Processo de aprendizagem colaborativa entre residentes e estudantes de graduação em Odontologia em um hospital universitário de Curitiba / Collaborative learning process between residents and undergraduate Dentistry students at a university hospital in Curitiba

Com o reconhecimento do exercício da Odontologia Hospitalar e sua aprovação como uma nova especialidade pelo Conselho Federal de Odontologia em 2023, e validação das novas Diretrizes Curriculares Nacionais para o Curso de Odontologia homologadas em 2021, os cursos de graduação em Odontologia no Brasil tendem a qualificar futuros profissionais em formação para atuar em ambiente hospitalar, de forma sistematizada. Isso visa propiciar aosestudantes uma vivência interprofissional inerente aos hospitais, favorecendo a interação positiva entre várias áreas da saúde. Este estudo descritivo tem como objetivo relatar a experiência no processo de aprendizagem colaborativa entre profissionais de saúde residentes do Programa de Residência Multiprofissional em Saúde do Idoso, na área profissional de Odontologia, de um Hospital Universitário de Curitiba e estudantes de graduação do curso de Odontologia de uma instituição de ensino superior. Durante odesenvolvimento de diferentes atividades acadêmicas, observou-se que a utilização desta metodologia de ensino-aprendizagem caracterizou-se como uma ferramenta importante, buscando fortalecer as trocas de vivências práticas, propiciando discussões entre estudantes e profissionais residentes, por meio da mediação dos docentes, os quais buscavam sempre incentivar a construção do conhecimento crítico reflexivo, oportunizando uma experiência de formação discente interprofissional ampliada (AU).

Con el reconocimiento de la práctica de la Odontología Hospitalaria y su aprobación como nueva especialidad por el Consejo Federal de Odontología en 2023, y la validación de las nuevas Directrices Curriculares Nacionales para la Carrera de Odontología aprobadas en 2021, las carreras de pregrado en Odontología en Brasil tienden a capacitar a los futuros profesionales en formación para trabajar en el entorno hospitalario, de forma sistemática. Se pretende proporcionar a los estudiantes una experienciainterprofesional inherente a los hospitales, favoreciendo la interacción positiva entre las diversas áreas de la salud. Este estudio descriptivo tiene como objetivo relatar la experiencia en el proceso de aprendizaje colaborativo entre profesionales de lasalud residentes en el Programa de Residencia Multidisciplinaria en Salud del Adulto Mayor, en el área profesional de Odontología, en un Hospital Universitario de Curitiba y estudiantes de pregrado de la carrera de Odontología en Curitiba de una institución de educación superior. Durante el desarrollo de diferentes actividades académicas, se observó que el uso de esta metodología de enseñanza-aprendizaje se caracterizó como una herramienta importante, buscando fortalecer el intercambio de experiencias prácticas, promoviendo el debate entre estudiantes y profesionales residentes, a través de la mediación de los docentes. que siempre buscó incentivar la construcción de conocimientos reflexivos críticos, brindando una experiencia ampliada de formación interprofesional de los estudiantes (AU).

With the recognition of the Hospital Dentistry practice,its approval as a new specialty by the Federal Dental Council in 2023 and validation of the new National Curricular Guidelines for the Dentistry Course approved in 2021, undergraduate Dentistry courses in Brazil tend to qualify future professionals in training to work in a hospital environment, in a systematic manner. This aims to provide students with an interprofessional experience inherent to hospitals, favoring the positive interaction between various health specialties. This descriptive study reportsthe experience in the collaborative learning process between health professionals residentsof the Multiprofessional Residency Program in Elderly Health in the professional area of Dentistry at a University Hospital in Curitiba,and undergraduate Dentistry students from a higher education institutionin Curitiba. During the development of different academic activities, it was observed that the use of this teaching-learning methodology was characterized as an important tool, seeking to strengthen the exchange of practical experiences, promoting discussions betweenstudents and resident professionals, by the mediation of professors, who always encourage the construction of critical reflective knowledge, providing an expanded interprofessional student training experience (AU).

Metodologias ativas como estratégia pedagógica para promoção do ensino-aprendizagem em Odontologia: relato de experiência / Active methodologies used as pedagogic strategy to promote teaching-learning in Dentistry: report of experience

Ao longo da história, o ensino e o aprendizado nos Cursos de Odontologia no Brasil vem sendo exercidos com ênfase no desenvolvimento de conhecimentos científicos e habilidades técnicas que são indispensáveis para a profissão. Porém, considerando-se as atuais necessidades apresentadas pela sociedade moderna, a importância em propiciar ao estudante de graduação em Odontologia uma formação integral, holística e baseada em competências, que vão além do tecnicismo, torna-se emergente. O presente artigo tem como objetivo relatar a experiência da utilização de metodologias ativas, com atividades lúdicas, como estratégia pedagógica para a promoção do ensino-aprendizagem, baseada em competências, na disciplina de Estomatologia, do Curso de Odontologia, da Pontifícia Universidade Católica do Paraná. De acordo com os relatos apresentados pelos estudantes desta disciplina, conclui-se que as metodologias ativas podem ser utilizadas como estratégia pedagógica complementar para o ensino e aprendizagem em Odontologia (AU).

