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.

Nivel de conocimientos y necesidades de superación en medicina regenerativa periodontal con hemocomponentes / Level of knowledge and needs for improvement in periodontal regenerative medicine with blood components

Fundamento: los tratamientos para las periodontitis intentan conseguir la regeneración periodontal de los pacientes, y el uso de células madre y hemocomponentes surge como tecnología sanitaria, por lo que es necesario capacitar al periodoncista en aras de elevar su desempeño profesional. Objetivo: identificar el nivel de conocimientos y necesidades de superación que poseen los periodoncistas en medicina regenerativa con células madre y hemocomponentes, en Santiago de Cuba. Métodos: se realizó un estudio descriptivo transversal en la Facultad de Estomatología de Santiago de Cuba, de septiembre 2019 a marzo 2020. Se aplicaron métodos teóricos, empíricos: un cuestionario cuyos resultados se catalogaron en suficientes, medianamente suficientes e insuficientes; y la estadística para el análisis de los resultados. Resultados: ningún especialista reportó conocimientos suficientes en los aspectos tratados, y al calcular la media aritmética, por debajo del 15 % tenía conocimientos medianamente suficientes de los aspectos que se investigaron. Las principales dificultades se detectaron en lo referente a estudios de laboratorio, remisión, identificación de reacciones adversas asociadas a esta terapia, la selección y métodos de obtención de los hemocomponentes y la aplicación clínico-quirúrgica de las variantes del tratamiento disponibles en la provincia. Conclusiones: se evidenciaron insuficiencias en el conocimiento para la aplicación de la medicina regenerativa con hemocomponentes de los especialistas en Periodoncia encuestados, por lo que se requiere una estrategia de superación para elevar la calidad del servicio.

Background: the treatments for periodontitis try to achieve the periodontal regeneration of patients, and the use of stem cells and blood components emerges as health technology, so it is necessary to train the periodontist in order to improve their professional performance. Objective: to identify the level of knowledge and improvement needs that periodontists have in regenerative medicine with stem cells and blood components, in Santiago de Cuba. Methods: a cross-sectional descriptive study was carried out at the Dentistry Faculty of Santiago de Cuba, from September 2019 to March 2020. Theoretical and empirical methods were applied: a questionnaire whose results were classified as sufficient, moderately sufficient and insufficient; and statistics for the analysis of the results. Results: no specialist reported sufficient knowledge in the aspects covered, and when calculating the arithmetic mean, below 15% had moderately sufficient knowledge of the aspects that were investigated. The main difficulties were detected in relation to laboratory studies, remission, identification of adverse reactions associated with this therapy, the selection and methods of obtaining blood components, and the clinical-surgical application of the treatment variants available in the province. Conclusions: insufficiencies in the knowledge for the application of regenerative medicine with blood components of the specialists in Periodontics surveyed were evidenced, for which an improvement strategy is required to raise the quality of the service.

A extensão universitária na formação do cirurgião-dentista / Importance of university extension in the professional training of dentalsurgeons

As universidades têmse transformado ao longo dos tempos. O foco principal no ensino foi sendo ampliado com ações de pesquisa e de extensão. Esta vem ganhando cada vez mais espaço nas instituições de ensino superior, fazendo parteda tríade que sustenta a formação universitária. O objetivo desta revisão de literatura foi mostrar a importância da extensão universitária na formação profissional de cirurgiões-dentistas e para a sociedade. A estratégia de busca de artigos se deu por palavras-chave relacionadas à Odontologia e à extensão universitária em bases de dados eletrônicas, no período de agosto a outubro de 2019. A prática da extensão,em comunidades diversas, fortalece a compreensão dos estudantes quanto ao processo saúde-doença, permite conhecer arealidade econômica e social em diferentes cenários, permite vivenciar a rede deserviços públicos de saúde, assim comoparticipar da prestação de serviços à população, tornando-osmais humanizadose capacitados a promover a saúde da comunidade em que estão inseridos. A extensão universitária tem um importante papel na formação profissional do cirurgião-dentista, colaborando para que atue deforma competente para contemplar as diversas necessidades da população, estimulando ações de promoção de saúde e informação à população emgeral, que também se torna beneficiada com estas ações, e fortalecendo o compromisso da universidade com a sociedade (AU).

