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

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

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

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

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

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

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

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

A Odontologia na Residência Multiprofissional em Saúde: experiência da formação na rede de atenção à saúde / Dentistry in Multiprofessional Residency in Health: experience of training in the health care network

A Residência Multiprofissional em Saúde, modalidade de pós-graduação lato sensucom formação em serviço e duração de dois anos, permite a articulação de conhecimentos específicos, comuns e de trabalho em equipe, para o alcance do cuidado integral e humanizado ao usuário e comunidade. Esse artigo tem por objetivo relatar a experiência de formação em serviço na área de Odontologia de um Programa de Residência Multiprofissional em Atenção Integral à Saúde na Rede de Atenção à Saúde Bucal. O programa de residência, tem carga horária semanal de 60 horas, envolve atividades teóricas e práticas de ensino divididas em eixos transversais, comum às diferentes áreas, e específico para cada profissão, sendo 60% da carga horária na atenção primária, 20% na atenção secundária e 20% naatenção terciária, em diferentes cenários de prática da rede de atenção à saúde bucal. Conta com 36 residentes multiprofissionais, dentre esses, 6 cirurgiões-dentistas. Nos módulos teóricos, específico e comum, utilizaram-se metodologias ativas e ambientevirtual de aprendizagem para discussão teórica, e a tutoria de campo deu subsídios ao desenvolvimento de práticas interprofissionais colaborativas e à organização do processo de trabalho na atenção primária. A integração com diferentes áreas da saúde e a reflexão e problematização das práticas tem potencializado o trabalho em equipe, visando àintegralidade do cuidado em saúde. Essa modalidade de formação para a área da Odontologia tem se mostrado importante para o desenvolvimento de habilidades e competências colaborativas dos cirurgiões-dentistas e qualificação do Sistema Único de Saúde (AU).

The Multiprofessional Residency in Health, a two-year lato sensupost-graduate program with training in service, allows the articulation of specific, common and teamwork knowledge, to achieve comprehensive and humanized care to the user and community. This article aims to report the experience of in-service training inthe field of Dentistry of a Multiprofessional Residency Program in Integral Health Care in the Oral Health Care Network. The residency program, with weekly workload of 60 hours, involves theoretical and practical teaching activities divided into transversal axes, common to different areas, and specific for each profession, being 60% of the workload in primary care, 20% in secondary care and 20% in tertiary care, in different scenarios of practice of the oral health care network. It has 36 multiprofessionalresidents, including 6 dentists. In the theoretical, specific and common modules, active methodologies and virtual learning environment were used for theoretical discussion, and field mentorship support the development of collaborative interprofessional practices and the organization of the work process in primary care. The integration with different areas of health, and reflecting on and problematizing practices, enhanced teamwork aiming at a comprehensive health care. This modality of training for the area of Dentistry has proved important for the development of collaborative skills and competences of dentists and qualification of the Unified Health System (AU).

Brazilian advanced specialty programs in endodontics: characteristicsand distribution / Cursos de especialização em endodontia no Brasil: características e distribuição

The existence of several Endodontics specialty programs in Brazil is known. However, there was no precise information regarding their geographic distribution, duration, workloadandthe profiles of the program's directors. There was also no meanstodetermineif the requirements defined by the country's legal bodies were fulfilled by the institutions.The present cross-sectionalstudy was conductedto bring together characteristics and peculiarities of all Brazilian endodontics advanced specialty programs, searching for information on the regulatory-agencies webpages and other venues. We searched the Ministry of Education'swebsite to locateinformation such as geographical location, duration (months), number of hours, and program director professional degreeprofile.Program's homepages were searched to collect additional information­frequency, periodicity, costs, number of faculties. The searcheswere made between August 2019 and October 2019,identifying 505 registered programs and 117specific program's websites. It was observed that 39% of the programsare in the Southeast regionand 61.2% have a duration of 24 months. Additionally, a majority of the program's directorswere male, accounting for 69.1% of the sample. The most common highest qualification held by themwas a Masters' degree(45.1%).Regarding the 117programs that had specific websites,they presented insufficient information, for instance:the frequency was only reported in 81 programs/websites, the number of teachersonlyin 51,andtotal feesonlyin 65. It wasconcluded that there arevarious Endodontic specialization programs in Brazil, benefiting the different students' profiles. Also, there is alack of clear information on some programs (AU).

