Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 10.816
Filtrar
1.
Edumecentro ; 12(2): 21-36, abr.-jun. 2020.
Artigo em Espanhol | LILACS-Express | ID: biblio-1090015

RESUMO

RESUMEN Fundamento: en la asignatura Rehabilitación la integración de contenidos hacia otras materias constituye una manera eficaz para resolver los problemas complejos y cambiantes del proceso salud-enfermedad en la cavidad bucal. Objetivo: diseñar acciones para la integración de contenidos a partir de la asignatura Rehabilitación en la carrera Estomatología. Métodos: se realizó estudio documental en la clínica estomatológica docente "Ormani Arenado Llonch" de la ciudad Pinar del Río, en el período comprendido enero-febrero de 2019. Fueron empleados métodos teóricos: análisis-síntesis, inducción-deducción e histórico-lógico para la recopilación de la información y fundamentación teórica, y empíricos: la revisión documental y la técnica de grupo nominal. Resultados: el análisis del programa de estudio evidenció correspondencia del sistema de contenido con los objetivos generales declarados, y pocas actividades integradoras con otras materias en la carrera Estomatología. Respecto a las actas de colectivo de asignatura y reuniones metodológicas se identificaron escasos planteamientos y análisis sobre la mencionada integración, por lo que se diseñaron varias acciones en las que se especificó su objetivo, las que fueron valoradas por criterios de especialistas. Conclusiones: desde el punto de vista didáctico, las acciones diseñadas fortalecen la formación del educando a partir de conocimientos, habilidades y métodos aprendidos, por lo que fueron valoradas como pertinentes, útiles y con valor científico-pedagógico.


ABSTRACT Background: the integration of contents into other subjects constitutes an effective way to solve the complex and changing problems of the health-disease process in the oral cavity in the Rehabilitation subject. Objective: to design actions for the integration of contents from the subject Rehabilitation in the Dentistry degree. Methods: A documentary study was carried out at the "Ormani Arenado Llonch" teaching Dentistry clinic in the city of Pinar del Río, from January to February 2019. Theoretical methods were used: analysis-synthesis, induction-deduction and historical-logical for the collection of information and theoretical foundation and empirical ones: the documentary review and the nominal group technique. Results: the analysis of the study program showed correspondence of the content system with the stated general objectives, and few integrating activities with other subjects in the Dentistry degree. Regarding the minutes of the subject teaching staff and methodological meetings, few approaches and analysis were identified on the aforementioned integration, so several actions were designed in which its objective was specified, which were assessed by specialists criteria. Conclusions: from the didactic point of view, the designed actions strengthen the formation of the student based on knowledge, skills and methods learned, so they were valued as pertinent, useful and with scientific-pedagogical value.

2.
Edumecentro ; 12(2): 217-222, abr.-jun. 2020.
Artigo em Espanhol | LILACS-Express | ID: biblio-1090028

RESUMO

RESUMEN Prevención en Estomatología es una asignatura que se imparte en primer año de la carrera. Para el perfeccionamiento de su proceso enseñanza aprendizaje y como alternativa didáctica, se confeccionó un sitio web como soporte bibliográfico a sus contenidos, el cual tuvo como punto de partida un diagnóstico donde se constató la necesidad de su diseño. Sus autores lo titularon "Odontoprevención" y contiene textos, imágenes, videos, animaciones flash, etc. Su contenido es fácilmente accesible, independientemente de la forma en que el usuario lo consulte. Fue valorado por los especialistas como adecuado por su utilidad práctica, pertinencia y las características de su conformación. Es interés de los autores informar a la comunidad científica sobre el producto confeccionado con el objetivo de proporcionar al estudiantado un medio novedoso y factible de utilizar.


