Agrupamiento según conocimientos previos y ciclo propedéutico. ¿Son herramientas útiles para mejorar el rendimiento académico de los alumnos universitarios? El caso de biología para alumnos de odontología / Grouping according to knowledge preparatory course before and cycle. Are useful tools to improve student academic performance university? The case of biology for dental students

Esta investigación evaluó, de manera independiente, la influencia de dos herramientas académicas sobre el porcentaje de alumnos aprobados en la asignatura de Biología General: la clasificación según rendimiento en la prueba diagnóstica y la nivelación ejercida por un ciclo propedéutico previo. Se estudió el rendimiento académico en esta asignatura de los alumnos el año 2007, los cuales fueron clasificados en tres aulas según las notas que obtuvieron en una prueba diagnóstica aplicada previamente, comparándolo con el de los alumnos que cursaron el año 2006. También se comparó el rendimiento académico de los alumnos que cursaron un ciclo propedéutico el año 2008, con los alumnos del año 2006. En ambos casos se utilizó el coeficiente de correlación de Spearman. Se encontró correlación de las notas finales obtenidas en la asignatura con las notas del ciclo propedéutico (r=0,71) y con las notas de la prueba diagnóstica aplicada al inicio de la asignatura (r=0,51). La correlación entre notas obtenidas en el ciclo propedéutico y prueba diagnóstica fue más baja (r=0,47). Las notas del propedéutico corresponden casi con exactitud con las notas finales de la asignatura, lo cual no siempre ocurre con las notas de la prueba diagnóstica. Se concluye sobre la importancia de la prueba diagnóstica como evaluación inicial, las ventajas y desventajas del agrupamiento homogéneo en el proceso de enseñanza-aprendizaje, y respecto al rol del ciclo propedéutico como mecanismo para proporcionar herramientas a los alumnos que faciliten su aprendizaje durante la etapa de formación universitaria, que incluyen: métodos de estudio, habilidades para utilizar la tecnología e informática, competencias en inglés, entre otros.

This research evaluated, in an independent way, the influence of two academic tools on the percentage of students who passed the General Biology course; the classification by performance in the diagnostic test and the leveling performed in a previous propedeutic cycle. The academic performance was studied in 2007 students of this course, which were distributed in three classrooms, depending on the grades they obtained in a previous diagnostic test, and compared to students who took the course in 2006. The academic performance of students who took a propedeutic cycle in 2008 was also compared to 2006 students. In both cases, the Spearman correlation coefficient was used. It was found a correlation of the final grades of the courses with the grades obtained in the propedeutic cycle, (r=0.71) and with the grades obtained in the diagnostic tets applied at the beginning of the course (r=0.51). The correlation between the grades obtained in the propedeutic cycle and the diagnostic test was low (r=0.47). The grades obtained in the propedeutic cycle match almost exactly with the final grades of the course, which not always happens with the grades of the diagnostic test. It is concluded the importance of the diagnostic test as an initial evaluation, the advantages and disadvantages of the homogeneous grouping in the process of teaching-learning and with respect to the role of the propedeutic cycle as a mechanism to give tools to the students that will make easier their learning during the university formation stage, that include: methods of study, skills for the use of technology and informatics, English competencies, among others.

A model of dental public health teaching at the undergraduate level in Peru.

There has been a growing interest among dental educators regarding the opportunities offered by community-based dental education as a means to allow dental students to assume their role as health professionals in the real world. Although several dental schools have integrated community-based education into their curricula, most have not engaged their students in the development of competencies to address dental health needs at the community level. The purpose of this article is to discuss the teaching-learning experiences in dental public health at the undergraduate level in the Faculty of Stomatology at the Universidad Peruana Cayetano Heredia (FS-UPCH) in Lima, Peru. The teaching-learning activities in dental public health at the FS-UPCH consist of two well-defined stages: experiences in low-income urban communities and experiences in low-income rural communities. Both stages have been designed to make it possible for students to acquire competency in addressing oral health needs at the community level as well as to enlarge and deepen their knowledge about the social and health situation in Peru. In community-based dental education, students are not only placed in community settings to treat individual patients, but also challenged to consider dental public health issues, including the administrative aspects of dental services.

Self-perceived public health competency among recent dental graduates.

