the patient. In this context, the inverted classroom is a didactic strategy that provides videos, podcasts, among others, to be reviewed in advance, so that when the student performs the face-to-face or virtual activity, the most important concepts are deepened and clarified, using active participation methodologies to achieve the following objective: flipped learning seeks a change in the dynamics of learning that points to the student as its axis. The objective of this teaching contribution is to share the benefits of this strategy used with students of the Dentistry degree program within the framework of the Adult Stomatology Clinic I course, taught in 2023 and which belongs to the fifth semester of the Stomatology degree program at the Universidad Peruana Cayetano Heredia.
RESUMO As estratégias de comunicação de informação sofreram muitas alterações, que são evidentes na pandemia. A ideia é conseguir conectar-se com o aluno e que a informação seja recebida de forma clara, oportuna e relevante, para que ele tenha o conhecimento prévio para poder integrar informações da teoria e da prática, a fim de enfrentar com sucesso a atividade simulada, bem como ao interagir com o paciente. Neste contexto, a sala de aula invertida é uma estratégia didática que disponibiliza vídeos, podcasts, entre outros, para serem revistos previamente, de modo a que, quando o aluno realiza a atividade presencial ou virtual, os conceitos mais importantes sejam aprofundados e clarificados, utilizando metodologias de participação ativa para atingir o seguinte objetivo: A aprendizagem investida procura uma mudança na dinâmica da aprendizagem que aponta para o aluno como eixo da mesma. O objetivo desta contribuição didática é partilhar os benefícios desta estratégia utilizada com os alunos da disciplina de Medicina Dentária no âmbito do curso de Clínica de Estomatologia de Adultos I, ministrada em 2023 e que pertence ao quinto semestre da disciplina de Estomatologia da Universidad Peruana Cayetano Heredia.
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Aim: Burnout syndrome describes the state of long-term physical, emotional and mental exhaustion related to work. This syndrome can cause health problems related to stress, insomnia, cardiovascular and musculoskeletal diseases, including an increase in alcohol consumption and drug use. It is important to recognize the presence of the initial signs of this syndrome, therefore this study aimed to determine the prevalence of the burnout syndrome in peruvian dental students. Methods: The study was observational, cross-sectional, and descriptive. It was carried out from September to November 2018, and it included a total of 154 dental students of four universities of La Libertad region, surveyed by census method. Three were private universities and one was public. Burnout was evaluated through the Maslach Burnout Student Survey Questionnaire (MBI-SS). The results were presented in absolute and percentage frequencies, as well as confidence intervals, using double-entry tables. Results: It was found that 24.68% of the students (24.71% in male students and 24.64% in female students) presented burnout syndrome. The public university of Trujillo presented the highest percentage of affected students (47.37%). A prevalence of 53,90% of emotional exhaustion was also found among the students under evaluation. Conclusions: Almost a quarter of the students surveyed presented burnout. It was also observed that the public University of Trujillo had a higher percentage of burnout than the three private ones. The percentage of prevalence of the burnout syndrome according to sex was similar. However according to dimensions, emotional exhaustion presented the highest percentage
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Humans , Male , Female , Adult , Middle Aged , Stress, Psychological , Students, Dental , Education, Dental , Burnout, Psychological/epidemiologyABSTRACT
Introducción: La asignatura Introducción a la Metodología de la Investigación, para la Enseñanza Técnica Superior de Prótesis Estomatológica, de la Facultad de Estomatología de La Habana, se incorporó a la educación a distancia, durante el curso 2021-2022. Objetivo: Describir la experiencia en la ejecución de la asignatura con el uso del aula virtual de la Institución. Material y Métodos: Se realizó una investigación de tipo descriptiva, retrospectiva, acerca de las experiencias en el proceso de enseñanza-aprendizaje, durante los cursos 2021-2022 y 2022-2023. Resultados: Se cumplieron los objetivos metodológicos de la asignatura, se debatieron los temas propuestos en los foros, se aclararon las dudas utilizando las herramientas interactivas de la plataforma y la atención al alumno fue personalizada. Conclusiones: Se logró impartir por primera vez con éxito, la asignatura, se digitalizaron los objetos de aprendizaje por temas, se diseñaron actividades para la evaluación del aprendizaje, y se obtuvieron calificaciones satisfactorias.