Traditionally, teaching and learning of Dentistry courses in Brazil have focused on the development of scientific knowledge and technical skills inherent to the profession. However, when considering the demands of today's society, the importance of providing undergraduate Dentistry students with integral, holistic, and competence-based training that goes beyond the profession's technical requirements becomes clear. This article reports the experience of applying active methodologies, including playful activities, as a pedagogic strategy for the promotion of teaching and learning, based on competence-based training, in the Stomatology course at the Dental School of the Pontifícia Universidade Católica do Paraná (PUCPR), Curitiba, Brazil. According to undergraduate students' reports, it was concluded that such active methodologies could be used as a complementary pedagogic strategy for teaching and learning in Dentistry (AU).

Primary Diffuse Large B Cell Lymphoma Mimicking Hyperplastic Reactive Lesion (Lymphoma of the Oral Cavity).

OBJECTIVE: To report a case of a challenging oral diagnosis involving a primary diffuse large B cell lymphoma of the oral cavity mimicking a hyperplastic reactive lesion. CASE REPORT: A 72-year-old male patient was referred to the Department of Stomatology presenting a proliferative nodular lesion in the anterior region of the mandible involving the anterior teeth. The clinical examination revealed anterior teeth affected by periodontal disease, suggesting the nodular cession hyperplastic reaction. Incisional biopsy was performed under local anesthesia. The histopathological examination revealed a diffuse proliferation of atypical large lymphoid cells. The tumor cells showed immunopositivity for CD20 and Ki67 (100%) and negativity for CD3, CD30, and CD15. The diagnosis of diffuse large B cell lymphoma was established. The patient underwent chemotherapy and progressed to death after nine months. CONCLUSION: Lymphomas of the oral cavity are rare and may have nonspecific clinical features, mimicking inflammatory and reactive lesions. Therefore, a detailed clinical evaluation associated with histopathological and immunohistochemical analysis should be performed to enable early and accurate diagnoses in suspected oral lesions.

Mechanical Ventilation and Cytopathological Changes in the Oral Mucosa.

BACKGROUND: The oral mucosa is an important defense barrier to penetration of microorganisms. Thus, changes in the oral epithelium might indicate risk for infection in intensive care patients receiving mechanical ventilation. OBJECTIVE: To evaluate the oral mucosa of intensive care patients who did or did not receive mechanical ventilation by using liquid-base exfoliative cytology. METHODS: The sample consisted of 3 groups: 27 patients admitted to intensive care during a 7- to 14-day period who received mechanical ventilation, 29 patients admitted during the same period who did not receive mechanical ventilation, and 27 healthy patients who had no lesions in the mouth. For all 3 groups, samples were collected from the buccal mucosa by using cytology brushes. Smears were applied to glass slides before Papanicolaou staining and were codified for blind analyses by a cytopathologist. Kruskal-Wallis and Dunn tests were used to analyze the results. RESULTS: Patients receiving mechanical ventilation had higher prevalence and intensity of karyomegaly, perinuclear halos, cell keratinization, deep cells, and leukocyte infiltrates than did patients in the other 2 groups (P < .05). No significant differences were observed between the control group and the group who did not receive mechanical ventilation. CONCLUSIONS: Liquid-base exfoliative cytology can be used to detect preclinical alterations in the oral mucosa. Patients treated with mechanical ventilation are vulnerable to infections, and oral care may be valuable in their prognosis.

Orthodontic treatment of a patient with dentin dysplasia type I.

Dentin dysplasia is a genetic disorder of the teeth that affects the dentin and the pulp. Type I is sometimes called "rootless teeth," because of the loss of organization of the root dentin, which often leads to a shortened root length. The purpose of this article was to present a rare clinical case of a girl who was diagnosed with dentin dysplasia type I when she was referred for an orthodontic evaluation. Panoramic and periapical radiographs showed defective root formation and areas with periapical radiolucencies in several teeth. Her Angle Class I malocclusion was successfully treated, providing esthetic and functional results, without clinical symptoms or signs of periodontitis or odontogenic infections.