Universities have transformed over time. The main focus of teachingstarted to expandwith research and extension activities. Extensioncourseshavebeen increasingly introducedin higher education institutions, participating inthe triad that sustains university education. Thisliterature review aimed to show the importance of university extension in the professional training of dental surgeons and society. The strategy for searching articles was based on keywords related to dentistry and university extension,in electronic databases, from August to October 2019. In different communities, the practice of extension strengthens the understanding of students about the health-disease processandallows knowing the economic and social realitiesof different scenarios, experiencing the public health care network, and participating in the provision of services to the population, which makesstudents more humanized and able to promote health to theircommunities. University extension plays an important role in the professional training of dental surgeons, helping them to workcompetently assisting in the diverse needs of the population, stimulating health promotion and information tothe general population who also benefitsfrom these activities, andstrengthening the commitmentof the universityto society (AU).

Experiences of professionalized chilean dental educators: a qualitative study / Experiencias de docentes chilenos profesionalizados de la carrera de odontología: un estudio cualitativo

Introduction: The active learning process is certainly one of the most complex challenges in dental education. It is essential for the development of critical thinking and clinical skills. There is evidence of the need for teacher professionalization, but there is scarce literature reporting on the positive changes in the teaching profession based on such professionalization. The aim of the present study is to explore the experiences of the pedagogical performance of professionalized educators in dentistry. Material and Methods: A qualitative study was conducted using a design based on content analysis. The sample was selected for convenience and included dentists who have completed a master's degree in teaching in higher education, who were part of the teaching staff of a dental university program and with a career experience of at least 5 years. Semi-structured interviews were conducted, with three initial dimensions: Teaching Career, Motivation for Teacher Professionalization, and Impact on the teaching-learning process. The interviews were verbatim transcribed and content analysis was performed by the researchers using data triangulation. The research was approved by the research and ethics committee. Results: Six categories were established: Generational clash, Motivations to practice teaching, Motivations to professionalize teaching, Competences acquired after professionalization, Effects of professionalization in the classroom context, and Shortcomings of the professionalized educator. Conclusion: Professionalized dental educators show comprehensive improvements in their performance. They have developed practical competences for the specific needs of the courses they give.

Introducción: El proceso activo de aprendizaje es sin duda uno de los desafíos de mayor complejidad en la educación dental, el cual resulta imprescindible para el desarrollo del pensamiento crítico y habilidades clínicas. Existe evidencia de la necesidad de profesionalización docente, pero escasa literatura en odontología que exprese los cambios positivos desde el quehacer docente a partir de dicha profesionalización. El presente estudio tiene el objetivo de explorar las experiencias del quehacer pedagógico a los docentes profesionalizados de la carrera de Odontología Material y Métodos: Estudio cualitativo con un diseño basado en el análisis de contenido. La muestra fue seleccionada por conveniencia, buscando seleccionar cirujano-dentistas que hayan cursado un magíster en docencia para la educación superior, que sean parte del plantel docente de la carrera de odontología y que posean trayectoria de al menos 5 años. Se realizaron entrevistas semi-estructuradas, con tres dimensiones iniciales: Trayectoria Docente, Motivación de Profesionalización Docente e impacto en el proceso de enseñanza-aprendizaje. Las entrevistas se transcribieron verbatim y se realizó análisis de contenido, realizando triangulación entre los investigadores. La investigación contó con la aprobación del comité de ética e investigación. Resultados: Se generaron 6 categorías: Choque generacional, Motivaciones para ejercer la docencia, Motivaciones para profesionalizar la docencia, Competencias adquiridas tras la profesionalización, Efectos de la profesionalización en el contexto de aula y Falencias como docente profesionalizado. Conclusion: Los docentes profesionalizados de odontología evidencian mejoras integrales en sus quehaceres; desarrolladas de forma específica para la singularidad de cada curso.

Análisis de una estrategia de enseñanza virtual durante la pandemia COVID-19 / Analysis of a virtual teaching strategy during the COVID-19 pandemic