ABSTRACT Prevention in dentistry is taught in the first year of the degree. For the improvement of its teaching-learning process and as a didactic alternative, a website was created as a bibliographic support for its contents, which had as its starting point a diagnosis where the need for its design was confirmed. The authors titled it "Dental prevention" and it contains texts, images, videos, flash animations, etc. Its content is easily accessible, regardless of the way the user consults it. It was valued by specialists as appropriate for its practical utility, relevance and the characteristics of its conformation. It is the authors' interest to inform the scientific community about the product made in order to provide students with a novel and feasible aid ready for use.

3.
Edumecentro ; 12(2): 238-243, abr.-jun. 2020.
Artigo em Espanhol | LILACS-Express | ID: biblio-1090031

RESUMO

RESUMEN Los exámenes de premio, los cuales constituyen una vía para elevar la calidad de los egresados de la educación superior, tienen como objetivo estimular a los estudiantes para que profundicen en el estudio de las asignaturas y disciplinas que conforman su plan de estudio. El colectivo de Microbiología de la Facultad de Ciencias Médicas "Mariana Grajales Coello", de la provincia Holguín, como parte del perfeccionamiento de la asignatura, se propuso motivar y promover la participación de los estudiantes que cursan el segundo año de la carrera de Estomatología en el curso 2018-2019, y poseen los requisitos establecidos para realizar el examen de premio, a través de la elaboración de una guía de contenidos como punto de partida para el estudio independiente. Los autores se propusieron como objetivo socializar esta experiencia a fin de que se generalice en otros espacios académicos y/o asignaturas, por sus buenos resultados.


ABSTRACT The prize exams, which constitute a way to raise the quality of higher education graduates, aim at stimulating the students so as to deepen in the learning of the subjects and disciplines of their study program. The professors of the Microbiology department of the Medical Sciences Faculty in Holguin province, as part of the perfectioning of the subject had the purpose to motivate and to promote the participation of the students, who take the second year of the Dentistry degree and the ones that possess the established requirements, to accomplish the prize exams in the academic year 2018-2019, through the elaboration of a guide of contents as a starting point for their independent study. The authors have the objective to socialize this experience in order to generalize it in other academic spaces and/or subjects because of the good results obtained.

4.
J Dent Educ ; 84(4): 478-485, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32314389

RESUMO

The aim of this study was to investigate the reliability and validity of the Multiple Mini Interview (MMI) process and to assess its use as an admission tool to predict noncognitive traits associated with professional behavior during patient care in one cohort of dental students at a single U.S. dental school. Data were analyzed for the 95 candidates who matriculated and graduated as part of the 2017 graduating cohort at the University of Michigan School of Dentistry. All MMI interviewees for one cycle of admissions rotated through ten stations: two traditional interview question stations and eight scenario stations measuring domains that included four questions scored on a five-point Likert scale. Generalizability theory analysis showed the MMI to have good reliability (G Coefficient of 0.74). Station reliabilities (Cronbach's alpha) ranged from 0.88 to 0.92. MMI scores showed a positive significant correlation with students' scores on the Dental Admission Test and Perceptual Ability Test, D1 cumulative GPA, and D4 Patient Management grade. MMI scores positively correlated with professional behaviors relating to three domains-openness, conscientiousness, and emotional stability-thus demonstrating good predictive validity for measuring noncognitive traits associated with professionalism. This study found that the MMI was a reliable and valid tool that predicted key behavioral traits associated with professionalism in dental students.


Assuntos
Profissionalismo , Faculdades de Odontologia , Humanos , Entrevistas como Assunto , Reprodutibilidade dos Testes , Critérios de Admissão Escolar , Estudantes de Odontologia
5.
J Dent Educ ; 84(4): 486-494, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32314392

