Identificación de contenidos de pertinencia intercultural para la atención de salud para el plan de estudios de odontología / Intercultural Competences in Chilean Dental Education for Inclusive Healthcare

INTRODUCCIÓN: La diversidad cultural en Chile y las inequidades en el acceso y calidad de la atención requiere del desarrollo de competencias culturales en los profesionales de la salud debido a las inequidades en el acceso y calidad de la atención. A nivel internacional, se ha integrado la competencia cultural en los planes de estudio de las carreras de salud, pero en Chile está en sus etapas iniciales. MÉTODOS: Se utilizó una metodología mixta que incluyó: revisión documental (búsquedas y análisis en bases de datos y documentos oficiales), entrevistas a informantes clave y consenso de expertos. Las entrevistas se transcribieron textuales y se realizó un análisis temático utilizando el software ATLAS.ti. RESULTADOS: La revisión documental identificó dominios, objetivos e instrumentos utilizados para medir la competencia cultural en odontología. Las entrevistas revelaron cuatro categorías principales: concepciones de salud, facilitadores y barreras, y características de los profesionales de la salud. Se elaboró un listado de contenidos y resultados de aprendizaje, evaluados y consensuados por expertos. Conclusiones: La inclusión de la competencia cultural en los planes de estudio de odontología es esencial para una atención de salud más inclusiva y culturalmente segura. Se recomienda su integración longitudinal en diversos cursos, empleando metodologías efectivas de enseñanza y evaluación. Los resultados de este estudio ofrecen una guía para identificar los conocimientos, habilidades y actitudes necesarios para formar a los profesionales de salud que finalmente deben entregar una apropiada atención de salud con pertinencia intercultural.

INTRODUCTION: Cultural diversity in Chile and inequities in access and quality of care require the development of cultural competencies in health professionals. Internationally, cultural competence has been integrated into the curricula of health professional programs; however, in Chile it is still in its early stages. METHODS: A mixed methodology included documentary review (searches and analysis in databases and official documents), key informant interviews and expert consensus. The interviews were transcribed verbatim, and thematic analysis was carried out using ATLAS.ti software. RESULTS: The documentary review identified domains, objectives and instruments used to measure cultural competence in dentistry. The interviews revealed four main categories: conceptions of health, facilitators and barriers, and characteristics of health professionals. Experts developed, evaluated and agreed upon content and learning outcomes. Conclusion: Including cultural competence in dental curricula is essential for more inclusive and culturally safe health care. Its longitudinal integration into various courses, employing effective teaching and assessment methodologies, is recommended. The results of this study provide a guide to identifying the knowledge, skills, and attitudes needed to train health professionals who ultimately deliver appropriate health care with cultural pertinence.

Reflexionando sobre la odontología en escenarios de hoy y de mañana / Reflecting on dentistry in current and future scenarios

Esta reflexión plantea una auto interpelación e instala a la odontología ­mi odontología­ en el escenario global de la salud. Cada pregunta formulada reproduce una certeza con- templada o vivida; cada hipótesis representa una duda espe- ranzada. Los actores de la odontología deberemos dar res- puestas a las preguntas que nos formula el siglo XXI porque "la salud global se construye mediante un préstamo que nos está haciendo el mañana" (AU)

In this reflection, I ask myself questions and situate den- tistry ­my dentistry­ in the global health scenario. Each ques- tion replicates a certainty that has been considered or expe- rienced, and each hypothesis expresses a hopeful doubt. As actors involved in dentistry, we will have to provide answers to the questions posed by the 21st century, because "global health is constructed based on time being loaned to us by the future" (AU)

Los Procesos de Acreditación: ¿Cuáles son las Consideraciones que debe tener la Educación Odontológica? / Accreditation Processes: What are the Considerations that Dental Education Should Have?

RESUMEN: La búsqueda de alternativas que promuevan el mejoramiento continuo de la calidad en la formación del capital humano avanzado de Chile y Latinoamérica es a través del establecimiento de sistemas de acreditación y evaluación para cada uno de los niveles de formación. Sin embargo, falta analizar la complejidad del proceso e interiorizar el mismo como un sistema integrado que busca la calidad en la formación como también la mejora de la calidad de los procesos que conlleva el proceso formativo de los estudiantes de educación superior de América Latina y especialmente en la educación odontológica tanto del pregrado como el posgrado.

ABSTRACT: The search for alternatives that promote the continuous improvement of quality in the formation of advanced human capital in Chile and Latin America is through the establishment of accreditation and evaluation systems for each of the levels of training. However, it´s necessary to analyze the complexity of the process and to internalize it as an integrated system that seeks the quality in the formation as well as the improvement of thequality of the processes that entails the formative process of the students of higher education of Latin American and especially in dental education both undergraduate and postgraduate.

