Intervención basada en competencias emocionales en estudiantes de Odontología de la Universidad de Concepción, Chile

RESUMEN Introducción: La pandemia por COVID-19 cambio la enseñanza a métodos virtuales. En la carrera de Odontología los estudiantes no pueden prescindir de la práctica y esto provocó que las actividades curriculares se reorganizaran, como consecuencia, provocó cambios en el estrés percibido. El objetivo de este estudio es evaluar una propuesta de intervención en competencias emocionales en estudiantes de Odontología de la Universidad de Concepción, Chile. Método: Se desarrolló una investigación acción en una muestra de 125 estudiantes, ejecutado durante el segundo semestre de 2021, en tres etapas: diagnóstico, diseño y desarrollo de una intervención en modalidad remota sincrónica. En cada actividad se aplicó una encuesta de satisfacción. Resultados: Estos dan cuenta de un alto grado de satisfacción de la intervención en los estudiantes, por cuanto les permitió visibilizar la importancia de desarrollar competencias emocionales. Discusión: La educación emocional basada en competencias emocionales es una estrategia innovadora que se sugiere como un plan de acompañamiento al estudiante durante toda la carrera, que requiere de investigación para incluirla en los programas curriculares.

ABSTRACT Introduction: The COVID-19 pandemic changed the teaching to virtual methods. In dentistry students cannot do without practice and this caused curricular activities to be reorganized, as a consequence, it provoked changes in perceived stress. The aim of this study was to evaluate a proposal for intervention in emotional competencies in dental students at the University of Concepción, Chile. Method: Action research design study in a sample of 125 students, executed during the second semester of 2021, in three stages: diagnosis, design and development of an intervention in synchronous remote modality. A satisfaction survey was applied in each activity. Results: The results show a high degree of satisfaction with the intervention among students since it allowed them to visualize the importance of developing emotional competencies. Discussion: Emotional education based on emotional competencies is an innovative strategy that is suggested as a plan to accompany students throughout their careers and requires research to include it in curricular programs.

Salud bucal, higiene y hábitos bucales en personas con trastorno del espectro autista / Oral health, hygiene practices and oral habits of people with autism spectrum disorder

ABSTRACT Introduction: People with autism spectrum disorder have a higher risk of dental complications due to the characteristics of the condition itself. Objective: To describe the oral health status, hygiene practices and oral habits of a group of Chilean children, adolescents and adults with autism spectrum disorder. Methods: A descriptive study was conducted of 123 subjects with autism spectrum disorder. A questionnaire was applied which dealt with socio-demographic information, dental history, oral hygiene practices and oral habits. Each participating subject underwent oral examination to determine their experience with and prevalence of caries, scores on the Simplified Oral Hygiene Index and the gingival index, and the presence of dental trauma, deep/ogival palate, anterior open bite, and anterior and posterior crossbite. Results: 48 percent of the subjects with autism spectrum disorder brushed twice a day, and 68.0 percent required assisted tooth-brushing; 94.3 percent had oral habits, of which bruxism and oral breathing were the most frequent, accounting for 57.7 percent and 52.9 percent, respectively. Prevalence of caries was 33.3 percent, the dental caries index for permanent dentition was 1.1 ± 1.8, and the dental caries index for deciduous and permanent dentition was 2.6 ± 3.3. OHI-S for the 123 subjects was 1.30 ± 0.58. Conclusions: Most subjects required assistance with tooth-brushing and brushed twice a day. Bruxism and oral breathing were the most prevalent oral habits. A low prevalence of caries, a very low dental caries index for permanent dentition and a fair Oral Hygiene Index were observed in the 123 subjects with autism spectrum disorder(AU)

RESUMEN Introducción: Las personas con trastorno del espectro autista tienen un mayor riesgo de presentar complicaciones dentales, debido a las características propias de la enfermedad. Objetivo: Describir el estado de salud bucal, hábitos de higiene y hábitos bucales de un grupo de niños, adolescentes y adultos chilenos con trastorno del espectro autista. Métodos: Se realizó un estudio descriptivo de 123 sujetos con trastorno del espectro autista. Se aplicó un cuestionario sobre información socio-demográfica, antecedentes dentales, hábitos de higiene bucal y hábitos bucales, y se realizó un examen odontológico a cada participante para determinar la experiencia y prevalencia de caries, la puntuación según el índice de higiene bucal simplificado y el índice gingival, así como la presencia de traumatismo dentario, paladar profundo/ojival, mordida abierta anterior y mordida cruzada anterior y posterior. Resultados: El 48 por ciento de los sujetos con trastorno del espectro autista se cepillaba dos veces al día y el 68,0 por ciento tenía un cepillado asistido. El 94,3 por ciento presentaba hábitos bucales, de los cuales los más frecuentes eran el bruxismo con 57,7 por ciento y la respiración bucal con 52,9 por ciento. La prevalencia de caries fue de 33,3 por ciento, el índice total de caries en dentición permanente de 1,1 ± 1,8 y el índice total de caries en dentición temporal y permanente de 2,6 ± 3,3. El índice de higiene bucal simplificado para los 123 sujetos fue de 1,30 ± 0,58. Conclusiones: La mayor parte de los sujetos tenían un cepillado asistido y lo realizaban dos veces al día. Los hábitos bucales más prevalentes fueron el bruxismo y la respiración bucal. En los 123 sujetos con trastorno del espectro autista se observó una baja prevalencia de caries, un índice total de caries en dentición permanente muy bajo y un índice de higiene bucal regular(AU)

Psychoeducational intervention to improve oral assessment in people with autism spectrum disorder, BIO-BIO region, Chile

Background: To assess the effectiveness of a psychoeducational intervention program designed to facilitate the performance of a series of steps of oral examination in children, adolescents and adults with autism spectrum disorder (ASD), in the Bio-Bio region, Chile. Material and Methods: A prospective, quasi-experimental study with pre-intervention, post-intervention and maintenance tests was carried out. Behavior was measured using Frankl’s scale and the number of steps of a dental examination completed (1-10 steps) was also recorded. Only 104 of the 188 subjects with ASD that agreed to participate in the study met all the inclusion criteria. Results: 82 people with ASD completed the psychoeducational intervention. The mean number of steps achieved pre- and post-intervention was 4.1 and 9.4, resulting in a clinically and statistically significant difference. Regarding behavior, the median in the pre-test was 2 (negative behavior) and in the post-test it increased to 3 (positive behavior), this difference being relevant and statistically significant. A maintenance test one month later on 63 people with ASD found no variations in behavior and in the number of examination steps completed. Conclusions: The proposed intervention was effective as an increase of more than 5 in the number of steps of examination completed was achieved. Frankl's behavior rating also increased, from negative to positive, in a group of children, adolescents and adults with ASD

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