RESUMO

The aims of this study were to compare third-year dental students' satisfaction and level of learning in case-based learning (CBL) versus team-based learning (TBL) and the resources required in those two methodologies. Level of learning was assessed for both knowledge and application, and resources were defined as student and faculty time and rooms. In academic year 2018-19, all 68 third-year dental students in one U.S. dental school were enrolled in two sequential semester-long courses; the first used CBL, and the second used TBL. After each course, students and faculty facilitators completed surveys, and data from students' knowledge and application exams were collected. The student surveys asked students to report their satisfaction with the learning methodology (CBL or TBL); the faculty surveys asked the faculty facilitators to report the resources used for each methodology. Forty-five of 68 students (66%) consented to participate; however, a larger number of students completed surveys in the two semesters (69% for CBL and 87% for TBL). Fourteen of 16 (88%) faculty facilitators completed the CBL survey, and five of the six (83%) completed the TBL survey. Overall, the results showed that students' satisfaction was higher with CBL than TBL (Mann-Whitney U = 882.0; p<0.001), and students reported having a better understanding of concepts after CBL than TBL (U = 899.0; p<0.001). The students performed better on knowledge exam items in TBL than CBL (86% vs. 82%) but the same on application items (both 86%). Resource requirements for both methods were extensive, with TBL requiring fewer facilitators and rooms than CBL but requiring more time from both students (2.6 vs. 2.3 hours weekly) and faculty members (2.3 vs. 1.4 hours weekly). In this study, students preferred CBL to TBL but had higher knowledge scores in the TBL course. The resources needed for both CBL and TBL were said to be extensive, with infrastructure use higher for CBL but time for students and faculty higher for TBL.


Assuntos
Satisfação Pessoal , Estudantes de Odontologia , Docentes , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas , Faculdades de Odontologia
6.
J Stomatol Oral Maxillofac Surg ; 121(2): 155-158, 2020 04.
Artigo em Inglês | MEDLINE | ID: mdl-32307085

RESUMO

Medical as well as non-medical practitioners specialized in oral health are at high risk of infection with the Coronavirus-19 (Covid-19) because of the proximity with potentially infected biological fluids. This risk is permanent, especially during examination, care and transfer of patients. Regarding the pandemic progression of Covid-19, efficient protocols of prevention are urgently needed. Based on our experience and on the recently reported guidelines from the French National Agency for Public Health (ARS, March 5, 2020), the French Society of Hospital Hygiene (SFHH, March 4, 2020) and the Department of Infectious Risk Prevention of the Hospitals of Paris-Public Assistance (APHP, March 6, 2020), we provide several recommendations for practitioners specialized in oral health, to protect themselves from nosocomial infections, especially Covid-19.


Assuntos
Coronavirus , Medicina Bucal , Procedimentos Cirúrgicos Bucais , Cirurgia Bucal , Betacoronavirus , Infecções por Coronavirus , Surtos de Doenças , Humanos , Saúde Bucal , Pandemias , Pneumonia Viral
8.
Zhonghua Kou Qiang Yi Xue Za Zhi ; 55(4): 217-222, 2020 Apr 09.
Artigo em Chinês | MEDLINE | ID: mdl-32268622

RESUMO

During a short period of time, the COVID-19, a respiratory disease caused by a novel coronavirus and first reported by the end of the year 2019 in China, has spread rapidly to many countries and regions outside China. The number of confirmed cases and deaths continued to rise. World Health Organization announced that the outbreaks of the novel coronavirus infection have constituted a Public Health Emergency of International Concern. Efficient infection control can prevent the virus from further spreading, which may make the pandemic situation under control. Due to the specialty of oral healthcare settings, the risk of cross infection is severe among patients and oral healthcare workers. It's urgent to implement more strict and efficient infection control protocols. This article, based on existing guidelines and published researches pertinent to dental infection-control principles and practices, mainly discusses epidemiological characteristics of COVID-19 and the features of nosocomial infection in oral healthcare settings, and furthermore provides recommendations on patient's evaluation, and infection control protocols in departments of stomatology under current circumstance.