Introduction: The subject Introduction to Research Methodology, for the Higher Technical Education of Stomatological Prosthetics, of the Faculty of Stomatology of Havana, was incorporated into distance education, during the 2021-2022 academic year. Objective: Describe the experience in the execution of the subject with the use of the Institution's virtual classroom. Material and Methods: A descriptive, retrospective research was carried out on the experiences in the teaching-learning process, during the 2021-2022 and 2022-2023 academic years. Results: The methodological objectives of the subject were met, the topics proposed in the forums were debated, doubts were clarified using the platform's interactive tools, and student attention was personalized. Conclusions: The subject was successfully taught for the first time, the learning objects were digitized by topic, activities were designed for the evaluation of learning, and satisfactory grades were obtained.
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Introducción: El aprovechamiento de los cursos de ciencias básicas puede depender de las percepciones estudiantiles sobre la importancia de estos en su vida profesional, por lo que se hace necesario determinar el grado de importancia que los estudiantes le confieren a este tipo de cursos. Materiales y métodos: Se presentó un cuestionario con 9 declaraciones a 54 estudiantes de odontología y medicina. Las respuestas se pasaron a una escala numérica para su análisis. Se usó una prueba de U de Mann-Whitney con el fin de evaluar diferencias entre estudiantes de ambas facultades. Resultados: Los estudiantes en conjunto mostraron tener una buena opinión de la importancia de las ciencias básicas en la práctica clínica. Se observó también que es mayor la proporción de estudiantes de odontología que consideran que la investigación básica no es útil para su práctica clínica. Conclusión: Los estudiantes consideran las ciencias básicas necesarias para un buen desempeño profesional.
Introduction: The benefit of basic science courses may depend on students' perceptions of the importance of these courses in their professional life, therefore, it's necessary to determine the degree of importance that students give to this type of courses. Materials and methods: A questionnaire with 9 statements was presented to 54 dental and medical students. The responses were converted to a numerical scale for analysis. Using a Mann-Whitney U test, differences between students from both faculties were evaluated. Results: The students showed a good opinion of the importance of basic sciences in clinical practice. It was also observed that the proportion of dental students who consider that basic research is not useful for their clinical practice is higher. Conclusion: Students consider the basic sciences necessary for good professional performance.
Subject(s)
Humans , Adolescent , Adult , Natural Science Disciplines , Dental Research , Education, Dental , Education, Medical, Undergraduate , Science , Students , Knowledge , Biomedical ResearchABSTRACT
RESUMEN En el presente trabajo se describe la percepción del estudiante y del docente sobre el proceso de introducción de la tecnología CAD-CAM en la educación dental. Se realizó un estudio transversal y descriptivo; para el recojo de datos se utilizó dos cuestionarios validados por juicio de expertos y se aplicaron estadísticas descriptivas. Se obtuvo que el 57,9 % de los estudiantes y el 37,5 % de los docentes consideraron que la enseñanza de la tecnología CAD-CAM debería empezar en el tercer año de estudios; las capacitaciones fueron de utilidad tanto para estudiantes como para docentes; y esta tecnología sería un procedimiento de elección para el tratamiento con prótesis fija si lo tuvieran disponible. Se concluye que los estudiantes y los docentes tienen una percepción positiva sobre la introducción de la tecnología CAD-CAM en los cursos clínicos de la carrera de Odontología y sería un recurso de elección para el tratamiento con prótesis fija.
ABSTRACT This paper describes the student and teacher's perceptions of the process of introducing CAD-CAM technology in dental education. A cross-sectional and descriptive study was carried out; two questionnaires validated by expert judgment were used for data collection, and descriptive statistics were applied. It was obtained that 57.9 % of the students and 37.5 % of the teachers considered that the teaching of CAD-CAM technology should begin in the third year of studies; the training was helpful for both students and teachers, and this technology would be a procedure of choice for treatment with fixed prosthesis if they had it available. It is concluded that students and teachers positively perceive the introduction of CAD-CAM technology in the clinical courses of the dental career, and it would be a resource of choice for fixed prosthesis treatment.