The aim of this study was to assess the level of self-perceived competency in dental public health in recent graduates from the Faculty of Stomatology of the Universidad Peruana Cayetano Heredia. One hundred and nineteen graduates (28.6 percent males and 71.4 percent females) were asked to rate their self-perception of proficiency on each of the twenty-one dental public health functions identified in a dental practice competency matrix. Students assessed their competence in these dental public health functions using a three-point ordinal scale with 0 indicating "not at all competent," 1 indicating "competent," and 2 indicating "very competent." Males scored themselves higher than females for items concerning "design, develop, and evaluate community restorative interventions," "apply basic maintenance to dental equipment and instruments," and "participate in an epidemiological surveillance system." However, there were no significant differences for any item according to age. A confirmatory factorial analysis provided two factors with Eigenvalues greater than one (13.09 and 1.53, respectively), which explained 62.3 percent and 7.3 percent of the variance in the graduates' responses respectively. However, the fact that all twenty-one dental public health functions loaded higher than 0.55 on the first factor led to the conclusion that the dental public health competency is perceived by students to be a one-dimensional construct. Graduates perceived themselves as very competent for solving dental health needs at the community level. This study also provided further evidence in support of the rationale for the competency-based dental curriculum of the Faculty of Stomatology of the Universidad Peruana Cayetano Heredia.

Taxonomy for competency-based dental curricula.

The objective of this article is to propose a classification of dental competencies. Interest in dental competencies has grown consistently during the last three decades. However, the dental education literature suggests that the term "competency" is understood and used differently by dental schools around the world. The taxonomic classification of dental competencies we propose follows a systematic approach starting at the highest level of complexity, i.e., the professional profile the teaching institution envisions for its graduates, and following in a decreasing degree of complexity to competency function, task, step, movement, and moment. This taxonomy has proved to be useful for more than thirty years in the Dental School of the Peruvian University Cayetano Heredia. Graduates of this school are successful practitioners, teachers, and researchers in Peru and other countries. The classification proposed here should clarify terms, facilitate curriculum design and learning assessment, stimulate further discussion on the matter, and facilitate communication among the dental education establishment.

Oral diseases and conditions throughout the lifespan. II. Systemic diseases.

Oral diseases may affect general health and many systemic disorders have oral manifestations and implications for dental treatment. This article reviews examples of the oral manifestations of systemic diseases, including oral cancer, diabetes mellitus, and infection from HIV. In addition, the plausible link between periconceptional use of folic acid by the mother and the risk of facial clefts is reviewed. The possible associations between oral infections, specifically periodontal diseases, and both cardiovascular disease and the delivery of preterm low birthweight infants also are reviewed. These and other associations present challenges to dentists, who must evaluate the scientific evidence supporting the associations or alleged causality and select effective treatment options. Both of these challenges require in-depth knowledge of the scientific method, criteria to establish causality, and evaluation of the merit of possible treatment options; in turn, these requirements identify dentists as medical professionals who utilize prevention as the first option in health care, use oral tissues and saliva to diagnose systemic diseases, rely on medical facilities to order laboratory tests, and diagnose and treat patients in close collaboration with their medical colleagues.

Oral diseases and conditions throughout the lifespan. I. Diseases and conditions directly associated with tooth loss.

This is the first of two articles providing an overall view of oral diseases and conditions, taking the oral cavity and its organs and tissues as integrated parts of the human body. This article provides an overview of three oral diseases and conditions that are associated directly with loss of tooth structure or loss of teeth and reviews their risk factors and preventive and treatment interventions. Two of these conditions, dental caries and periodontal diseases (or their sequelae), remain the main cause of tooth loss in the U.S. Prevention, treatment, and control of these diseases require many hours of training during dental education and many hours of treatment in dental practice. The profession has fragmented into specialties based on diseases; as a result, many dentists fail to see them as integral elements of the human experience. As primary care specialists, dentists must be reminded that they need to make prevention the first choice, provide the best treatment possible based on available scientific evidence, and keep informed of new advances in research while always remembering that the oral cavity is an integral part of the human body. The changes and trends observed in the epidemiology of oral diseases will demand new skills in our dental graduates. Future dental graduates may achieve a solid understanding of oral diseases at both the biological and population level by using oral tissues and saliva to diagnose systemic diseases, relying on medical facilities to order laboratory tests, and diagnosing and treating patients in close collaboration with their medical colleagues.