Stress experienced by dental students performing clinical training in different dental disciplines: a cross-sectional study.

OBJECTIVES: To assess the stress level, the impact of stress factors, and discrepancies between fourth- and fifth-year undergraduate clinical students at the University of Jordan. METHODS: A cross-sectional study was conducted in the academic year 2022/2023. The study group included fourth- and fifth-year dental students at the University of Jordan (n = 382) who were asked to voluntarily fill in an online dental environment stress (DES) questionnaire. Analysis was conducted using Mann-Whitney U test, independent t-test, χ2 test, and Spearman ρ rank correlations. Statistical significance was inferred when P < .05. RESULTS: Fourth-year students reported higher levels of nervousness before treating patients for the first time. Fifth-year students faced more difficulty, higher stress, and/or fear regarding the amount of assigned work, provided treatment, completed requirements, failing the course, time to finish assignments, patient comprehensive care, and financial expenses of the course. Comparison between groups revealed that the fifth-year students scored higher levels of stress on the total DES score and all partial DES scores. Furthermore, the total DES questionnaire scores were significantly correlated with grade point average (GPA) among the total study sample and the prosthodontics clinical course marks among the fourth-year students' group. CONCLUSIONS: The stress level among students in clinical courses was influenced by their academic performance, gender, year level, and the type and time needed for the provided treatment. Completing course requirements was among the most commonly faced stressors. Future research endeavors might be considered to study each clinical factor, its impact on students' stress level, and how to manage and positively improve these factors.

Embedding Interprofessional Education in Clinical Settings: Medical and Dental Student Perceptions of a Patient Interview-Storytelling Experience.

PROBLEM: Interprofessional education (IPE) is valued but difficult to deliver, given logistical and other barriers. Centering IPE around patients and grounding it in authentic practice settings are challenging within early undergraduate medical education. APPROACH: This intervention facilitated student-patient conversations to elicit patient reflections on the health care professionals who keep them healthy and care for them when they are unwell. After being introduced to the Interprofessional Education Collaborative (IPEC) core competencies, first-year medical (n = 127) and dental (n = 34) students conducted a brief semistructured patient interview, using an interview card with guiding questions, during a precepted outpatient clinic session in March-May 2021. Students transcribed patients' stories and wrote their own reflections on the interview card. These reflections were used as a stimulus for a class IPE discussion. The authors employed a pragmatic qualitative research approach to explore what students learned about interprofessional collaboration from reflecting on patients' stories. OUTCOMES: Of the 161 students, 158 (98%) completed an interview card. Sixteen health professions were represented in patients' stories. The patients' stories prompted students to recognize and expand their understanding of the IPEC competencies. Students' responses reflected synthesis of the competencies into 3 themes: students value patient-centered holistic care as the goal of interprofessional collaboration; students reflect emerging professional and interprofessional identities in relating to patients, teams, and systems; and students appreciate interprofessional care is complex and challenging, requiring sustained effort and commitment. NEXT STEPS: Next steps include continuing to integrate patient voices through structured conversations across the undergraduate and graduate medical education spectrum and adapting the model to support conversations with other health professionals engaged in shared patient care. These experiences could foster ongoing deliberate reflection by students on their professional and interprofessional identity development but would require investments in student time and faculty development.

Evaluation of dental students' clinical communication skills from three perspective approaches: A cross-sectional study.

INTRODUCTION: The communication skills of clinicians are very crucial in providing better health outcomes for patients. Therefore, this study aimed to assess undergraduate dental students' communication skills in relation to their demographics and clinical setting using a three-perspective approach; the student, the patient and the clinical instructor perspective. METHODS: A cross-sectional study was conducted using validated modified-communication tools; Patient Communication Assessment Instruments (PCAI), Student Communication Assessment Instruments (SCAI) and Clinical Communication Assessment Instruments (CCAI) which included four communication domains. One hundred and seventy-six undergraduate clinical year students were recruited in this study whereby each of them was assessed by a clinical instructor and a randomly selected patient in two settings: Dental Health Education (DHE) and Comprehensive Care (CC) clinic. RESULTS: Comparing the three perspectives, PCAI yielded the highest scores across all domains, followed by SCAI and CCAI (p < .001). SCAI exhibited a better score in Year 5 compared to Year 3 and Year 4 (p = .027). The male students perceived they performed better than females in all domains (p < .05). Patients rated the students higher in the DHE clinic as compared to the CC clinic for the team interaction domain. CONCLUSION: There was an upward pattern of the communication skills score rated from the clinical instructor perspective to the student and patient perspectives. The use of PCAI, SCAI and CCAI collectively gave a complementary view of students' communication performance in all the domains assessed.

Patient-dental student provider communication in an academic dental clinic setting: A dyadic data analysis.