Sabe-se da existência de diversos cursos de especialização em Endodontia no Brasil. Porém, não havia informações precisas acerca da distribuição geográfica, duração, carga horária e perfil dos diretores dos cursos. Também não havia formas de determinar se as exigências definidas pelos órgãos legais do país estavam sendo cumpridas. O presente estudo transversal foi conduzido para reunir características e peculiaridades de todos os cursos de especialização em Endodontia no Brasil, buscando informações nos sitesdas agências reguladoras e em outras fontes. Buscou-se o site do Ministério de Educação para encontrar informações quanto à localização geográfica, duração (em meses), número de horas e perfil profissional do(a) coordenador(a) do curso. Os sites dos cursos foram pesquisados para coleta de informações adicionais ­frequência, periodicidade, custos, número de professores. As buscas ocorreram entre agosto e outubro de 2019, identificando 505 cursos registrados e 117 sitesespecíficos desses cursos. Observou-se que 39% dos cursos localizam-se na região Sudeste e 61,2% têm uma duração de 24 meses. Ainda, a maioria dos coordenadores são do sexo masculino, somando 69,1% da amostra. A maior qualificação entre eles foi o título de Mestre (45,1%). Em relação aos 117 cursos que possuíam sitesespecíficos, as informações apresentadas foram insuficientes: a frequência foi informada apenas em 81 programas/sites, o número de professores apenas em 51 e o total de mensalidades apenas em 65. Conclui-se que há uma grande quantidade de cursos de Endodontia no Brasil, beneficiando os diferentes perfis dos estudantes. Ainda, há uma falta de informação clara sobre alguns cursos (AU).

Trajetória de educação na pós-graduação e atuação profissional de egressos de Odontologia: uma análise de doze anos (2007 a 2019) / Patterns of further education and employment of dental graduates: a twelve-year analysis from 2007 to 2019

Avaliar a trajetória de graduados em Odontologia é importante para garantir o alinhamento adequado dos currículos odontológicos às necessidades da sociedade. Este estudo observacional transversal descritivo teve como objetivo caracterizar o perfil sociodemográfico-familiar e a trajetória de educação na pós-graduação e de atuação profissional de cirurgiões-dentistas egressos de universidade pública do Sul do Brasil. Foram convidados a participar do estudo todos os egressos que concluíram a graduação em Odontologia nesta universidade, entre 2007 e 2019. A coleta de dados aconteceupelo autopreenchimento de instrumento semiestruturado online, pré-testado, organizado em três dimensões (perfil sociodemográfico-familiar, educação na pós-graduação e atuação profissional). Aanálise das questões objetivas foi realizada por estatísticas descritivas e as abertas pela análise temática de conteúdo. Participaram do estudo 245 cirurgiões-dentistas (percentual de resposta: 25,7%). A maioria eram mulheres (68,6%), com 26 a 32 anos (73,9%), solteiros (71,4%), sem filhos (92,7%), naturais (51,4%) e residentes (59,2%) na cidade onde cursaram Odontologia e trabalham (67,5). A renda pessoal mensal foi de 5 a 10 saláriosmínimos (36,7%). Atuam na Odontologia (97,1%) e estão satisfeitos com a profissão (79,6%). Realizaram ou estão realizando cursos de pós-graduação (94,3%), concluídos em até três anos após a graduação (58%), principalmente especialização (62,8%), nas áreas de Saúde Coletiva, Ortodontia e Implantodontia. Setor privado mostrou-seo maior empregador dos cirurgiões-dentistas (60,8%), entretanto, a atuação no serviço público cresceu entre os egressos de 2010-2019 (2,4% para 20,7%). Estudos de acompanhamento destes egressos são recomendados para avaliação do curso e das demandas/desafios contextuais que caracterizam a profissão de cirurgião-dentista no Brasil (AU).

The assessment of dental graduates' trajectory over time is important to ensure a proper alignment of dental curricula with the needs of society. This cross-sectional, observational anddescriptivestudy aimed at characterizing the sociodemographic profile, the postgraduateeducation choices,and the employment pattern of dental graduates from a publicuniversity in the South region of Brazil. Dental graduates from 2007 to 2019 were invited to participate via e-mail. The survey was self-administered and hosted online. The content of the surveyencompassed three main spheres of interest-sociodemographic profile, postgraduateeducation choices, and employment pattern. Atotalof245 graduates participated in the study(response rate of 25.7%). The majority were women(68.6%), aged 26 to 32 years old (73.9%), single (71.4%), without children (92.7%), born (51.4%) and residing(59.2%) inPorto Alegre, the city in which the university is located and where they work (67.5%). Monthly income reported was 5 to 10 times the minimum wage (36.7%). Most participantswere activelyworkingin Dentistry (97.1%) and weresatisfied with the dental profession (79.6%). The majority attendedor is currently enrolled in postgraduatecourses (94.3%), completedwithin three years after graduation, mainlyspecialization courses (62.8%), in the areas of Public Health, Orthodontics and Implantology. Most reported to be working in the private sector (60.8%). However, there was an increase in employmentin the public sector among those who graduatedbetween2010and 2019compared to 2007-2008(from 2.4% to 20.7%). Fundamentally, the continuing assessment of dental graduates' path and perceptions is essential to better adjust and shape dental curricula in the future (AU).