RESUMO Este artigo descreve as percepções dos estudantes e dos professores sobre o processo de introdução da tecnologia CAD-CAM no ensino da medicina dentária. Foi efetuado um estudo transversal e descritivo; para a recolha de dados foram utilizados dois questionários validados por avaliação de peritos e foi aplicada estatística descritiva. Verificou-se que 57,9% dos estudantes e 37,5% dos professores consideravam que o ensino da tecnologia CAD-CAM deveria começar no terceiro ano de estudos; as formações foram úteis tanto para os estudantes como para os professores; e esta tecnologia seria um procedimento de eleição para o tratamento protético fixo, se disponível. Conclui-se que os estudantes e professores têm uma percepção positiva sobre a introdução da tecnologia CAD-CAM nos cursos clínicos de medicina dentária e que esta seria um recurso de eleição para o tratamento protético fixo.
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A Odontologia Legal é uma área de conhecimento importante para a formação de profissionais mais conscientes e pautados em princípios éticos e legais. O presente estudo objetivou verificar se as escolas de Odontologia do Estado de Santa Catarina se adequaram às diretrizes sugeridas pela ABOL, por meio de análise documental do projeto pedagógico de curso (PPC), matriz curricular e/ou ementa de disciplinas. Das 18 IES com graduação em odontologia de Santa Catarina, 14 disponibilizaram a documentação de interesse do estudo. Todas as 14 ofertam disciplinas que abordam conteúdo de Deontologia e Diceologia e Orientação Profissional e 13 ofertam a disciplina de Odontologia Legal em seus currículos. Na maioria das IES as disciplinas têm carga horária abaixo das 60h recomendadas. As disciplinas que tratam de Deontologia e Diceologia e Orientação Profissional são ofertadas, antes das práticas clínicas em 36% das IES. Em 79% das IES a disciplina de Odontologia Legal é ofertada nos períodos finais da graduação. O estudo mostra que nenhuma IES de SC conseguiu adequar completamente seus currículos às diretrizes propostas pela ABOL e ABENO
Forensic Dentistry is an important area of knowledge for training professionals who are more aware and based on ethical and legal principles. The present study aimed to verifies whether the schools of Dentistry in the State of Santa Catarina have complied with the guidelines suggested by ABOL, through documental analysis of the pedagogical project of the course (PPC), curricular matrix and/or course syllabus. Of the 18 HEIs with a degree in dentistry in Santa Catarina, 14 provided documentation of interest to the study. All 14 institutions offer courses that address the content of Deontology and Professional Ethics and 13 offers the discipline of Forensic Dentistry in their curricula. In most HEIs, subjects have a workload below the recommended 60 hours. Disciplines dealing with Deontology and Diceology and Professional Guidance are offered before clinical practices in 36% of HEIs. In 79% of the HEIs, the discipline of Forensic Dentistry is offered in the final periods of graduation. The study shows that none of the HEIs in SC managed to completely adapt their curricula to the guidelines proposed by ABOL and ABENO
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La implementación de herramientas tecnológicas en la educación odontológica a lo largo de los años ha permitido al estudiante mejorar su desempeño en el ámbito preclínico de su formación, desarrollando habilidades motoras finas; en la actualidad este tema cobra relevancia debido a la coyuntura de salubridad del COVID-19. El objetivo de esta revisión fue describir la digitalización en la formación odontológica, las herramientas tecnológicas que se emplean y la percepción de estudiantes frente a la educación digital en Odontología. Se realizó una revisión electrónica en las bases de datos PubMed, SciELO, LILACS y ScienceDirect, en búsqueda de artículos publicados en inglés y español en el periodo 2015 al 2022. Se revisaron 156 artículos seleccionándose 50 directamente relacionados al tema de estudio. Se concluye que existen diversas herramientas digitales que pueden utilizarse en la formación de profesionales en Odontología; además, el aprendizaje mixto genera mejores resultados que el aprendizaje tradicional, y el aprendizaje en on-line, que fue utilizado durante el confinamiento por la pandemia de la COVID-19, demostró un alto grado de insatisfacción en los estudiantes.