Durante la pandemia COVID-19, la Cátedra de Cirugía y Traumatología Bucomaxilofacial I, de la Facultad de Odontología de la Universidad de Buenos Aires (FOUBA), ha implementado la educación virtual como alternativa a las clases presenciales, con el fin de continuar con los procesos formativos educacionales. El objetivo del presente trabajo fue describir y analizar la estrategia de enseñanza virtual implementada a través del campus virtual de la FOUBA. Un total de 172 estudiantes fueron evaluados mediante un examen oral de tipo coloquial por videoconferencia. Se consideró aprobado a quienes obtuvieron una nota igual o mayor a 4 (cuatro). Para el análisis, se realizó una comparación entre las notas obtenidas durante la evaluación parcial del año 2020 correspondiente a la cursada virtual, y las del año 2019 correspondiente a la cursada presencial. Se obtuvo como resultados que: año 2019: total 155 alumnos (5 libres y libre no aprobado). En la primer fecha de examen se presentó el 72,26% del alumnado (112 estudiantes). Aprobó el 82,14% (92 aprobados y 20 desaprobados), La media fue 4,46 (DS+-2,27). Año 2020: total 172 alumnos (8 libres y 1 libre no aprobado). En la primera fecha de examen se presentó el 86,05% del alumnado (148 estudiantes). Aprobó el 95,27% (141 aprobados y 7 desaprobados). La media fue 6,81% (DS+-1,73) (AU)

Challenges and Dilemmas for Dental Undergraduate Teaching with the Advent of COVID-19

ABSTRACT Since the 1980s, the development of neoliberalism has been observed in Brazil, which has led to the progressive weakening of public policies (including those of education) and the population's impoverishment. In the field of education, there was an increase in the privatization of higher education, inadequate to the requirements of national development, characterizing it more as a commodity than as a right. This article aims to discuss some challenges, risks, and possible strategies to face the impact of the COVID19 pandemic in undergraduate dental education. This pandemic had an immediate and dramatic impact on dental education in more than 130 countries, prompting teachers and students to adopt remote teaching activities. In Brazil, theoretical classes were offered remotely, mainly in private institutions where there was an intensification of academic work for both teachers and students. This process requires support in technological and pedagogical aspects, including tools, resources, and training courses. In the resumption of clinical education, changes in biosafety actions are being proposed to preserve the health of the actors involved. The application of these measures will imply a great mobilization of students, teachers, and technicians and extra attention so that the constitutive dimensions of the teaching-learning process in health are not minimized or forgotten.

Enseñanza de la cirugía oral en tiempos de COVID-19 / Oral surgery teaching during the COVID-19 pandemic

La pandemia por COVID-19 y las medidas de distanciamiento social para mitigar su propagación han provocado una disrupción social generalizada, cuyos impactos son amplios dentro de las instituciones de educación superior y entornos de aprendizaje. Docentes e instituciones de todo el mundo se han visto obligados a replantear sus propuestas educativas, implementando formas alternativas en el proceso enseñanza-aprendizaje. Al respecto de estas transformaciones, este artículo de reflexión discute la experiencia en la formación y enseñanza de la cirugía oral en tiempos de COVID-19 y el papel de la educación virtual como medida emergente ante esta situación. La educación de los odontólogos en las actuales circunstancias exige una adaptación de los programas académicos, en donde algunos de sus componentes teóricos y prácticos podrán ser impartidos desde la virtualidad y la simulación, sin olvidar, que, para la formación clínica continúa siendo esencial la actividad quirúrgica en situaciones reales.

The COVID-19 pandemic and social distancing measures to mitigate its spread have caused widespread social disruption with major impacts within higher education institutions and learning environments. Teachers and institutions around the world have been forced to rethink their educational proposals, implementing alternative forms in the teaching-learning process. In response to this, this reflection article discusses the experience in the training and teaching of oral surgery in times of COVID-19 and the role of virtual education as an emergent measure in this educational situation. The education of dentists in the current circumstances requires an adaptation of academic programs, where some of its theoretical and practical components could be taught from virtuality and simulation, without forgetting that surgical activity continues to be essential for clinical training in real situations.

Pictograph system for diagnosis making and data management in endodontics / Sistema de pictograma para elaboração de diagnóstico e gerenciamento de dados em endodontia

Objective: this questionnaire aimed to evaluate the approval of a new pictograph system for endodontic diagnosis by undergraduate and graduate students/endodontist instead of a conventional method. Methods: after a presentation to a total of 224 participants explaining the pictograph system, the participants (166 undergraduate students and 58 graduate students/endodontist) received a standardized questionnaire with three questions. The data were analyzed using the mult prop macro basing on Tukey's test for multiple comparison with (P ≤ 0.05). The first question was to define the education level of the participants; the second question about which diagnosis method is preferred; and the third question about the intention of using one of the methods in the future. The questionnaire was realized in May 2019. The response rate was 97.7%. Results: the first question showed that 74.10% and 25.90% were under graduate and graduate students/endodontist respectively. After statistical analysis there was no significant difference between the groups in the second and the third questions. In the second question (71.08% and 62.06%) of undergraduate and graduate student/endodontists respectively preferred the pictograph method over the conventional method. In the third question (60.24% and 51.72%) of undergraduate and graduate student/endodontists respectively showed interest in using the pictograph method in their professional career. Conclusion: the pictograph method in endodontic diagnosis is accepted by the majority of undergraduate and graduate students/endodontists. Training and experience affect the diagnosis making. (AU)