Perfil dos endodontistas de uma metrópole brasileira quanto ao atendimento odontológico a pacientes com necessidades especiais / Profile of endodontists in a Brazilian metropolis regarding dental care for patients with special needs

O objetivo do estudo foi caracterizar o perfil dos endodontistas do estado de São Paulo, Brasil em relação ao tratamento odontológico depacientes com necessidades especiais (PNE). Um questionário onlinesobre capacitação do profissional e dados sobre o atendimento odontológico de PNEfoi enviado para 3.500 endodontistas registrados no Conselho Regional de Odontologia de São Paulo. Dentre os 138 profissionais que retornaram, 57,2% eram do sexo feminino; 34,8% estavam na faixa etária entre 31e 40 anos; 42,8% tinham entre 11 e20 anos de formados; e 38,4% possuíam 11 a 20 anos de especialidade. Apenas 22,5% eram capacitados para o atendimento de PNE, sendo que desses, 58,1% tiveram apenas aula teórica. Dos que não receberam capacitação na pós-graduação, 80,4% gostariam de ter recebido. Com relação ao interesse em cursos de atendimento a PNE após a especialização, observou-se que apenas 15,9% realizaram algum tipo de curso, a maioria apenas teórico. Em relação às dificuldades durante o atendimento de PNEa "falta de colaboração do paciente durante o atendimento" foi citada por 74,6%, a "insegurança devido àfalta de preparo profissional" por 55,0%. A análise da associação das variáveis pelo teste Qui-quadrado apontou que quanto maior o tempo de formação, menor essa dificuldade (p=0,0415). Os especialistas encontram mais dificuldades comparados aos que tem formação associada (mestrado e doutorado) (p=0,0369). Não houve associação significativa entre as dificuldades e o tipo de instituição de formação(pública ou privada) (p>0,05). O panorama atual da formação do endodontista não contempla o atendimento as pessoas com necessidades especiais (AU).

The aim of this study was to characterize the profile of endodontic professionals from the state of São Paulo, Brazil in relation to dental treatment for patients with special needs (PSN). An online questionnaire on professional training and data on PSN dental care was sent to 3,500 endodontic professionals registered with the São Paulo Regional Dental Council in 2017. Of the 138 returning professionals, 57.2% were female; 34.8% aged 31-40 years; 42.8% had 11-20 years since graduation; 38.4% had 11-20 years of endodontic specialization. Only 22.5% were trained to provide dental care to PSNs and of these, 58.1% had only theoretical classes. Of those who did not receive post-graduation training, 80.4% would like to have received it. Regarding the interest in PSN care courses after specialization, it was observed that only 15.9% performed some type of course, most of them theoretical only. Regarding difficulties during PSN care, "lack of patient collaboration during care" was mentioned by 74.6%, and "insecurity due to lack of professional preparation" by 55.0%. The analysis of the association of variables by the Chi-square test showed that the longer the training time, the lower the difficulty during PSN care (p=0.0415). Specialists find more difficulties compared to those with associated training (masters and doctorate) (p=0.0369). There was no significant association between difficulties in PSN care and typeof HEI (public or private) (p> 0.05). The current panorama of endodontic professional training does not seem to include care for patients with special needs (AU).

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

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

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

E-learning no ensino da Tomografia Computadorizada de Feixe Cônico a estudantes de pós-graduação em Odontopediatria / E-learning in the teaching of Cone Beam Computed Tomography to graduate students in Pediatric Dentistry