The implementation of technological tools in dental education over the years has allowed the student to improve their performance in the preclinical field of their training, developing fine motor skills, currently this issue has become relevant due to the health situation of COVID-19. The objective was to describe digitalization in dental training, the technological tools used and the students´ perception of digital education in dentistry. An electronic review of the PubMed, SciELO, LILACS and ScienceDirect databases was carry out in search of articles published in English and Spanish in the period 2015 to 2022. One hundred fifty-six articles were reviewed, selecting 50 directly related to the subject of study. It is concluded that there are various digital tools that can be used in the training of professionals in dentistry; furthermore, exclusive online learning generates better results than traditional learning; and exclusive online learning, which was used during the COVID-19 pandemic lockdown, demonstrated a high degree of student dissatisfaction.
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Abstract This study analyzed the prevalence of lectures involving esthetics in the scientific program of Brazilian dental conferences and the gender distribution of speakers. All lectures presented in three dental conferences (Bahia, São Paulo, and Goiás states) held from 2016 to 2020 were evaluated. Three investigators individually divided the lectures according to the specialties recognized by the Brazilian Federal Council of Dentistry (FCD) based on their titles. The lectures were also classified as involving or not esthetics, and the speaker`s gender was recorded. Descriptive statistical analyses were performed, and Chi-square tests assessed possible associations between factors. The words most cited in the titles of the lectures were "esthetic" (13.6%), "dentistry" (9.9%), and "treatment" (8.1%). Oral diseases were barely mentioned in the titles (up to 1.3%). The highest number of lectures was observed for the specialty of Restorative Dentistry (22.3%), followed by Prosthodontics (18.5%). Approximately one-third of lectures involved some aesthetic aspect, but this percentage ranged from 71.9 to 78.6% for the two specialties with more lectures. Regarding the speaker`s gender, the inequity was higher for lectures involving esthetics (81.6% of males) than for topics unrelated to esthetics (66.7%). More male speakers than females were observed for all specialties. The highest gender gap was observed for Pediatric Dentistry with 62.4% male speakers, although only 10.6% of FCD registered specialists were men. In conclusion, the Brazilian dental conferences analyzed seemed to favor offering lectures dealing with esthetic topics and male speakers.
Resumo Este estudo analisou a prevalência de palestras envolvendo estética na programação científica de congressos de Odontologia brasileiros, e a distribuição do gênero dos palestrantes. Todas as palestras apresentadas em três congressos de Odontologia (CIOBA, CIOGO, and CIOSP) entre 2016 e 2020 foram avaliadas. Três avaliadores utilizaram os títulos das palestras para dividi-las entre as especialidades reconhecidas pelo Conselho Federal de Odontologia (CFO) do Brasil. As palestras foram também classificadas como envolvendo ou não estética, e o gênero do palestrante foi registrado. Análises estatísticas descritivas foram realizadas, e testes de Qui-quadrado avaliaram possíveis interações entre fatores. A palavra mais citada nos títulos das palestras foi "estética" (13,6%), seguido por "odontologia" (9,9%) e "tratamento" (8,1%). Doenças orais foram raramente mencionadas nos títulos (até 1,3%). O maior número de palestras foi observado para a especialidade de Dentística (22,3%), seguido por Prótese Dental (18,3%). Aproximadamente um terço das palestras envolviam algum aspecto estético, com porcentagens entre 71,9 a 78,6% para as duas especialidades com mais palestras. Em relação ao gênero do palestrante, a inequidade foi maior para palestras envolvendo estética (81,6% de homens) que para tópicos não relacionadas à estética (66,7%). Mais palestrantes do sexo masculino que feminino foram observados para todas as especialidades. A maior discrepância entre os gêneros foi observada para Odontopediatria, uma especialidade com 62,4% dos palestrantes do sexo masculino, embora apenas 10,6% dos especialistas registrados no CFO eram homens. Como conclusão, os congressos de Odontologia Brasileiros parecem preferir palestras abordando tópicos de estética e palestrantes do sexo masculino.