PURPOSE: Patient-dentist communication is an inherently dyadic social process; however, it is rarely regarded as such in research and pedagogy. This study utilizes a dyadic data analysis approach to study patient-dental student provider communication in an academic dental clinic. PROCEDURES: Using pairwise data collected from patient-dental student provider dyads, we conducted unadjusted and adjusted actor-partner interdependence models to examine the association of intrapersonal (actor) and interpersonal (partner) effects of three communication skills on the assessment of appointment interaction among patient-dental student provider dyads in a pre-doctoral comprehensive care academic dental clinic setting. MAIN FINDINGS: Actor effects were most evident among the associations in the study. Dental student providers' assessment of their own shared decision-making predicted positive changes in their overall interaction assessment in both unadjusted and fully adjusted models. Patients' ratings of their dental student provider's capability/confidence predicted positive changes in their overall interaction assessment in both unadjusted and adjusted models. CONCLUSIONS: This study suggests that dental students and their patients are primarily impacted by actor perspectives regarding dental student communication and its impact on the assessment of their respective overall appointment interaction. Findings suggest a need for the incorporation of interpersonal skill building in collaboration with patients to strengthen the communication skills and practice of dental students.

An interprofessional education initiative: Introducing a local anesthesia dental course for nurse practitioner and physician assistant students.

PURPOSE/OBJECTIVE: To assess the impact of local anesthesia (LA) course for physician assistant (PA) and adult gerontology-acute care nurse practitioner (NP) program students on knowledge, attitudes, confidence, and intention to incorporate skills in clinical practice. METHODS: The course was conducted by dental faculty for forty-eight PA and seven NP students and consisted of two lecture hours on anatomy of the oral cavity, anesthesia and pain management, 2 hours of preclinic lab where participants practiced injection technique on mannikins, and a clinical practicum conducted by dental school faculty and residents where students observed dental treatment including administration of LA, and discussed symptom triage by NPs and PAs for patients with dental problems including orofacial pain, initial management including LA, and patient referral to dentists. An online survey was administered to all students before and after the course to assess changes in knowledge, attitudes, confidence, and intention to incorporate LA administration skills into clinical practice and elicit students' perception of program quality. Pre- to post-changes were analyzed by two-tailed t-tests and analysis of variance (ANOVA) with significance at 0.05. RESULTS: The response rate for pre- and post-course assessment was 96.4% and 87.3% respectively. Students' overall scale score for self-assessment of dental knowledge increased significantly from pre- (2.34) to post-assessment (4.19). An increase was seen in students' attitudes regarding management of dental emergencies (t = 2.181; p < 0.05). Furthermore, overall confidence of students related to managing patients with dental problems increased significantly (2.00 to 3.85) after taking the course. CONCLUSION: The LA course was well received by PA and NP students and resulted in increased knowledge and confidence in recognizing common oral health conditions, understanding dental pain management including administration of LA, and making referrals to dentists to optimize patient care.

Abordagem integrativa na prática de bioquímica: do laboratório à clínica / Integrative approach in biochemistry practice from laboratory to clinic

Objetivou-se relatar a experiência de discentes e docentes diante da aplicação de ferramentas de metodologia ativa para a integração dos temas de Bioquímica com os das disciplinas do eixo clínico-profissional. Inicialmente, as subturmas da aula prática foram divididas em equipes de trabalho. Os alunos receberam um protocolo contendo objetivos, princípios gerais e procedimentos na semana anterior à aula prática. Nos dias das aulas de "Preparo de Soluções" e "Capacidade Tamponante", um artigo científico relativo à Odontologia foi entregue para leitura e discussão em grupo. Como atividade prática, as equipes recebiam um desafio relacionado ao artigo e que exigiria aplicação dos objetivos de aula. Esta experiência demonstrou que a metodologia ativa pode funcionar como facilitadora para uma abordagem contextualizada e integrada da Bioquímica, refletindo em maior engajamento e rendimento dos alunos, além de contribuir para um aprendizado significativo (AU).

El objetivo fue relatar la experiencia de estudiantes y profesores en cuanto a la aplicación de herramientas metodológicas activas para la integración de los temas de Bioquímica con los de las disciplinas del eje clínico-profesional. Inicialmente, las subclases de la clase práctica se dividían en equipos de trabajo. Los estudiantes recibieron un protocolo con objetivos, principios generales y procedimientos en la semana anterior a la clase práctica. En los días de las clases de "Preparación de Soluciones" y "Capacidad Amortiguadora", se entregó un artículo científico relacionado con la Odontología para lectura y discusión en grupo. Como actividad práctica, los equipos recibieron un reto relacionado con el artículo y que requería la aplicación de los objetivos de clase. Esta experiencia demostró que la metodología activa puede funcionar como facilitadora de un abordaje contextualizado e integrado de la Bioquímica, reflejándose en un mayor compromiso y desempeño de los estudiantes, además de contribuir al aprendizaje significativo (AU).