Assuntos
Infecções por Coronavirus/prevenção & controle , Infecção Hospitalar , Assistência Odontológica/normas , Controle de Infecções/métodos , Medicina Bucal , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Betacoronavirus , China , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/transmissão , Infecção Hospitalar/prevenção & controle , Assistência Odontológica/métodos , Humanos , Medicina Bucal/normas , Pneumonia Viral/epidemiologia , Pneumonia Viral/transmissão
10.
Odovtos (En línea) ; 22(1): 103-112, ene.-abr. 2020. tab, graf
Artigo em Inglês | LILACS-Express | ID: biblio-1091510

RESUMO

ABSTRACT We evaluated an infiltration anesthesia simulation model (IAM) and a conduction anesthesia simulation model (CAM) on the perception of learning by Mexican dental students. Our aim was to compare the perception of learning by dental students trained with two distinct dental anesthesia simulation model (DASM) with dental students who were not trained with a DASM. 3 groups participated in the study: G1 (N=12 students) learned to block the mental nerve (BMN) by participating in a theoretical lecture (stage 1) and a clinical demonstration (stage 2); G2 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the CAM; G3 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the IAM. The groups performed the BMN in a clinical exercise. Working-time of all participants was timed. Perception of learning for all participants was evaluated with a 5-point Likert Scale. The results showed that statistically significant differences were found between score of G1 and score of G2 and score of G3 (P<0.05). No statistically significant differences were found between scores of G2 and scores of G3. G1, G2 and G3 showed an average working-time of 12:42 minutes, 9.75 minutes and 8:03 minutes, respectively (P<0.05). We concluded that the IAM and CAM showed a positive impact on the perception of learning, and the students trained with the IAM showed a shorter working time compared with the students trained with the CAM.


RESUMEN En este estudio se evaluó el impacto de un modelo de simulación de anestesia dental por infiltración (IAM) y de un modelo de simulación de anestesia dental por bloqueo (CAM) en la percepción del aprendizaje en estudiantes mexicanos en estomatología. El objetivo fue comparar la percepción en el aprendizaje de estudiantes que entrenaron empleando dos distintos modelos de simulación de anestesia dental con estudiantes que no recibieron entrenamiento empleando algún modelo de simulación de anestesia dental. Participaron 3 grupos en el estudio: G1 (n=12) aprendieron el bloqueo del nervio mentoniano (BNM) al participar en una clase teórica (sesión 1) y en una demostración clínica (sesión 2); G2 (n=12) aprendieron la técnica de anestesia del BNM al participar en la sesión 1, sesión 2 y entrenando con el CAM; G3 (n=12) aprendieron la técnica del BNM al participar en la sesión 1, sesión 2 y entrenando con el IAM. Los grupos aplicaron la técnica del BNM en un ejercicio clínico. Se midió el tiempo de trabajo de los participantes. La percepción del aprendizaje de los participantes se evaluó con una Escala de Likert de 5 ítems. Los resultados mostraron diferencias estadísticamente significativas entre los valores del G2 y del G3 en comparación con el G1. No se encontraron diferencias estadísticas entre los valores del G2 y del G3. El tiempo de trabajo para el G1, G2 y G3 fue respectivamente de: 12:42 minutos, 9.75 minutos y 8:03 minutos, (P<0.05). Se concluyó que el IAM y el CAM mostraron un impacto positivo en la percepción del aprendizaje; los estudiantes entrenados con el IAM mostraron un tiempo de trabajo más corto en comparación con los estudiantes entrenados con el CAM.