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RESUMEN El aula invertida es una estrategia didáctica en la cual se brinda a los estudiantes videos, podcast, entre otros, para que sean revisados con anticipación, de modo que cuando se realice la actividad presencial o virtual se profundicen y aclaren los conceptos pertenecientes a la información brindada previamente. El aprendizaje invertido busca generar una oportunidad de cambio en la dinámica de la enseñanza; promueve el aprendizaje activo dentro del ambiente de clase; y busca que el aprendizaje se focalice en el estudiante. En el presente documento, se hace una revisión de los aspectos más notables del aula invertida y sus diferencias con el método del aula magistral; asimismo, se revisa su impacto en la odontología y se plantean los retos, los compromisos y las dificultades que puede tener su implementación.
Abstract The flipped classroom is a pedagogical approach in which students are provided with videos, podcasts, and other resources to review in advance. This allows for a deeper understanding and clarification of the concepts during in-person or virtual activities. The flipped learning approach aims to bring about a change in the dynamics of teaching, promoting active learning within the classroom environment and placing the focus on the student. This document provides a review of the notable aspects of the flipped classroom and highlights its differences from the traditional lecture-based teaching method. Additionally, the impact of this approach in dentistry is examined, along with the challenges, commitments, and difficulties that may arise during its implementation.
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Recently, studies have highlighted the importance of compassionate care in healthcare. Not only does it improve patient outcomes and satisfaction, but it also improves the healthcare providers' overall well-being. Furthermore, it helps streamline the healthcare system by shortening hospital stays and rates or readmittance. Unfortunately, patients report that they feel there is a lack of compassionate care provided to them, thus shedding light on the compassion crisis. The compassion crisis seems to have its roots in healthcare professional education, as evidenced by the high levels of burnout experienced by students, particularly in dental students. Compassion training, however, not only equips healthcare professionals with strategies to more effectively treat their patients, but also with coping mechanisms to better handle the stressors of their profession. Dentistry is no exception and has some unique barriers to care as well such as communication, the physical barrier during treatment. This further highlights the importance of compassionate care while providing treatment. Implementing compassionate care to be taught in school will improve patient outcomes and provider well-being (AU)
Recentemente, estudos destacaram a importância da empatia na área da saúde. A empatia não só melhora resultados e satisfação do paciente, mas também melhora o bem-estar dos profissionais de saúde. Além disso, ajuda a diminuir o custo do sistema de saúde ao reduzir as internações hospitalares e as taxas de reinternação. Infelizmente, os pacientes relatam que sentem falta de empatia, levando a uma atual crise de falta de empatia nos servicos de saúde. A crise da falta de empatia parece ter suas raízes na formação dos profissionais de saúde, como evidenciado pelos altos níveis de burnout experimentados pelos alunos, principalmente em estudantes de Odontologia. Treinamento para empatia, no entanto, não apenas prepara os profissionais de saúde com estratégias para tratar de forma mais eficaz seus pacientes, mas também com mecanismos de enfrentamento para lidar melhor com os fatores de estresse da profissão. A Odontologia não é exceção e tem algumas barreiras específicas, como a comunicação, que fica comprometida durante o tratamento odontológico. Isso destaca ainda mais a importância da empatia durante o tratamento. Ensinando empatia nos cursos de Odontologia melhorará os resultados para os pacientes e o bem-estar dos profissionais. (AU)
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Students, Dental , Dental Care , Delivery of Health Care , EmpathyABSTRACT
Introduction: root canal treatment is a challenging procedure often first encountered by undergraduate dental students, leading to various difficulties and mistakes. Objective: this study aimed to identify the specific difficulties encountered by undergraduate dental students during root canal treatment and the frequency of mistakes they committed in relation to these difficulties. Material and method: this study employed a cross-sectional survey design. A cohort of 60 third-year students completed a self-administered questionnaire consisting of 27 questions addressing various aspects of endodontic treatment and 11 key areas of root canal procedures. The response options for each question were based on a 4-point Likert scale. Data analysis was performed using Python programming language and heatmaps were created using the seaborn library to better understand the distribution of the data. Result: students encounter challenges in developing tactile sensation, accessory cone placement, and accurately reaching the apex during canal location. Dental schools should focus on improving students' tactile skills and methods to reach the apex to enhance the effectiveness of root canal treatment education. In contrast, students reported fewer mistakes in rubber dam application and safety measures during treatment. Dental educators should emphasize proper instrument use and safety precautions during root canal treatment. Interestingly, students did not perceive these areas as problematic despite committing mistakes. Conclusion: this study provides valuable insights into the challenges and mistakes encountered by undergraduate dental students during root canal treatment. Dental educators should address these issues to improve students' skills and techniques and provide optimal patient care.