The objective was to report the experience of students and professors regarding the application of active methodology tools aimed at integrating Biochemistry themes with those of the disciplines from the clinical-professional axis. Initially, subgroups forthe practical class were divided into work teams. The students received a protocol containing objectives, general principles and procedures the week before the practical class. On the days of the "Preparation of Solutions" and "Buffering Capacity" classes, a scientific article related to Dentistry was delivered for group reading and discussion. As a practical activity, the teams received a challenge related to the article,which would require application of the class objectives. This experience demonstrated that the active methodology can work as a facilitator for a contextualized and integrated approach to Biochemistry, reflecting in greater engagement and student performance, in addition to contributing to meaningful learning (AU).

A comparison of simulation and traditional local anesthesia teaching methods among dental hygiene students.

BACKGROUND: The COVID-19 pandemic forced dental educators to quickly modify the teaching-learning platform without testing outcomes of alternative teaching methods prior to implementation. One critical course affected was the teaching of local anesthesia (LA) that moved from practicing injections using the traditional student-to-student method to the simulation model using manikins. PURPOSE: This study compared two LA teaching methods (student-to-student versus simulation) in two consecutive cohorts before and during the pandemic to assess differences in students' skill level and self-confidence. METHODS: This quasi-experimental study recruited a convenience sample of dental hygiene students at the University of Minnesota during 2020 and 2021. Consent was collected prior to student-to-student injection practice and survey distribution. Data collected were clinical and summative clinical assessments to determine LA skill level, and student surveys to assess self-confidence. Analyses included descriptive statistics, linear models within and between cohorts, and inductive analysis for qualitative survey responses. RESULTS: Fifty of 57 students (88%) completed the survey, and 54 (95%) consented access to their clinical assessments. Skill level was significantly higher for the simulation cohort compared to the student-to-student cohort on the LA summative clinical assessment (59.0 vs. 55.6, p = 0.004). No differences were found in self-confidence between cohorts. A positive association was found between students' self-confidence and skill levels for both cohorts, but only student-to-student cohort results were statistically significant (student-to-student: r = 0.44, p = 0.02; simulation: r = 0.24, p = 0.26). CONCLUSION: Results support incorporating simulation manikin teaching methods for LA with a student-to-student partner component.

Behavioural video to navigate predoctoral dental students toward safer practice (revision of EJE-21-4739).

INTRODUCTION: Local anaesthesia is considered essential knowledge within the dental profession as it helps to address pain management. Operator percutaneous needlestick injuries associated with the delivery of dental anaesthesia are common for dental healthcare providers. The study proposes a supplemental technique to reduce self-inducing novice operator needlestick injury to complement existing pedagogies for the preclinical local anaesthesia curriculum. The purpose of the study is to evaluate whether a local anaesthesia behavioural video can navigate students to safer clinical practice. Further, a supplemental technique is proposed in whether assessing instrument retraction technique in clinical patient care leads to decreased self-inducing intraoral needle stick injury for novice predoctoral dental operator. MATERIALS AND METHODS: Beginning in 2011, predoctoral dental students were asked to view a "what not to do" video within a summative assessment and identify at least five behaviours that were unacceptable errors for delivering local anaesthesia. Operator intraoral needlestick injury was also tracked per the bloodborne exposure reports within predoctoral patient clinics. RESULTS: Data from the learners' responses identified progression in recognising unacceptable errors from behavioural video. Intraoral needlestick injury, 8 and 9 years prior and after the introduction of video showed significance with a low correlation coefficient. CONCLUSION: More data need to be gathered and evaluated in other dental school settings to determine whether this supplemental educational video decreases needlestick injury in novice operators. Results suggest this behavioural video may guide novice operators to overall safer clinical practice.

Predictors of clinical performance in comprehensive care cases in undergraduate dentists.

INTRODUCTION: Achieving a high grade in the final-year comprehensive clinical care (CCC) course is not only important for the individual candidate but also to ensure competency of students as they transition from dental school into independent practice. Here, we aimed to identify predictors of success in the CCC that might prove useful to identify which, if any, students need focused intervention to improve their performance in the CCC. MATERIALS AND METHODS: This was a cross-sectional study of two consecutive cohorts (2017-2018 and 2018-2019) of final-year (Year six) dental students (n = 180 females and n = 150 males) attending [King Abdulaziz University], Saudi Arabia. Age, gender, cumulative GPA to the start of Year six and assessment results were tabulated and analysed as independent variables in binary logistic regression to identify predictors of the final case grade (≤69% or >70%). RESULTS: Year five GPA (OR 1.07, 95% CI 1.02-1.12; p = .004) and female gender (OR 2.21, 95% CI 1.12-4.36; p = .02) were significantly associated with an increased odds of achieving a final case grade >70%. In particular, female students were over twice as likely as male students to achieve a higher score in their final case assessment. DISCUSSION: This study suggests that gender may influence final performance in the CCC. The better performance of females in the final CCC course than their male counterparts suggests that there may be a narrowing or even reversal of the historical gender gap in dental school performance. CONCLUSIONS: Both cognitive (GPA) and other (i.e. gender) factors influence clinical dental performance. Further work is required to establish what instructional modifications are required to accommodate these gender differences in CCC courses to pave the way for personalised teaching approaches to optimise educational outcomes.