Objetivo: este questionário teve como objetivo avaliara aprovação de um novo sistema de imagem para diagnóstico endodôntico por estudantes de graduação e pós-graduação/endodontista, em vez de um método convencional. Métodos: após uma apresentação a um total de 224 participantes explicando o sistema de pictograma, os participantes (166 estudantes de graduação e 58 de pós graduação/endodontista) receberam um questionário padronizado com três perguntas. Os dados foram analisados usando a macro multi propósito baseada no teste de Tukey para comparação múltipla com (P ≤ 0,05). A primeira pergunta foi definir o nível de escolaridade dos participantes; a segunda pergunta sobre qual método de diagnóstico é preferido; e a terceira pergunta sobre a intenção de usar um dos métodos no futuro. O questionário foi realizado em maio de 2019. A taxa de resposta foi de 97,7%. Resultados: a primeira pergunta mostrou que 74,10% e 25,90% eram estudantes de graduação e pós-graduação / endodontista, respectivamente. Após análise estatística, não houve diferença significativa entre os grupos na segunda e na terceira questões. Na segunda questão (71,08% e 62,06%) dos estudantes de graduação e pós-graduação / endodontistas, respectivamente, preferiram o método de pictograma ao método convencional. Na terceira questão (60,24% e 51,72%) dos estudantes de graduação e pós-graduação /endodontistas, respectivamente, demonstraram interesse em utilizar o método de pictograma em sua carreira profissional. Conclusão: o método do pictograma no diagnóstico endodôntico é aceito pela maioria dos estudantes de graduação e pós-graduação / endodontistas. Treinamento e experiência afetam a elaboração do diagnóstico (AU)

Impact of oral medicine training on oral cancer-related knowledge among undergraduate dental students

Aim: The aim of this study was to evaluate knowledge and attitudes regarding potentially malignant oral lesions and oral cancer among undergraduate dental students with or without training in the oral medicine. Methods: A cross-sectional study was undertaken to assess all undergraduate dental student (1st to 5th year) in two private universities in the state of Paraná, Brazil. A structured questionnaire about knowledge regarding potentially malignant oral lesions, continuing education, and different approaches to diagnosis was administered to dental students with or without training in the oral medicine discipline between May and July 2015. Descriptive statistics were obtained, and the data were analyzed using a chi-square test to compare knowledge in dental students. Results: A total of 662 undergraduate dental students were invited to participate, and the response rate was 97.6% (n = 646). Of the responders, 472 were female (73.1%), 168 were male (26.0%), and 6 did not declare what sex they were (0.9%). Undergraduate dental students who had previously studied oral medicine tended to report that they always perform complete intraoral examination (76.3%) and identified alcohol (87%) and tobacco consumption (97%) and sun exposure (80%) as major risk factors for developing oral cancer. While students who had not yet studied oral medicine poorly identified these factors. Students who had previously studied the discipline did not identify cheilitis actinica (26%) and erythroplakia (32%) as potentially malignant lesions. Only, 32.6% of dental students participate in continuing education during the past year. Conclusions: Dental students trained in the oral medicine discipline exhibited satisfactory knowledge necessary for the prevention and early identification of potentially malignant oral lesions and oral cancer. Continuing education during undergraduate and after academic training is very important

Testando uma Metodologia de Ensino para Capacitação dos Profissionais do SUS / Testing a teaching methodology for the training of SUS dental surgeons