11.
Odovtos (En línea) ; 22(1): 113-121, ene.-abr. 2020. tab
Artigo em Espanhol | LILACS-Express | ID: biblio-1091511

RESUMO

RESUMEN En el ser humano, el tercer molar es el órgano dentario que más variaciones presenta durante su desarrollo embriológico, y es causa de diversas alteraciones y malestares durante su proceso de erupción. Se ha señalado que la agenesia del tercer molar tiene una prevalencia entre 9 y 37%. El objetivo del presente estudio transversal comparativo fue evaluar radiográficamente la presencia/ausencia de gérmenes de terceros molares (G3M) en pacientes pediátricos de origen mexicano. Se analizaron 513 radiografías panorámicas de pacientes que asistieron al Posgrado en Estomatología Pediátrica de la Universidad Autónoma de San Luis Potosí (México), durante los años 2011 a 2017. Se tomaron como criterios de inclusión, pacientes entre los 7 y 18 años de edad, sexo indistinto; se excluyeron pacientes con antecedentes de extracción de alguno de los terceros molares, tratamiento ortodóntico previo, enfermedades congénitas y/o síndromes asociados. Se compararon las frecuencias y prevalencias de agenesia de terceros molares, en total y por cuadrantes, comparando por sexo y grupo de edad. 245 radiografías panorámicas correspondieron al sexo femenino y 268 al masculino. La prevalencia total de agenesia del G3M fue estimada en casi 56%, y el grupo de edad de 7-8 años mostró el mayor porcentaje; sin embargo, cuando este grupo de edad se excluyó del análisis, dicha prevalencia disminuyó a 27.3%. Los cuadrantes mandibulares mostraron mayor porcentaje de agenesia. No hubo diferencia estadística significativa en la comparación por sexo. La prevalencia total de agenesia del G3M reportada en el presente estudio se encuentra muy por encima de los parámetros internacionales. Es muy posible que la falta de visualización radiográfica de agenesia de los terceros molares haya sido errónea en algunos casos debido a la ausencia frecuente de indicios de calcificación de este diente durante las edades tempranas (7-8 años). El análisis ajustado proporcionó un valor de prevalencia más acorde con los estándares reconocidos por la literatura dental.


ABSTRACT In the human being, third molar is the tooth that exhibits more variants during its embryologic development, usually causing diverse anomalies and discomfort when erupting to the oral cavity. It has been pointed out that the prevalence of third molar agenesis is between 9 to 37%. The aim of the present comparative cross- sectional study was to radiographically assess the presence/absence of third molar germs (G3M) in a sample of pediatric patients of Mexican origin. A total of 513 panoramic radiographs were analyzed from patients attending the Pediatric Dentistry Postgraduate Program ( San Luis Potosí University, México), during the years 2011 to 2017. Inclusion criteria were patients between 7 and 18 years old, any gender; children with antecedents of a third molar extraction, previous orthodontic treatment, or with an associated congenital or systemic condition were excluded. Total prevalence G3M agenesis was calculated. Then, statistical comparisons of agenesia proportions per dental quadrant, gender, and age group were performed. 245 panoramic radiographs corresponded to the female gender, while 268 belonged to the male gender. The total prevalence of G3M agenesia was estimated in nearly 56%, and the 7-8 years old group exhibited the highest proportion; however, when this age group was excluded from the analysis, such prevalence decreased to 27.3%. Both mandibular quadrants showed higher proportions of G3M agenesia. There were no significant differences between genders. The total prevalence reported in the present study was found to be well above regarding the international parameters. It is quite possible that lack of radiographic visualization of G3M had been inaccurate in some cases due to the common absence of calcification traces from those teeth during early ages (7-8 years old). The adjusted analysis provided a prevalence value more in line with the recognized standards in the dental literature.

12.
J Dent Educ ; 84(3): 350-357, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176346

RESUMO

Technology has revolutionized the field of dentistry, and digital workflow has become commonplace in everyday dental practices. However, are future practitioners prepared to enter into an increasingly digitized world? The aim of this study was to determine the extent to which digital modalities were being taught to predoctoral dental students and used for patient care in dental schools throughout North America. A 35-question survey was sent in February 2019 to all 76 dental schools in the U.S. and Canada. After 90 days, 54 recorded responses were received, for a 71% response rate. Students were reported to be using CAD/CAM technology in 50 (93%) of the 54 responding schools. While almost all schools responding to the survey were using digital scanning, there was disparity among them in terms of the types and frequency of procedures for which digital impressions were utilized. This study found that the incorporation of CAD/CAM technology in predoctoral dental curricula varied widely. However, it was clear that the relative dearth of well-trained faculty members and the number of CAD/CAM units available to students limited its use. It is imperative that more emphasis is placed on the utilization of digital workflow in North American dental schools for future practitioners to practice contemporary restorative dentistry.