Introdução: o tratamento endodôntico é um procedimento desafiador, frequentemente encontrado pela primeira vez por estudantes de odontologia, levando a diversas dificuldades e erros. Objetivo: este estudo teve como objetivo identificar as dificuldades específicas encontradas por estudantes de graduação em Odontologia durante o tratamento endodôntico e a frequência de erros cometidos por eles em relação a essas dificuldades. Material e método: este estudo empregou um desenho de pesquisa transversal. Um grupo de 60 estudantes do terceiro ano respondeu a um questionário autoaplicável composto por 27 perguntas abordando vários aspectos do tratamento endodôntico e 11 áreas-chave dos procedimentos de canal radicular. As opções de resposta para cada questão foram baseadas em uma escala Likert de 4 pontos. A análise dos dados foi realizada utilizando a linguagem de programação Python e mapas de calor foram criados utilizando a biblioteca seaborn para melhor compreender a distribuição dos dados. Resultado: os alunos encontram desafios no desenvolvimento da sensação tátil, na colocação do cone acessório e no alcance preciso do ápice durante a localização do canal. As escolas de odontologia devem se concentrar em melhorar as habilidades táteis e os métodos dos alunos para alcançar o ápice e aumentar a eficácia do ensino sobre tratamento de canal radicular. Em contrapartida, os estudantes relataram menos erros na aplicação do dique de borracha e nas medidas de segurança durante o tratamento. Os educadores odontológicos devem enfatizar o uso adequado dos instrumentos e as precauções de segurança durante o tratamento do canal radicular. Curiosamente, os alunos não consideraram estas áreas problemáticas, apesar de cometerem erros. Conclusão: este estudo fornece informações valiosas sobre os desafios e erros encontrados por estudantes de odontologia durante o tratamento endodôntico. Os educadores odontológicos devem abordar essas questões para melhorar as habilidades e técnicas dos alunos e fornecer o melhor atendimento ao paciente.
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Students, Dental , Surveys and Questionnaires , Dental Pulp Cavity , Education, Dental , Touch PerceptionABSTRACT
Objective: The study aimed to develop a cell phone application entitled: "Total Prosthesis Manual Rehabilitating smiles", as an auxiliary teaching tool for teachers and students through digital technology, with a smartphone. Material and Methods: The tool was structured on the "Application Factory website", which allows the creation of mobile applications in different formats, with broad and interactive features on IOS and Android platforms. The expository format of the content is in slide format, containing descriptive theory and images about the stages of making a complete prosthesis; from necessary materials, photos and descriptive guidance of the steps. Results: The application is a complementary teaching resource to assist undergraduate and postgraduate students and professionals working in the area of complete prosthetics. The theoretical and practical content selected for the application covered all stages of understanding, development and possible complications associated with the manufacture of a complete bimaxillary prosthesis, from planning, impressions, models, orientation plans, tooth assembly, adaptations and delivery. Conclusion: The application provided a low-cost, expandable and easy-to-use teaching resource for teaching complete dentures. It is essential to develop various analyzes such as user experience tests, application effectiveness, development of new technologies and improvement of techniques, so that their potential for enriching learning in complete dentures and dentistry in general can be verified.(AU)
Objetivo: O estudo teve como objetivo desenvolver um aplicativo de celular intitulado: "Manual de Prótese Total Reabilitando sorrisos", como uma ferramenta didática auxiliar para professores e alunos por meio da tecnologia digital, com smartphone. Material e Métodos: A ferramenta foi estruturada no "site da Fábrica de Aplicativos", que permite a criação de aplicativos móveis em diversos formatos, com recursos amplos e interativos nas plataformas IOS e Android. A modalidade expositiva do conteúdo é em formato de slides, contendo teoria descritiva e imagens sobre as etapas de confecção de uma prótese total; a partir de materiais necessários, fotos e orientação descritiva das etapas. Resultados: O aplicativo é um recurso didático complementar para auxiliar estudantes de graduação, pós-graduação e profissionais que atuam na área de prótese total. O conteúdo teórico e prático selecionado para a aplicação visou todas as etapas de compreensão, desenvolvimento e possíveis complicações associadas à confecção de uma prótese total bimaxilar, desde o planejamento, moldagens, maquetes, planos de orientação, montagem dos dentes, adaptações e entrega. Conclusão: O aplicativo trouxe um recurso didático de baixo custo, expansível e fácil de usar para o ensino de próteses totais. É fundamental desenvolver diversas análises como testes de experiência do usuário, eficácia de aplicação, desenvolvimento de novas tecnologias e aprimoramento de técnicas, de forma que possa ser verificado seu potencial de enriquecimento do aprendizado em prótese total e odontologia em geral(AU)
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Humans , Educational Technology , Denture, Complete , Education, Dental , Mobile Applications , Education, Distance , Dentists/educationABSTRACT
Abstract This study aimed to assess the self-reported levels of confidence and knowledge related to non-odontogenic pain among a group of Brazilian endodontists. Methodology A total of one hundred and forty-six endodontists affiliated with the Brazilian Society of Endodontics participated in the survey. The questionnaire, distributed via email or WhatsApp, contained inquiries designed to gauge self-perceived confidence and knowledge concerning non-odontogenic pain. The practitioners were categorized into four groups based on their self-reported familiarity with various orofacial pain types, classified as either sufficient or insufficient, and on their engagement in ongoing educational programs related to orofacial pain. Data were analyzed by Chi-Square Test and Fischer's exact test (p<0.05). Results Overall, self-reported confidence about non-odontogenic pain was high, especially for endodontists who considered their knowledge about orofacial pain sufficient, regardless of whether they had (71.1% - 97.8%) or not (35.7% - 96.4%) been continuously involved in education courses on orofacial pain. In general, self-reported knowledge about non-odontogenic pain was insufficient (0% - 42%), except in the question about how they would act in cases of pain that persists beyond the normal healing time after an endodontic procedure (70.6% - 81.9%). In general, endodontists are confident in their diagnosis and treatment of non-odontogenic pain. Nonetheless, this confidence did not correlate with a commensurate knowledge depth of. Thus, specialization courses in endodontics should highly consider training and qualifying these professionals in the diagnosis of non-odontogenic pain.
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@#Dental Practicality Index (DPI) and American Association of Endodontists Endodontic Case Difficulty Assessment (AAECDA) form potentially can guide clinicians in making clinical decisions and triaging in large practices and academic settings. Nonetheless, the reliability and validity should be evaluated before institution-wide implementation. This study aimed to evaluate the inter-rater reliability of the DPI and AAECDA forms. Ten randomly selected, trained students rated 25 cases with both forms. The itemby- item inter-rater and overall reliability were estimated with Gwet’s agreement coefficient (AC2) and intraclass correlation coefficient (ICC), respectively. The association between clinical decisions and the scores was analysed with the Generalised Estimating Equation. The inter-rater reliability of DPI was generally very good (AC2 = 0.81–1.00), except context (good; AC2 = 0.718; 95% confidence interval [CI] = 0.575–0.861). The inter-rater reliability of AAECDA was generally very good (AC2 = 0.81–1.00) and good (AC2 = 0.61–0.80), except the radiographic appearance of the canal(s) (fair; AC2 = 0.424, 95% CI = 0.263–0.585). Moderate overall inter-rater reliability of AAECDA (ICC = 0.53, 95% CI = 0.38–0.70) and DPI (ICC = 0.62, 95% CI = 0.48–0.77) was observed. Referral to an endodontist was positively associated with AAECDA score (odds ratio [OR] = 1.323, 95% CI = 1.145–1.52, p < 0.001). The decision of tooth extraction was positively associated with the DPI score (OR = 1.983, 95% CI = 1.539–2.555; p < 0.001). In conclusion, DPI and AAECDA are methods with moderate inter-rater reliability when used among dental students.
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@#Introduction: Continuing Education skills will be accomplished when the student is able to direct their own learning needs, by exposing themselves to the art of unswerving assessment of their own learning methods. The aim of this study was to investigate whether self-assessment of student led seminar presentation in a clinical oral medicine topic by undergraduate dental students could be related with faculty assessment. Methods: This cross-sectional study was done among year four undergraduate dental students. The students and the faculty assessed the student`s seminar presentation based on structured rubrics, that were analysed and discussed together. Results: The paired differences with regards to both the assessments were analysed, the p- value was less than 0.05, suggesting that there was significant difference in the marks between student`s and faculty`s assessments and that the students gave more grades to themselves when compared with the faculty. There was no statistical difference in assessment among male and female students. There was considerable difference between the two assessment mean scores among the low achiever group of students. Conclusion: Dental students generally overrated themselves and there was a definite gap between faculty and student assessment which could be bridged through organised and thoughtful training.
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@#Introduction: This study aims to explore the dental students’ educational experience, the protocol consideration after school reopening and their physical health during the COVID-19 pandemic. Secondly, to evaluate the anxiety level of dental students during the COVID-19 pandemic. Method: A cross-sectional survey was distributed with a hyperlink, reported as frequencies and percentages. A univariate analysis was used to explore the significant associations between demographic variables and anxiety levels. The risk factor was also identified using regression analysis. A two-tailed p<0.25 was considered significant. Results: A total of 333 respondents participated in the survey. Half of the respondents (42.3%) were comfortable with distance learning but worried about passing their examination and completing their clinical requirements. The transitioning to the online course by the lecturer was documented as effective. Despite missing academic sessions, only 15.3% were willing to replace the loss of educational experience. The majority of students (85.9%) believed that masks should be worn in school, but varied perceptions on wearing gloves and frequent COVID-19 testing. For physical health, mostly concerned about contracting the virus after the school reopens. For their anxiety level, nearly half have mild (n=99), moderate (n=55), and severe (n=36) levels. The factors were mainly associated with gender, household income, type of university, and respondent’s accommodation. Conclusion: As positive feedback was recorded towards online learning, constant improvement is needed to ensure the possibility of hybrid learning, even after the pandemic. The physical and psychological health of dental students should be a priority, to ensure a smooth transition during these unprecedented circumstances.
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@#Introduction: A thorough medical history ensures safe dental practice. A good medical history guides clinicians in risk stratification to avoid medical emergencies and improve preparedness to prevent patient morbidity and mortality. This clinical audit aims to analyse the medical history taken by the dental students in patients with hypertension and/or diabetes mellitus (DM) and subsequently, recommend improvements in history-taking components in the dental practice. Methods: Hundred and two patients’ folders from the Faculty of Dentistry were examined by two independent auditors using a validated history-taking evaluation form. Six components of the medical history were classified as good or bad practices. Sociodemographic factors and distribution of the American Society of Anesthesiologists (ASA status) were described. The level of completeness of medical history records with years of study was assessed using the Chi-square test. Results: None of the students met 100% of the components required in medical history taking. Year three undergraduates performed poorly in the completeness of diagnosis and control of the medical condition whereby none of them had a good level of practice. The completeness of records did not differ between years of study except for diagnosis (p=0.026), control (p<0.001) and updating medical history (p=0.009) whereby the postgraduates had the best practice. Conclusion: This study highlighted marked deficiencies in taking a thorough medical history. Adaptation of the European Medical Risk Related History (EMRRH) form is recommended to be implemented in dental schools.