O objetivo desse trabalho foi avaliar uma metodologia de ensino viabilizando a qualificação profissional com vistas à melhoria de suas práticas cotidianas, onde foram acrescentados os aspectos relacionados ao planejamento, execução e avaliação dessa atividade. Vinte Cirurgiões-Dentistas, que trabalham no SUS, compareceram à Faculdade de Odontologia da Universidade Federal do Rio de Janeiro para participar do projeto que foi dividido em duas fases, executadas no mesmo dia. Na Fase 1, os profissionais confeccionaram uma restauração em manequim com resina composta, no primeiro molar superior, uma face (classe I), de acordo com seus conhecimentos prévios. Foi utilizada a resina Vittra (FGM), com adesivo convencional de dois passos (Âmbar APS-FGM). O tempo foi cronometrado, para cada profissional foi dado uma cartela onde foi colocado o tempo de início e término da restauração. Foi aplicado um questionário de auto avaliação. Na Fase 2 (F2), foi ministrada uma aula teórica abordando os temas: sistemas adesivos e resinas compostas em dentes posteriores. Em seguida, foi realizado um Hands on, de acordo com as aulas ministradas. Foi demonstrado a confecção de uma restauração no primeiro molar superior, uma face (classe I), no qual foi usada a técnica Incremental. Nessa fase foi utilizada a resina Vittra (FGM) e o adesivo universal (Ambar Universal-FGM). Em seguida os participantes confeccionaram uma nova restauração no primeiro molar superior, uma face (classe I), de acordo com os conhecimentos adquiridos nas aulas ministradas e no Hands on. Nessa fase foi utilizada a resina composta e o adesivo usado utilizado no Hands on. O tempo foi cronometrado da mesma forma que na etapa anterior. Ao término, foi aplicado um novo questionário de auto avaliação. As restaurações foram avaliadas por dois avaliadores calibrados. Os participantes não tiveram conhecimento da referida avaliação. Concluiu-se que as atuações em educação permanente devem ser continuadas nos serviços de saúde, o que contribui desta maneira para uma formação mais qualificada, levando esses profissionais à um atendimento mais técnico, gerando assim um melhor atendimento clínico. (AU)

The objective of this study was to evaluate a teaching methodology enabling professional qualification with a view to improve its daily practices, in which aspects related to the planning, execution and evaluation of this activity were added. Twenty Dental Surgeons, who work in SUS, attended the Dental School of the Federal University of Rio de Janeiro to participate in the project, which was divided into two phases, executed on the same day. In Phase 1, the professionals made a restoration in mannequin with composite resin, in the first upper molar, one face (class I), according to their previous knowledge. Vittra resin (FGM) was used with conventional two-step adhesive (Amber APS-FGM). The time was timed, for each professional was given a placard where was placed the time of beginning and end of the restoration. A self-assessment questionnaire was applied. In Phase 2 (F2), a theoretical lecture was given addressing the themes: adhesive systems and composite resins in posterior teeth. Then, a Hands on, according to the classes taught. It was demonstrated the creation of a restoration in the upper first molar, a face (class I), in which the Incremental technique was used. Vittra resin (FGM) and universal adhesive (Ambar Universal-FGM) were used in this phase. Then the participants made a new restoration in the first upper molar, one face (class I), according to the knowledge acquired in the lessons taught and Hands on. In this phase, the composite resin and the used adhesive used in Hands on were used. The time was timed in the same way as in the previous step. At the end, a new self-assessment questionnaire was applied. The restorations were evaluated by two calibrated evaluators. Participants were not aware of this assessment. It was concluded that the actions in permanent education should be continued in the health services, which contributes in this way to a more qualified training, leading these professionals to a more technical service, thus generating a better clinical care. (AU)

How do dental faculty members relate to Evidence-Based Dentistry?

Building the rationale to critically appraise scientific evidence on the best approach for each patient requires incorporating the Evidence-Based Dentistry (EBD) model, preferably into undergraduate dental courses. This approach would favor the diffusion of EBD culture amongst dental professionals. Therefore, this study aimed to characterize the relationship of dental faculty members with the EBD model. The study was conducted in 2018 with all 23 dental faculty members (100% response rate) of a community university. They responded the Evidence-Based Practice Questionnaire (EBPQ) and a set of supporting questions involving sociodemographics, search for information, proficiency of foreign languages, and perceived need for knowledge on issues related to EBD. The data were analyzed by descriptive statistics. A total of 73.9% of faculty members claimed having been prepared to search for scientific evidence and 69.5% are aware of connected computer systems for research. Scientific journals, the internet, courses, and colleague opinions were the main sources of information. Reading and comprehension of foreign languages was limited to 30%. The practice and attitudes towards EBD by dental faculty members were positive, with the lowest mean value of 4.85. Knowledge and skills related to EBD had lower mean values, which coincided with a relatively high perceived need for knowledge on EBD. Dental faculty members present a positive attitude towards the EBD model, have been trained to search for scientific information and acknowledge the existence of institutional structure for applying and teaching EBD. On the other hand, knowledge and skills associated with EBD may require improvement (AU).