Assuntos
Educação em Odontologia , Faculdades de Odontologia , Canadá , Currículo , Humanos , América do Norte , Assistência ao Paciente , Inquéritos e Questionários , Estados Unidos , Fluxo de Trabalho
13.
J Dent Educ ; 84(3): 323-328, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176350

RESUMO

The aim of this study was to develop and test the reliability of an instrument to evaluate the quality of clinical teaching among dental school faculty. Fourth-year dental students' perspectives on effective clinical teaching were first collected in focus group meetings. An 11-item questionnaire to assess seven domains of clinical teaching was developed based on the collected student perspectives and a medical model. All 374 third- and fourth-year dental students at one U.S. dental school in 2015 were invited to evaluate four clinical instructors whom they felt were strong role models and four clinical instructors whom they felt would benefit from constructive criticism. The survey was completed by 139 students (37.2% response rate); they evaluated 96 dental instructors. The results showed that the survey demonstrated strong internal reliability, with Cronbach's alpha values of >0.95 for each of the seven domains. In addition, there was significant agreement between groups: the interclass correlation (ICC) ranged from 0.97 to 0.99. These results suggest that the clinical faculty evaluation instrument developed in this study is a reliable method that can be used to evaluate dental faculty members. This system can be a valuable guide for clinical faculty members and administrators in assessing and improving clinical teaching effectiveness.


Assuntos
Educação em Odontologia , Docentes de Odontologia , Humanos , Reprodutibilidade dos Testes , Faculdades de Odontologia , Estudantes de Odontologia , Ensino
14.
Zhonghua Kou Qiang Yi Xue Za Zhi ; 55(4): 241-245, 2020 Apr 09.
Artigo em Chinês | MEDLINE | ID: mdl-32153168

RESUMO

Crisis management in emergent public health event is a global difficult problem for researchers worldwide, which is highlighted by World Health Organization for its vital importance to public sanitation and health, life quality and survival. This article briefly analyzes and summarizes the relevant legal issues faced by stomatological institutions and workers after the emergent crisis caused by COVID-19 virus breakout in China since December 2019, so as to provide legal advises and guidance to stomatological institutions for responding public health emergencies.


Assuntos
Infecções por Coronavirus/epidemiologia , Emergências , Responsabilidade Legal , Medicina Bucal/legislação & jurisprudência , Pneumonia Viral/epidemiologia , Betacoronavirus , China/epidemiologia , Humanos , Pandemias , Saúde Pública
15.
J Dent Res ; 99(5): 481-487, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32162995

RESUMO

The epidemic of coronavirus disease 2019 (COVID-19), originating in Wuhan, China, has become a major public health challenge for not only China but also countries around the world. The World Health Organization announced that the outbreaks of the novel coronavirus have constituted a public health emergency of international concern. As of February 26, 2020, COVID-19 has been recognized in 34 countries, with a total of 80,239 laboratory-confirmed cases and 2,700 deaths. Infection control measures are necessary to prevent the virus from further spreading and to help control the epidemic situation. Due to the characteristics of dental settings, the risk of cross infection can be high between patients and dental practitioners. For dental practices and hospitals in areas that are (potentially) affected with COVID-19, strict and effective infection control protocols are urgently needed. This article, based on our experience and relevant guidelines and research, introduces essential knowledge about COVID-19 and nosocomial infection in dental settings and provides recommended management protocols for dental practitioners and students in (potentially) affected areas.