Assessing knowledge of herbal medicine course for dental students.

BACKGROUND: The aims of this article are to assess dental students' knowledge about herbal medicine usage and the potential benefits and side effects, and to conduct a short course about herbal medicine. METHODS: All fourth-year pre-doctoral students were invited to participate in a herbal medicine course as a test while the sixth-year students were the control group. A survey was tested for validity and reliability. It comprised of 16 multiple choice questions was given before the course and one month after the course. The sum score of knowledge for each participant was calcuated based on the ability to identify the use of herbs in dentistry with high-quality evidence (correct answer) or total answer for periodontal disease and caries. RESULTS: The response rate for completing the study was 112 fourth-year students (73.7%) and 64 sixth-year students (39.0%). More than half of the participants (52.5%) were unsure about the importance of herbal medicine in dentistry. However, the majority also stated that the most common herbs used in dentistry were clove (62.9%), followed by curcuma turmeric (54.7%) and meswak (43.0%). The fourth-year students displayed evidence of a higher overall knowledge score after the course in herbal medicine related to periodontal disease in total and correct answers (mean 4.48 ± 4.13, 3.73 ± 3.31, respectively) compared to before the course (mean 0.84 ± 1.23, 0.74 ± 1.16, respectively) (p-value < 0.001). The post-course periodontal disease total and correct answers were statistically significant between fourth- and sixth-year students. CONCLUSION: Herbal medicine has a potential positive impact on dentistry. However, these effects are not fully investigated and received full attention in academic institute. This short educational program related to medicinal herbs can improve the knowledge of dental students. This will help increase the awareness about the use and potential side effects of herbal medicine in the dental field.

Comparación en técnica anestésica de bloqueo del nervio alveolar inferior en estudiantes de Odontología de diferente año académico / Comparison in technique to the inferior alveolar nerve in dental students from different academic years

Introducción: Se comparó la técnica anestésica con el nervio alveolar inferior (NAI) realizada por estudiantes de cuarto y quinto año de la carrera de Odontología de la Universidad Andrés Bello, Santiago. El objetivo: Fue evaluar la ejecución y éxito de la técnica previo a una extracción dental simple. Metodología: Los estudiantes fueron invitados a participar y firmaron un consentimiento. Se realizó una encuesta que contenía un protocolo informativo para el alumno con los pasos por seguir, luego, al finalizar su atención clínica debía responder una serie de preguntas de selección múltiple. Mediante esta encuesta se evaluó cuántos estudiantes pudieron lograr un correcto bloqueo del nervio alveolar inferior con solo 1 tubo de anestesia lidocaína al 2% y cuántos de estos requirieron de anestesia adicional después de haber inyectado el primer tubo de anestesia, antes de iniciar el procedimiento quirúrgico. También se cuantificó la cantidad de tubos de anestesia que usaron los alumnos para realizar la exodoncia de forma indolora y cuántos requirieron de un refuerzo anestésico adicional durante el intraoperatorio. Así se pudo realizar un análisis comparativo entre ambas generaciones de alumnos en relación con el empleo de la técnica anestésica. Resultados: De los 104 encuestados se obtuvo que un 57% de los estudiantes de 4º y un 65% de los de 5º año, lograron una correcta técnica anestésica al NAI con 1 solo tubo de anestesia. Conclusión: No existieron diferencias significativas con respecto al año académico y las variables estudiadas, exceptuando la necesidad de un refuerzo anestésico posterior a la comprobación de una técnica anestésica exitosa, donde los alumnos de 4to año necesitaron efectuar un mayor control del dolor intraoperatorio.

Introduction: The anesthetic technique to the inferior alveolar nerve (NAI) was compared between the performance by fourthand fifth-year students of the Dentistry career at the Andrés Bello University, Santiago. Objective: Was to evaluate the performance and success of the technique before a simple dental extraction. Methods: The students invited to participate signed an informed consent. A survey was conducted that contained an informative protocol for the student with the steps to follow, then, at the end of their clinical care, had to answer a series of multiple-choice questions. Through this survey, it was evaluated how many students could achieve a correct inferior alveolar nerve block with only 1 tube of anesthesia lidocaine 2% and how many required additional anesthesia after having injected the first tube of anesthesia, before starting the surgical procedure. Also, the amount of anesthesia tubes that the students used to perform the extraction in a painless way was quantified and how many required an additional anesthetic reinforcement intraoperatively. Thereby, a comparative analysis between both generations of students was carried out in relation to the use of the anesthetic technique. Results: Of the 104 participants, it was found that 57% of the 4th year students and 65% of the 5th year students achieved a correct anesthetic technique at the NAI with a single tube of anesthesia. Conclusion: There were no significant differences in relation to the academic year completed and the variables studied except for the need for anesthetic reinforcement after a successful anesthetic technique, where 4th year students needed to perform more intraoperative pain control.