A construção do raciocínio para avaliar criticamente a evidência científica sobre a melhor abordagem para cada paciente requer a incorporação do modelo de Odontologia Baseada em Evidências (OBE), preferencialmente ainda no ensino de graduação. Essa abordagem favorece a difusão da cultura da OBE entre os profissionais de Odontologia. Assim, este estudo teve como objetivo caracterizar a relação de docentes de um curso de Odontologia com o modelo OBE. O estudo foi conduzido em 2018 com todos os 23 professores de uma universidade comunitária. Eles responderam o EvidenceBased Practice Questionnaire (EBPQ) e algumas perguntas complementares envolvendo fatores sociodemográficos, busca por informação, proficiência em idioma estrangeiro e necessidade percebida de conhecimento sobre aspectos relacionados à OBE. Os dados foram analisados descritivamente. Aproximadamente 74% dos professores afirmaram ter sido preparados para pesquisar por evidência científica e 69,5% reconheceram a existência de computador conectado para essa finalidade. Periódicos, internet, cursos e opinião de colegas foram as principais fontes de informação. Leitura e compreensão de idiomas estrangeiros foram limitadas a 30%. A prática e as atitudes voltadas à OBE pelos professores foram positivas, com um valor mínimo de 4,85. O conhecimento e as habilidades relacionadas à OBE tiveram valores mais baixos, que coincidiram com alta necessidade percebida de informação sobre OBE. Os professores apresentaram uma atitude positiva com relação ao modelo da OBE, foram treinados para buscar informação científica e reconhecem a estrutura institucional para fazê-lo e ensiná-lo. Por outro lado, o conhecimento e as habilidades relacionadas à OBE requerem melhorias (AU).

Aplicação da fotogrametria para a digitalização de modelos de gesso / Application of photogrammetry for scanning of plaster models

O propósito deste artigo é apresentar o fluxo de trabalho aplicado para a geração de modelos digitais tridimensionais (3D) a partir de imagens de um modelo em gesso, utilizando itens já presentes em nosso dia a dia, como computadores, câmeras fotográficas de smartphones e um aplicativo de código aberto, permitindo a geração de resultados similares aos obtidos com o uso de scanners de bancada, porém de forma mais barata.

The purpose of this article is to present the workflow applied to the generation of three-dimensional (3D) digital models from images of a dental cast, using items already present in our daily lives, such as computers, smartphone cameras and an opensource software, allowing the generation of results similar to those obtained with the use of scanners, but in a cheaper way.

Courses offered by the Minas Health Channel: perception of primary care workers. / Cursos realizados pelo Canal Minas Saúde: percepções dos profissionais que atuam na atenção primária.

OBJECTIVE: To analyse how primary healthcare workers perceive the impact of the Health Channel Mines courses in their work process. METHOD: This is a descriptive exploratory qualitative study conducted with 38 professionals working in primary health care units of three municipalities in the state of Minas Gerais, Brazil. Data were collected in 2014 by means of semi-structured interviews and subjected to thematic content analysis. RESULTS: Data analysis revealed the following three categories: interest in training and its contribution to professional practice; factors that alter professional practices; and proposals for improvement. CONCLUSION: The study data demonstrated that the Mines Health Channel courses cannot single-handedly change professional practices. Continued and refresher education resources that enable the exchange and articulation of knowledge between the various specialities are needed to transform professional practices.

Educación continua: bases de datos biomédicas, I / Continuing education: biomedical databases, I

En las últimas décadas los adelantos en las Tecnologías de la Información y Comunicación permitieron que las Bases de Datos Biomédicas (BDB) se conviertan en la herramienta más impor-tante para la búsqueda y recuperación de información. La formación permanente y continua de los profesionales de la salud requiere para mantenerse actualizado de un conocimiento teórico-práctico de las diferentes BDB. Una BD es una colección de información en uno o más archivos que permiten una búsqueda y posterior recuperación de la misma mediante el empleo de una computadora. Existen diversos tipos de BD, en el área biomédi-ca las BD Documentales Bibliográficas o a Texto Completo, son las más ampliamente usadas. En esta quinta entrega de Educación Continua se analizarán las características generales, clasificación y estructura de las principales BD...