Assuntos
Infecções por Coronavirus , Coronavirus , Infecção Hospitalar , Assistência Odontológica , Odontologia , Medicina Bucal , Pandemias , Pneumonia Viral , Betacoronavirus , China , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Infecções por Coronavirus/transmissão , Infecção Hospitalar/prevenção & controle , Assistência Odontológica/normas , Odontologia/tendências , Odontólogos , Saúde Global , Humanos , Controle de Infecções/métodos , Medicina Bucal/tendências , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Pneumonia Viral/transmissão , Saúde Pública , Estudantes de Odontologia
17.
J Dent Educ ; 84(3): 377-384, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176338

RESUMO

The aims of this study were to evaluate the effects of a live-video teaching tool on the performance of dental students in bending an orthodontic vestibular arch and to assess the students' perceptions of the technology. All 135 fourth-year dental students in the 2018 academic year at Hacettepe Dental School, Ankara, Turkey, were invited to participate in the study; after exclusions, the remaining 116 were randomly divided into two demonstration cohorts. These students had no prior experience bending an orthodontic wire. Cohort 1 (control, N=58) was shown a conventional live demonstration of the orthodontic bending of a vestibular arch, and Cohort 2 (experimental, N=58) was shown a live-video demonstration of the same procedure. Both cohorts saw the demonstration before beginning the exercise and were evaluated afterwards on their performance of the procedure. In addition, the students' perceptions of the demonstration techniques were collected with a questionnaire. The results did not show any significant differences in the students' bending scores between the control and experimental cohorts (p=0.767). The median values on the questionnaire indicated almost no statistically significant difference in responses between the cohorts. The only significant difference was that Cohort 1 had a higher percentage who answered "yes" they would like to rewatch the demonstration than did Cohort 2 (p=0.024). In this study, the live-video technique was found to be as effective as a conventional live demonstration for orthodontic practical education, suggesting that either technique could be used as an appropriate method for training in orthodontic wire bending.


Assuntos
Educação em Odontologia , Fios Ortodônticos , Estudantes de Odontologia , Estudos de Coortes , Humanos , Faculdades de Odontologia , Inquéritos e Questionários , Gravação em Vídeo
18.
J Dent Educ ; 84(3): 336-342, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32176348

RESUMO

This study examined happiness and satisfaction as possible foundations for long-term well-being and resilience in dental education. Psychological research has found that respect, camaraderie, and trust help define well-being and that resilience is built with these supportive influences. The aims of this study were to assess if happiness and life satisfaction reported by one U.S. dental school's faculty, students, and alumni also enhanced their perceived well-being and resilience and to determine the factor that most affected the participants' happiness. Email and hard copy surveys were distributed in 2018 and 2019 to all 71 full-time preclinical and clinical faculty members, 572 students in all four years, and 143 alumni who graduated in 2018 (total N = 786). Overall, 471 responded; response rates by group were as follows: faculty 87.3% (N = 62), students 65.9% (N = 377), and graduates 22.4% (N = 32). Of the three groups, responding faculty members reported having the highest levels of happiness in life (92.0%) and job satisfaction (90.3%). In the highest percentage reported, 90.2% of D4 students reported that the level of trust and respect they received from clinical faculty members contributed most to their happiness. The lowest level of happiness among the groups (71.0%) was reported by the D2 students. These results suggested that perceived well-being translated to happiness among the participants in our study. More research is needed to understand the relationship among positive environments, well-being, and provider resilience in dental education.


Assuntos
Docentes de Odontologia , Faculdades de Odontologia , Atitude do Pessoal de Saúde , Felicidade , Humanos , Satisfação Pessoal , Estudantes de Odontologia
19.
J Dent Educ ; 84(3): 279-282, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32115710