O uso de computadores e internet na educação é definido como e-Learning, uma metodologia que pode ser aplicada de forma síncrona ou assíncrona. Uma abordagem promissora que combina estas duas configurações é a Sala de Aula Invertida Online, na qual parte do conteúdo é disponibilizado via assíncrona, permitindo aos alunos um autoestudo prévio ao encontro síncrono. Este estudo avaliou duas modalidades de e-Learning: Síncrona e a Sala de Aula Invertida Online, no ensino de Tomografia Computadorizada de Feixe Cônico (TCFC) a estudantes de pós-graduação em odontopediatria. A amostra foi composta por 30 estudantes de pós-graduação em odontopediatria, que foram aleatoriamente alocados em dois grupos: Síncrono (n=15) e Sala de aula Invertida Online (n=15). Inicialmente, todos responderam a um pré-teste. Os alunos do grupo Síncrono assistiram aulas sobre TCFC com duração de 60 minutos, por três semanas consecutivas. Metade do tempo era destinado à apresentação do tema e a outra metade à discussão dos tópicos abordados e à aplicação de um jogo em forma de quiz. Os encontros, agendados por meio de uma sala de aula virtual Google, foram realizados via plataforma Google meet. Os alunos do grupo Sala de Aula Invertida Online receberam três vídeo aulas, com duração máxima de 30 minutos cada, produzidas com os mesmos slides das aulas do grupo síncrono, porém acrescidas de um áudio explicativo. As vídeo aulas foram disponibilizadas em uma sala de aula Google quatro dias antes dos encontros síncronos, que aconteceram por três semanas consecutivas e tinham duração de 30 minutos. Os encontros visavam discutir os tópicos abordados, assim como aplicar os mesmos quizzes utilizados no grupo síncrono. Os alunos podiam participar em fórum de discussão e enviar mensagens privadas para o instrutor. Todos os participantes tiveram acesso a um material adicional de estudo, como links de acesso para artigos científicos e um vídeo publicado no YouTube sobre como analisar um volume de TCFC. Após as aulas, os participantes responderam a um pósteste e a um questionário qualitativo, que investigou as percepções dos alunos sobre a experiência na e-Learning, seus relacionamentos, motivações e uso de jogos em um ambiente virtual de aprendizagem. Para análise das variáveis qualitativas foi aplicado o teste quiquadrado ou a análise descritiva de múltiplas respostas e para as variáveis quantitativas, o modelo de Equações de Estimações Generalizadas ou o teste McNemar. Em relação ao conhecimento, não houve diferença entre os grupos nos resultados das suas médias de notas nos pré e pós testes, independente da forma de e-Learning utilizada (p > 0,05), havendo um ganho de conhecimento igualmente eficiente (p <0,001). Não foram encontradas diferenças relacionadas às questões subjetivas (p > 0,05), exceto na preferência dos alunos pela sala de aula invertida online (p<0,001). A e-Learning foi capaz de promover um ganho de conhecimento para o ensino da TCFC em odontopediatria e os estudantes mostraram-se satisfeitos com esta metodologia. Os resultados deste estudo incentivam o uso de métodos online para o ensino odontológico e demonstram a preferência dos alunos pela sala de aula invertida online (AU)

The use of computers and the internet to transfer educational content is defined as e-Learning, a methodology that can be applied synchronously or asynchronously. A promising approach that combines these two configurations is the Online Flipped Classroom, in which some of the content is available via asynchronous, allowing students a self-study prior to the synchronous meeting. This study assessed two modalities of e-Learning - Synchronous and the Online Flipped Classroom - in teaching Cone Beam Computed Tomography (CBCT) to graduate students in Pediatric Dentistry. The sample consisted of 30 graduate students attending a postgraduate program in Pediatric Dentistry, who were randomly assigned into two groups: Synchronous (n=15) and Online Flipped Classroom (n=15). Initially, all participants answered a pre-test. The synchronous group attended 60 minutes classes for three consecutive weeks. Half of that time was used to discuss the topics as well as play a quiz. The meetings were scheduled through a Google Classroom and held through the Google Meet platform. During three consecutive weeks, the online flipped classroom group received video lessons, that did not exceed 30 minutes in length, produced with the same PowerPoint presentations used in the synchronous group classes plus explanatory audios. The video lessons were made available by a Google Classroom four days before the 30 minutes synchronous meetings. The purpose of these meetings was discussing the topics covered, as well as apply the same quizzes used for the other group. Students were encouraged to participate in discussion forums as well assending private messages to the instructor. All students had access to additional study material, such as links to scientific articles and a video published on YouTube on how to evaluate a volume of CBCT. After classes, the participants answered a post-test and also a qualitative questionnaire, which investigated the students' perceptions about the e-Learning experience, their relationships, motivations and impressions of using games in online classes. Qualitative variables were assessed by the chi-square test or descriptive analysis of multiple responses and the Generalized Estimative Equations model or the McNemar test were performed for quantitative ones. Regarding knowledge, there was no difference between the groups in the results of their pre- and post-test grade means, regardless of the form of e-Learning used (p > 0.05), with an equally efficient student´s knowledge gain (p<0.001). There were also no differences related to subjective questions (p > 0.05), but in the students' preference for the online flipped classroom (p<0.001). E-Learning, either in synchronous configuration or online flipped classroom, was able to promote a student´s knowledge gain about CBCT in Pediatric Dentistry and they had positive attitudes with this method. The results obtained in this study encourage the use of online methods for dentistry, indicating the students' preference for the online flipped classroom method. (AU)