Evaluation of mindfulness practice in mitigating impostor feelings in dental students.

OBJECTIVES: This study examined (i) the prevalence of impostor feelings in first-year dental students, (ii) student perceptions of a mindfulness practice as a tool to cope with impostor feelings, and (iii) students' ability to identify their level of impostor feelings. METHODS: Two hundred three D1 students at a single institution participated in a mandatory Mind-Body Wellness Course that included the presentation "Understanding Imposter Phenomenon" (lecture #1) and a second presentation "Impostor Phenomenon and Mindfulness: Tools for Success" (lecture #2) 6 months later. Before lecture #2, all students predicted the level to which they suffer from imposter feelings and then took the Clance Impostor Phenomenon Scale (CIPS) to determine the actual level. After lecture #2, 155 of the students completed a survey on whether the mindfulness practices in the lecture impact their perceptions on coping with impostor feelings. RESULTS: Fifty-two percent of students were classified as frequent or intense impostors by the CIPS. Fifty-one percent predicted their CIPS classification correctly; 43% underestimated their impostor classification. After lecture #2, 86% reported feeling confident they could recognize their impostor feelings, and 93% reported feeling more aware of how impostor feelings influence their thoughts, behaviors, and actions. Eighty-six percent reported feeling the mindfulness exercise was a helpful tool to build habits to cope with impostor feelings; 83% reported feeling confident they could utilize mindfulness practices to mitigate these feelings when they arise. CONCLUSIONS: Frequent or intense impostor feelings may be common in first-year dental students. Mindfulness practice has potential to mitigate such impostor feelings.

"A vida como ela é" e o desenvolvimento de competências e autonomia na integração ensino-serviço-comunidade / "Life as it is" and the development of skills and autonomy in the teaching-service-community integration

A formação em Odontologia alinhada às demandas atuais de saúde tem sido uma agenda importante. O objetivo desta pesquisa foi compreender os aprendizados a partir dos estágios supervisionados na perspectiva do desenvolvimento de competências e autonomia, a partir da voz de estudantes de Odontologia. Utilizou-se pesquisa qualitativa, com dois gruposfocais, com 13 estudantes, de ambos os sexos,de um curso de Odontologia, de uma instituição federal de ensino noNordeste do Brasil. Procedeu-se à análise temática de conteúdo. Os Estágios Supervisionados da Saúde Coletiva atuam como oportunidades de ensino-aprendizagemavaliação, permitindo vivência nos serviços públicos de saúdelocais e territórios, sensibilizando o estudante para o cuidado integral e para a compreensão ampliada do processo saúde-doença. As vivências partemsempre da premissa de que o aprendizado está vinculado aos serviços de saúde e a um percurso construído coletivamente por todos. Portanto, a compreensão dos estudantes sobre a integração entre o ensino, o serviço e a comunidade, permitiram a articulação entre a teoria e a prática da Saúde Coletiva e o desenvolvimento de competências "socio-lógicas" implicadas aos contextos do trabalho em saúde. Com esse entendimento, os participantes reconheceram o princípio da educação pelo/com o trabalho e a importância de todos para troca e produção de conhecimentos e de saberes em saúde (AU).

Dentistry education aligned with current health demands has been an important topic on the agenda. The objective of this research was to understand the acquired knowledge in supervised internships in terms of the development of skills and autonomy, from the point of view of dentistry students. Qualitative research was used, with two focus groups, with 13 students of both genders, from a dentistry course, from a Federal Educational Institution in Northeastern Brazil. A thematic content analysis was performed. The Collective Health Supervised Internships act as teaching-learning evaluation opportunities, allowing experience in local public health services and territories, creating student awareness of comprehensive care and a broader understanding of the health-disease process. The experiences are always based on the premise that learning is linked to health services and to a path built collectively by everyone. Therefore, the students' understanding of the integration between teaching, service and community allowed the articulation between theory and practice of Collective Health and the development of "socio-logical" competencies involved in the contexts of work in healthcare. With this understanding, the participants recognized the principle of education through/with work and the importance of everyone to exchange and produce knowledge and health education (AU).

Projeto Rede de Cuidados Territoriais em Saúde: cuidado integral e multiprofissional como prática de aprendizagem / Territorial Health Care Network Project: comprehensive and multiprofessional care as a learning practice

Na formação do profissional de saúde é essencial o conhecimento sobre o Sistema Único de Saúde (SUS) além da teoria, sendo importante a vivência prática da interdisciplinaridade e interprofissionalidade no cuidado integral dos indivíduos. O presente relato de experiência descreve, sob a visão de um aluno do curso de odontologia, as principais ações, como as visitas domiciliares, que tinham o enfoque na atenção primária à saúde, a busca ativa de demandas urgentes dos usuários e a importância delas no cuidado em saúde de uma comunidade incluída no Projeto Rede de Cuidados Territoriais, realizado pela Universidade de Passo Fundo, Brasil. O relato de experiência traz os aprendizados e reflexões gerados durante os encontros em equipe, como consequências das visitas domiciliares multidisciplinares, que ocorreram semanalmente, propiciando ao aluno o acompanhamento de famílias e a criação de vínculos, visando o cuidado e a atenção integral. As ações do projeto contribuíram para a formação acadêmica dos alunos de diversos cursos da área da saúde de uma Instituição de Ensino Superior (IES), permitindo a prática no território, na comunidade, sem simulações. A partir da realidade da população, o grupo acadêmico foi estimulado a conhecer o SUS, pela vivência das suas diretrizes e princípios, a realidade do sistema, incluindo suas fortalezas e fraquezas. Identifiquei, a partir dessa experiência, que ações voltadas as comunidades mais vulneráveis em seus territórios são desafiadoras, principalmente em relação a tomada de decisões na atenção integral à saúde dos indivíduos (AU).

In the education of health professionals, in addition to theory, knowledge about the Unified Health System (SUS) is essential, as this system providessignificant practical experience of interdisciplinarity and interprofessionality in the integral care of individualsto health professionals. Thisexperience report describes, fromthe viewpointof dentistry students,the main actionsincluded in the health care of a community in the Territorial Care Network Project, conducted by the University of Passo Fundo, Brazil; these actions includedhome visits, which focused on primary health care, and the active search for urgent demands of users. The experience report presents the learning and reflections generated during team meetingsheld to discussmultidisciplinary home visits, which occurred weekly,these provided the students with the information collected after monitoring the families in the target community; they alsoenabled the student to witness the creation of bonds among health care professionals and community members; thus, the students learned the significance of primary care and comprehensive care. The actions of the project contributed to the academic training of students from various courses in the health field of a Higher Education Institution (HEI), facilitatingtheirpractice in the territory, that is, in this case, the community, without simulation. Thus, the academic group was encouraged to learnthe roleof SUSin a community, by practically implementingits guidelines and principles, and the reality of the system, including its strengths and weaknesses. From this experience, weidentifythat actions aimed at the most vulnerable communities in their territories are challenging, especially in relation to decision-making in comprehensive health care of individuals (AU).

Formação em Odontologia para além dos muros da Universidade: relato de experiência do estágio na Estratégia Saúde da Família / Dentistry training beyond the walls of the University: experience report of the internship in Family Health Strategy

A exigência de profissionais de Odontologia aptos a trabalharno Sistema Único de Saúde (SUS) traz a necessidade de uma formação direcionada ao desenvolvimento de competências e habilidades. A inserção do aluno na Atenção Primária à Saúde (APS) por meio dos estágios vem sendo preconizada, por ser um nível de atençãoimportante para construção da integralidade do cuidado. Assim, o objetivo deste artigo é descrever e analisar a experiência vivenciada por graduandos de Odontologia junto a uma equipe da Estratégia Saúde da Família (ESF) no componente curricular Estágio Supervisionado na ESF, em uma Unidade Básica de Saúde (UBS) de um município do interior, em um bairro com grande vulnerabilidade social. Trata-se de um relato de experiência de abordagem descritiva, caráter qualitativo e cunho crítico-reflexivo. Osdados foram alcançados pelapercepção dos alunos durante as atividades do estágio, utilizando como base o portfólio crítico reflexivo (PCR) construído durante dez encontros na UBS. Previamente, um semestre foi destinado à aquisição de conhecimento teóricoe planejamentodas atividades a serem desenvolvidas durante o estágio. Na UBS, os estudantes tiveram a possibilidade de vivenciar o funcionamento e interação da equipe de saúde, realizar atividades voltadas à prática interprofissional, visualizar as demandas da comunidade e desenvolver atividades com metodologias participativas. Em seguida, foi construído o PCR e partilhada a vivência por meio de apresentação aberta ao público. Dessa forma, o estágio permitiu desenvolver um olhar mais humanizado e integral aos estudantes de Odontologia, com competências importantes para o profissional apto a trabalhar no SUS (AU).

The requirement for Dentistry professionals able to work in the Brazilian Unified Health System (SUS, as per its Portuguese acronym) brings the need for training aimed at developing skills and abilities. The insertion of the student in Primary Health Care (PHC) through internships has been advocated, since this is an important level of care for the construction of comprehensive care. Accordingly, the objective of this article is to describe and analyze the experience lived by undergraduate Dentistry students with a team of the Family Health Strategy (FHS) in the curricular component Supervised Internship in FHS, in a Primary Health Care Unit (PHCU), located in a city in the countryside, in a neighborhood with great social vulnerability. It is an experience report with a descriptive approach, qualitative character and critical-reflective nature. The data were obtained from the perception of students during the internship activities, using as a basis the reflective critical portfolio (RCP) constructed during ten meetings in the PHCU. Previously, a semester was destined to the acquisition of theoretical knowledge and planning of activities to be developed during the internship. In the PHCU, students were able to experience the functioning and interaction of the health team, perform activities aimed at interprofessional practice, visualize the demands of the community and develop activities with participatory methodologies. Subsequently, the RCP was constructed and the experience shared through an open presentationto the public. Thus, the internship allowed the Dentistry students to develop a more humanized and comprehensive look, with important skills for the professional who is able to work in the SUS (AU).

Formação em Odontologia sob o olhar da integração ensino, serviço e comunidade: um relato de experiência / Training in Dentistry under the view of integration teaching, service and community: an experience report

Este estudo se refere a um relato sobre a experiência vivenciada nos Estágios que ocorrem de forma articulada entre universidade, serviço de saúde e comunidade do curso de Odontologia da Universidade Estadual de Feira de Santana (Bahia, Brasil), após dez anos de implantação do novo currículo obedecendo às Diretrizes Curriculares Nacionais. Quanto aos resultados, observou-se um maior comprometimento social e criticidade dos discentes em relação à aplicação do conteúdo teórico-prático, adquirido ao longo da graduação, bem como a aproximação destes com os outros profissionais da Equipe de Saúde da Família e a busca em atender às necessidades de transformação e melhorias da sociedade. Para que os objetivos pedagógicos sejam plenamente alcançados, destaca- se a relevância, não só da capacitação docente e da existência de uma matriz curricular do curso estruturada a partir do conceito de integralidade, como também da sensibilização dos estudantes, da interlocução com os preceptores e da participação ativa de todos os protagonistas nos estágios, colaborando e retroalimentando a integração ensino-serviço-comunidade (AU).

This study refers to a report on the experience in the Internships that occur in an articulated way between the university, the health service, and the community of the Dentistry course at the State University of Feira de Santana (Bahia, Brazil), after ten years of implementation of the new curriculum obeying the National Curriculum Guidelines. As the result, there was a significant social commitment and criticality of the students about the application of theoretical and practical content, acquired during graduation, as well as the approximation of these with other professionals of the Family Health Team and the search for meet society's needs for transformation and improvement. For the pedagogical objectives to be fully achieved, the relevance is highlighted, not only of teacher training and the existence of a curricular matrix of the course structured on the concept of comprehensiveness but also of student awareness, dialogue with preceptors, and the active participation of all the protagonists in the internships, collaborating and providing feedback to the teaching-service-community integration (AU).

Estágio Comunitário Interprofissional na formação do estudante de Odontologia: relato de experiência da Universidade Federal de Goiás / Interprofessional Community Internship in Dental Student Education: experience report of the Federal University of Goiás

O Sistema Único de Saúde configura-se como um potente cenário de atuação e campo de formação interprofissional, principalmente,no que se refere aos estágios supervisionados. Esse relato de experiência (RE) tem como objetivo descrever o processo de construção do Estágio Comunitário Interprofissional (ECI) da Universidade Federal de Goiás na perspectiva da formação do cirurgião-dentista. A construção parte das experiências vivenciadas e refletidas pelas autoras/sujeitos do RE: as professoras do estágio em cada curso (enfermagem, nutrição, medicinae odontologia) e a coordenadora da integração ensino-serviço-comunidade do campus do município onde ocorre o estágio. Foram ainda consultados os planos de ensino e projetos pedagógicos dos cursos envolvidos, as memórias das oficinas avaliativas realizadas ao longo do estágioe o Manual do Estágio Comunitário. O contexto do ECI, o processo ensino-aprendizagem na formação interprofissional do estudante de odontologia, a busca da sustentabilidade do estágio e a potencialidade da aprendizagem informal são apresentados e discutidos. Considera-se os avanços históricos alcançados no percurso do ECI e os dispositivos que favorecem tais mudanças na perspectiva da educação e prática interprofissional, além dos potenciais pontos de evolução do estágio para garantir a formação integral do cirurgião-dentista, no que tange às competências colaborativas (AU).

The Unified Health System (SUS) in Brazil is a powerful scenario for action and a field of interprofessional education, particularly with regard to supervised internships. This experiencereport (ER) describes the structure of the interprofessional community internship (ICI) at the Federal Universityof Goiás from the perspective of dental education. The articleis based on the experiences and reflectionsofthe authorsand subjectsof the ER: the faculty of each study program (Dentistry, Medicine, Nursing, and Nutrition) and the coordinator for the integration of teaching, service, and community on the campus where the internshiptakes place. The pedagogical projects and teaching plans of the participating programs, the evaluation workshops during the internship, and the community internship manualwere also consulted.The ICI context, the learning process in interprofessional dental student education, the sustainability of the internship, and the potential of informal learning are presented and discussed. The historical advances made during the ICIand the means by which such changes in the perspective of education and interprofessional practice are fostered, as well as the potential points of development of the internshipto ensure the holistic education of dental studentsin terms of collaborativeskills, are considered (AU).

Espaços promotores de saúde na Atenção Básica: a experiência dos graduandos de Odontologia da Universidade Estadual da Paraíba / Health-promoting spaces in Primary Health Care: the experience of undergraduate dentistry students at the State University of Paraíba

O estudo tem por objetivo relatar a experiência de um grupo de acadêmicos de Odontologia da Universidade Estadual da Paraíba, ocorridano segundo semestre de 2018, durante o processo de formação de um espaço promotor de saúde que proporcionou o encontro da cultura e arte com o Sistema Único de Saúde na Unidade de Saúde da Família (USF) Argemiro de Figueiredo, situada no município de Campina Grande. A construção deste espaço ocorreu durante o Estágio na Estratégia Saúde da Família I, componente curricular ofertado no quarto semestredo curso. Tal ambiente foi criado a partir da realização da vivência intitulada de "Grafite que traz vida", como também por meiodo processo de construção da Horta Comunitária na USF em questão. As atividades citadas foram marcadas pela forte interação entre acadêmicos, comunidade, equipe de saúde e equipamentos sociais presentes na área adstrita à USF, permitindo, assim, o fortalecimento do vínculo entre equipe de saúdee população. Neste processo de vivência em comunidade, observou-se a importância da presença de acadêmicos de Odontologia no cenário da Atenção Básica (AB). Tal presença possibilitou que os mesmos reconhecessem a relevância do cuidado integral, entendendo, assim, que o papel do cirurgião-dentista na AB vai muito além dagarantia de assistência em saúde bucal para a população. Além disso, a construção de um espaço promotor de saúde permitiu o fortalecimento dos laços entre os usuários e trabalhadores fazendo com que a comunidade compreendesse o espaço da UBS para além da doença (AU).

The study aims to report the experience of a group of dentistry students from the State University of Paraíba, which took place in the second semester of 2018, during the process of forming a health-promoting space that provided the meeting of culture and art with the System Health Unit at the Family Health Unit (FHU) Argemiro de Figueiredo, located in the municipality of Campina Grande. The construction of this space took place during the Internship in the Family Health Strategy I, a curricular component offered in the fourth semester of the course. Such an environment was created from the experience entitled "Graffiti that brings life", as well as through the construction process of the Community Garden in that FHU. The aforementioned activities were marked by the strong interaction between academics, the community, the health team, and social equipment present in the area assigned to the FHU, allowing the strengthening of the bond between the health team and the population. In this process of living in the community, it was observed the importance of the presence of dentistry students in the Primary Care (PC) scenario. Such presence enabled them to recognize the relevance of comprehensive care, understanding that the role of the dental surgeon in PC goes far beyond guaranteeing oral health care for the population. Also, the construction of a health-promoting spaceallowed the strengthening of ties between users and workers, enabling the community to understand the BHU space in addition to the disease (AU).

Exploring mindfulness and artworks/drawings to predict dental students' performance.

PURPOSE/OBJECTIVES: To explore and assess self-reported trait mindfulness and artwork/drawings as tools to predict students' performance. METHODS: This longitudinal study explored whether year 2 dental students' artwork/drawings produced during the first week of a preclinical endodontics course and Mindfulness Attention Awareness Scale (MAAS) scores could be used as a predictor of performance (grades/rank) at the end of the course. A convergent design of mixed methods approaches was used to integrate the quantitative and qualitative datasets. Qualitative analysis consisted of a multilayered process of thematic analysis of artwork/drawings that was used to generate codes, categories, and themes-according to lower and higher students' grades. Quantitative analysis consisted of statistical correlation between mindfulness scores and final grades. Findings were independently analyzed and further merged to answer our research question. RESULTS: The bivariate analysis found nonsignificant relationship between students' grades/rank and mindfulness scores: Pearson's correlation r = -0.097 (p = 0.578) and Spearman's correlation rho = 0.120 (p = 0.494). Codes, categories, and themes resulting from graphical data collected from the artwork/drawings strongly suggested that the higher students' grades group depicted solutions to deal with negative feelings/emotions and presented traits of confidence to reach goals. Artworks produced from students with lower grades left questions, such as in relation to competency in dentistry, unanswered, but at the same time, they seemed to perceive everything as emotion related. Upon merging the findings, we recognized more image components suggestive of positive feelings exuding from the artworks/drawings of higher grades group; but an increase in mindfulness was not associated with increase (or decrease) in final grade. CONCLUSION: Feelings/emotions represented in the artwork/drawings produced in the beginning of the course predicted students' performance at the end of the course; however, self-reported trait mindfulness was not correlated with performance.