Simulação Clínica Realística: relato da experiência do laboratório de simulação clínica realística da FOUSP / Simulación clínica realista: informe de la experiencia del laboratorio de simulación clínica realista de la FOUSP / Realistic Clinical Simulation: report of the experience of the realistic clinical simulation laboratory at FOUSP

Apresenta-se a experiência da simulação clínica realística (SCR) efetuada no Laboratório de Simulação Clínica Realística e de Realidade Virtual Aumentada da Faculdade de Odontologia da Universidade de São Paulo (inaugurado em junho de 2022). Essa metodologia contribui significativamente na formação do estudante de Odontologia em todas as áreas do conhecimento odontológico. Sua aplicação deve submeter-se a protocolos corretos construção do problema (briefing), a simulação e discussão posterior (debriefing). Este cenário constitui o presente e o futuro da realidade do ensino odontológico. De fato, sua estratégia possibilita a simulação de uma multiplicidade de situações clínicas. Para tal, impõe-se a estruturação de um ambiente específico (aqui denominado "laboratório"). Este trabalho resume os fundamentos dessa simulação e a avaliação interna de sua aplicabilidade e inequívoca eficácia na nossa Faculdade. De fato, a simulação é uma estratégia facilitadora imprescindível no processo ensino-aprendizagem da Odontologia, cujo papel nesse processo deve delinear-se cada vez mais importante, na medida em que outros centros formadores forem adotando esse recurso e forem progressivamente intercambiando suas experiências e avaliações (AU).

Se presenta la experiencia de simulación clínica realista (SCR) realizada en el Laboratorio de Simulación Clínica Realista y Realidad Virtual Aumentada de la Facultad de Odontología de la Universidad de São Paulo (inaugurado en junio de 2022). Esta metodología contribuye significativamente a la formación de los estudiantes de odontología en todas las áreas del conocimiento odontológico. Su aplicación debe someterse a protocolos correctos para la construcción del problema (briefing), simulación y posterior discusión (debriefing). Este escenario constituye la realidad presente y futura de la educación odontológica. De hecho, su estrategia permite simular una multiplicidad de situaciones clínicas. Para lograrlo, es necesario estructurar un entorno específico (aquí llamado "laboratorio"). Este trabajo resume los fundamentos de esta simulación y la evaluación interna de su aplicabilidad y efectividad inequívoca en nuestra Facultad. De hecho, la simulación es una estrategia facilitadora esencial en el proceso de enseñanza-aprendizaje de la Odontología, cuyo papel en este proceso debe ser cada vez más importante, a medida que otros centros de formación adopten este recurso e intercambien progresivamente sus experiencias y valoraciones (AU).

This report on the experience of realistic clinical simulation (RCS) is linked to the Realistic Clinical Simulation and Augmented Virtual Reality Laboratory, launched in June 2022 at the Faculty of Dentistry of the University of São Paulo (São Paulo). RCS is an active methodology that can significantly contribute to the education of dental students in all areas of dental knowledge. Its application must adhere to correct protocols for problem construction (briefing), the simulation itself, and the subsequent discussion (debriefing). This scenario represents both the present and the future of dental education. Indeed, its strategy enables the simulation of a multitude of clinical situations, for which the establishment of a specific environment (herein referred to as a "laboratory") is needed. The present work summarizes the basis of this simulation and the internal evaluation of its applicability and effectiveness. It is concluded that simulation is a facilitating strategy in the dental teaching-and-learning process. In fact, its role in this process will become increasingly important as far as other educational institutions adopt this resource and progressively exchange their experiences and assessments (AU).

Characteristics and management of teeth in the line of mandibular fractures treated with internal fixation.

BACKGROUND/AIMS: The ideal management of teeth in the line of mandibular fractures is unclear and controversial. The aim of this study was to analyze the characteristics and management of teeth in the line of mandibular fractures treated with open reduction and internal fixation. MATERIAL AND METHODS: Medical records of patients with mandibular fractures in the symphysis, body and angle regions seen between July 2019 and January 2021 were evaluated. Personal data, etiology, location of fractures, characteristics of the teeth involved in the fracture lines and management were collected. The relationship between the fracture lines and the periodontium was classified according to Kamboozia & Punnia-Moorthy. Fractures were divided into two groups according to the management of the tooth in the fracture line: removal and retention. The likelihood ratio test was used (p < .050). RESULTS: During the study period, 52 patients with mandibular fractures were seen, of which 42 patients (83.3% men) with a mean age of 29.6 years and 54 fractures were included. The most frequent location was the angle of the mandible (41.3%) (p < .001). The removal group represented 35.2% of the fractures, and the retention group represented 64.8%. The most frequently removed tooth was the third molar (p < .001), and the most frequent classification of dental involvement in the fracture line was type II (p = .047). There was no correlation between age, gender, or etiology and the management of the teeth involved. CONCLUSION: The retention of teeth in the fracture line predominated, and the third molar in angle fractures was the most often removed tooth when the fracture line followed the root surface but did not cross the apical region, probably due to the greater frequency of this type of relationship between the fractures and the periodontium.