Acceptance of systematic reviews as Master/PhD theses in Brazilian graduate programs in dentistry.

OBJECTIVE: This study aimed to evaluate whether a master and PhD thesis in Brazilian graduate programs in dentistry can be based on a systematic review (SR). METHODS: In this cross-sectional study, we surveyed the coordinators of Brazilian graduate programs in dentistry using a self-administered questionnaire including questions about whether an SR meets requirements for approval of a master or PhD thesis, instructions regarding how to use an SR as the method for a master or PhD thesis, and reasons and barriers that SRs were not recognized as acceptable for a master or PhD thesis. The responses were analyzed descriptively, and tables and graphs were created to summarize the data. RESULTS: Among 101 graduate programs invited to participate in the study, 38 (37.6%) returned the questionnaire. Over three-quarters of surveyed programs (n = 30, 78.1%) answered that SRs, in whole or in part, meet the criteria for a master or PhD thesis. Likewise, most programs answered that a master or PhD thesis could be exclusively based on an SR (n = 28, 73.7%). The same number of programs pointed out that one possible reason for not recognizing SRs as a master or PhD thesis is either the lack of SR expertise among committee members (n = 28, 73.7%) or the lack of adequate training of candidates in SR methodology (n = 26, 68.4%). CONCLUSIONS: SRs are well accepted as a master or PhD thesis by Brazilian graduate programs in dentistry. Educational initiatives should be encouraged to promote understanding of SR methodology and increase acceptance among graduate programs worldwide.

Metodologha da problematização como ferramenta para o ensino da Odontopediatria em nível de especialização / Problem based learning as a teaching tool in dental pediatrics specialization

O tema abordado neste estudo é o processo educacional na formação do cirurgião-dentista nos tempos atuais. Surgiu a partir da necessidade de reorientar o processo de ensino no curso de especialização em Odontopediatria da Universidade Federal do Rio de Janeiro. O objetivo do trabalho é implementar a metodologia da problematização como ferramenta de ensino na disciplina teórica do curso de especialização em Odontopediatria da UFRJ. O método divide-se em duas etapas: a primeira, da elaboração e aplicação da metodologia, que ocorreu durante o primeiro semestre de 2016, com a carga horária de duas horas semanais, na disciplina Temas em Odontopediatria, de natureza teórica. A segunda etapa corresponde a avaliação da ferramenta pelos alunos da disciplina, para determinar a percepção dos mesmos quanto ao desenvolvimento da metodologia da Problematização como ferramenta de ensino na formação em odontopediatria, realizada através de questionário. O tratamento dos dados foram feitos a partir da análise de conteúdo, numa abordagem metodológica qualitativa. Entre os resultados obtidos estão o desenvolvimento do pensamento crítico, maior autonomia, liberdade para questionar e maior participação dos alunos. O reforço do vínculo entre os alunos também se expressou promovendo uma rede de apoio e dando suporte ao protagonismo desses alunos, tornando-os sujeitos ativos na construção do seu processo de aprendizagem. (A)

The subject of the present study was the current educational process for training dentists. The subject emerged from the need to reorient the teaching process in the Dental Pediatrics Specialization Course of the Federal University of Rio de Janeiro. The study aimed to implement problem-based learning as a teaching tool in the UFRJ Dental Pediatrics Specialization Course academic discipline. The method is divided into two stages: the first, development and application of the method, occurred during the first semester of 2016, with a two-hour a week work load in the Dental Pediatrics Themes discipline. The second stage was the assessment of the tool using a questionnaire answered by students of the discipline to determine their perception regarding the development of the problem-based learning method as a teaching tool in Dental Pediatrics training. Data were treated by content analysis, using a qualitative methodological approach. Among results obtained were development of critical thinking, greater autonomy, freedom to question, and more participation of students. Relations among students were also strengthened, promoting a support network and sustaining the empowerment of these students, and turning them into active subjects in the construction of their learning process. (AU)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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