Realidad y desafíos de la salud bucal de las personas mayores en Chile y el rol de una nueva disciplina: Odontogeriatría / Reality and challenges of the oral health for older adults in Chile and the role of a new discipline: geriatric dentistry

Chile is experiencing one of the fastest aging processes in Latin America. The implications derived from this phenomenon involve many aspects of the society, especially health care. In particular, insufficient oral health coverage in the country limits oral care provision for a population with a high prevalence and severity of oral diseases. These conditions include dental caries, periodontal disease, tooth loss, defective prostheses, oral mucosa lesions and xerostomia, among others, and strongly affect quality of life of the elderly population. Furthermore, dental curriculum of most dental schools lack specific training of students in geriatric dentistry or gerodontology. Hence, newly graduated professionals are not competent to satisfy the needs of this growing and increasingly demanding population of older adults. Within this demanding context, Chile may find the potential to become a model and referent to deal with the challenge, incorporating innovative changes in education and public health strategies for the older population by an interdisciplinary approach.

Effect of social networking on academic achievement of dental students, Jazan University, Saudi Arabia

We investigated the effect of social networking [SN] on academic achievement of dental students at Jazan University, Saudi Arabia. A self-administered questionnaire was distributed during the 2015/16 academic year to all dental students and data were analysed by SPSS version 21. There were 348 participants [70% response rate] and 53% were male. Fifty-one percent of participants reported that they studied just before examinations, and 51% scored 3.5-4.5 Grade Point Average [GPA] in the last semester. Up to 98% of the participants reported using their smartphones/computers for SN, with 93% doing so on a daily basis, and 66% reported SN during lectures, laboratories and clinics. Fifty-seven percent thought that SN affected their study negatively, and 65% thought that their GPA would improve if they stopped or reduced SN. Students who spent more hours each day on SN had lower GPA scores. SN negatively affected the academic achievement of dental students. Further evaluation and tailored educational programmes are needed to increase students' awareness about the negative effects of SN

La tutoría entre pares: primera experiencia curricular opcional en la Facultad de Odontología - UDELAR / Peer tutoring: the first curricular and optional experience at the Faculty of Dentistry - UDELAR

En el marco de las políticas definidas por la Universidad de la República de respaldo al aprendizaje, la Facultad de Odontología presenta su primera experiencia curricular de integración estudiantil. En la carrera de Odontología, se verifica un importante retraso académico en los dos primeros años. El proceso de afiliación a la vida universitaria puede generar desajustes en los rendimientos y riesgo de desvinculación. Entendiendo la importancia del vínculo interpersonal entre estudiantes pares para la continuidad en los estudios, se propone generar estrategias articuladas que contribuyan a neutralizar la fragilidad al ingreso. La Unidad de Apoyo a la Enseñanza expone la experiencia del Curso Tutoría Entre Pares, curricular, optativo y teórico-práctico destacando que: estudiantes avanzados realizan el acompañamiento socio-afectivo, personal y académico de los ingresantes; afecta a toda la cohorte inicial; es de carácter semivoluntario; contempla un respaldo multidisciplinar; moviliza acciones de apoyo institucional complementarias y en red con otras estructuras de apoyo.

In the context of politics promoted by the University of the Republic for students learning, the Faculty of Dentistry presents the first curricular experience for student integration. We verify an important academic delay at first two years of the Dentistry career. The affiliation process might produces, delay and dropout for newcomer. Interpersonal ties presents between peer students generate a persuasive role for continuing studies. Our institution challenge is to articulate strategies that contribute to neutralise the fragility at these stage, generating conditions for a better academic performance. The Support Teaching Unit presents the curricular, optional, theory-practice course experience -Peer Tutoring- focusing on: formation of advanced students for social affective, personal and academic accompaniment to entire entrant cohort; semi voluntary process; an integral and multidisciplinary action of specialist people; mobilization of other institutional support actions; the establishment of an academic, administrative and co-government red of support.

A integralidade, a partir do acolhimento, nas práticas de ensino clínico em uma faculdade de Odontologia / Comprehensiveness, beginning with embracement, in the clinical practices of a Dental School

Objetivo: Avaliar o acolhimento na prática assistencial e no projeto pedagógico de um curso deOdontologia. Materiais e métodos: Este estudo foi realizado por metodologia qualitativa, tendo como sujeitosda pesquisa alunos e usuários da instituição, utilizando entrevistas semi-estruturadas, examinadas a partir da análise do conteúdo. Resultados: Os resultados mostraram que o acolhimento está relacionado à disponibilidade de vagas aos usuários, ao relacionamento entre os membros da equipe e em relação à referência e contra referência dos usuários. O acolhimento na prática clínica não apresenta solidez. Conceitos e reflexões acerca do tema permearam os discursos, mas as práticas são principalmente conservadoras e antigas. Conclusão: O acolhimento como atributo da integralidade da atenção ainda é um conceito em construção, uma reflexãoque ainda não se concretizou. Observa-se a convivência de elementos a conquistar e alguns já em curso. Énecessário que a prática do acolhimento seja objeto de discussão maior na faculdade, teorizando-a e tornando-auma realidade de modo que todos os segmentos a percebam.