RESUMO

Population demographic shifts in the United States and Canada have led to an increasingly diverse postsecondary student population. However, the largely homogenous dental faculty in the United States and Canada does not reflect the rapidly changing student body and the diverse patient population academic dentistry has been called to serve. Therefore, recruitment and retention of diverse dental faculty in dental education must be a priority. Substantial evidence also indicates improved outcomes for faculty, students, and institutions when faculty diversity on campus is increased. Beyond the positive impact faculty diversity can deliver to the learning and working environments of an academic institution, a variety of regulatory bodies mandate good faith efforts to maintain a diverse faculty, including the Commission on Dental Accreditation (CODA) standards for dental schools and dental therapy education programs. To assist its member institutions with answering the call for improved faculty diversity, the American Dental Education Association (ADEA) worked with its members to develop the ADEA Faculty Diversity Toolkit (ADEA FDT), a landmark evidence-based resource designed to assist dental education with the design and implementation of faculty recruitment and retention initiatives that can be tailored to their unique needs. This article provides an overview of the changing landscape of the United States and Canadian populations, shares the historic homogeneity of dental education faculty, provides an overview of some of the benefits associated with faculty diversity and highlights the challenges and barriers related to recruiting and retaining diverse faculty. Most importantly, it introduces the ADEA FDT and the need for dental schools and allied dental programs to use the Toolkit as a proactive resource in increasing and maintaining faculty diversity. Furthermore, it provides an overview of how to utilize and adapt the highlighted best practices and model programs to improve faculty diversity on their campuses.


Assuntos
Educação em Odontologia , Docentes de Odontologia , American Dental Association , Canadá , Humanos , Faculdades de Odontologia , Estados Unidos
20.
Edumecentro ; 12(1): 82-96, ene.-mar. 2020. graf
Artigo em Espanhol | LILACS-Express | ID: biblio-1090000

RESUMO

RESUMEN Fundamento: la valoración del crecimiento y desarrollo del paciente estomatológico permite unificar criterios y realizar una evaluación homogénea y eficiente de su enfermedad, por el futuro profesional de Estomatología. Objetivo: diseñar una guía para valorar el crecimiento físico general y craneofacial del paciente estomatológico. Métodos: se realizó una investigación descriptiva y transversal en la Facultad de Estomatología, durante octubre 2017-abril 2018. Se utilizaron métodos del nivel teórico y empíricos: encuesta en forma de cuestionario a los estudiantes, técnica de grupo nominal y entrevista a informantes clave. La propuesta fue valorada por criterio de especialistas. Resultados: predominó un grado de información insuficiente sobre la temática en estudio por los estudiantes, los que indicaron como vías para adquirir conocimientos: "por los profesores en clase" y "en la atención ambulatoria", solo una minoría seleccionó el libro de texto básico. La técnica de grupo nominal y entrevista a informantes clave permitieron confirmar lo indagado e identificar los aspectos teóricos esenciales en la elaboración de la guía para valorar el crecimiento físico general y craneofacial de este tipo de paciente. Conclusiones: la propuesta resultó un medio de enseñanza pertinente, útil y factible de aplicar desde la asignatura Ortodoncia en el pregrado y en la especialidad, según la valoración de los especialistas consultados.


ABSTRACT Background: the assessment of the growth and development of the dental patient allows unifying criteria and performing a homogeneous and efficient evaluation of their disease, by the future professional of Dentistry. Objective: to design a guide to assess the general and craniofacial physical growth of the dental patient. Methods: a descriptive and cross-sectional investigation was carried out at the Dentistry Faculty, from October 2017 to April 2018. Methods of the theoretical and empirical level were used: a survey in questionnaire form to students, nominal group technique and interview to key informants. The proposal was assessed by specialists' criteria. Results: there was a predominance of insufficient information on the subject under study by the students, which they indicated as ways to acquire knowledge: "by teachers in class" and "in outpatient care", only a minority selected the basic textbook. The nominal group technique and interview to key informants allowed confirming what was investigated and identifying the theoretical aspects essential for the preparation of the guide to assess the general and craniofacial physical growth of the individual. Conclusions: the proposal was a relevant, useful and feasible teaching aid to apply from the subject Orthodontics in the undergraduate and in the specialty, according to the assessment of the specialists consulted.

SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA