Black and Hispanic predoctoral dental students' perceptions and considerations of careers in academic dentistry.

BACKGROUND: Dental schools aim to train and support a diverse dentist workforce. Among all faculty, full-time and part-time faculty who identify as members of historically underrepresented groups are 13.9% and 8.4%, respectively. The recruitment and retention of faculty is a known challenge, with growing faculty vacancies at dental schools. This study explored dental student perceptions of academic careers, specifically focusing on Black and Hispanic predoctoral students. METHODS: From August to November 2022, we conducted focus group with second-, third-, and fourth-year predoctoral dental students who identified as Black or Hispanic using a semi-structured interview guide that was developed for this study. Data were analyzed using inductive thematic analysis. RESULTS: Four themes emerged: (1) students perceived academic dental dentistry as inclusive but not diverse spaces for Black and Hispanic people; (2) academic dental careers were perceived as secondary careers; (3) academic dental careers were perceived as a career option with a lack of autonomy and less income, compared to clinical practice in other settings; (4) students expressed a lack of knowledge about pathways to academic dental careers. Despite these challenges, students expressed interest in academic dental careers and noted being inspired by younger faculty members. CONCLUSION: Dental schools must do more to encourage dental students to consider careers in academic dentistry. Pathway programs, mentoring, and the presentation of academic careers as a viable career option for students by faculty should be further emphasized practices. Increasing the diversity of faculty members is also key. Students cannot be who they cannot see.

Producción científica de los docentes de Estomatología en Ciego de Ávila del 2010 al 2019 / Scientific Production of Stomatology Teachers in Ciego de Ávila from 2010 to 2019

El objetivo de la investigación fue caracterizar la producción científica de los docentes de Estomatología de la Universidad de las Ciencias Médicas de Ciego de Ávila, publicada en revistas científicas indexadas en bases de datos bibliográficas nacionales e internacionales del 2010 al 2019. Se realizó un estudio observacional, descriptivo transversal, mediante un análisis bibliométrico, con los indicadores referidos a los artículos y los autores. Se hizo la búsqueda manual a partir de los nombres de cada docente en los metabuscadores Google, Google Académico y Google Metrics por separado y en las 104 revistas cubanas de las ciencias de la salud editadas por la Editorial de Ciencias Médicas entre 2010 y 2019. Se publicaron 80 artículos, el año 2015 fue el de mayor cantidad (16). El 61,7 por ciento de estos fueron artículos originales. Los 67 docentes del claustro tienen autoría y diez resultaron más productivos. El 46,2 por ciento de las publicaciones fueron citadas. El 91,2 por ciento de los artículos fueron publicados en revistas indexadas en bases de datos especializadas. El tipo de estudio que predominó fue el observacional (31). El índice de colaboración internacional y nacional fue de 0,04. La media de autor por artículo es cuatro. La producción científica y el impacto reflejado en la citación es bajo. La mayoría de los artículos se publicaron en revistas indexadas en bases de datos especializadas de reconocimiento latinoamericano, fueron artículos originales; prevaleció la materia estomatología, el tipo de estudio observacional, la baja colaboración internacional y la autoría múltiple(AU)

The objective of the research was to characterize the scientific production of Stomatology teachers of the University of Medical Sciences of Ciego de Avila, published in scientific journals indexed in national and international bibliographic databases from 2010 to 2019. An observational, cross-sectional descriptive study was carried out, by means of a bibliometric analysis, with indicators referred to articles and authors. The manual search was made from the names of each teacher in the Google, Google Scholar and Google Metrics meta-search engines separately and in the 104 Cuban journals of the health sciences published by the Medical Sciences publishing house between 2010 and 2019. Eighty articles were published, 2015 was the year with the highest number (16). Of these, 61.7percent were original articles. All 67 faculty members have authorship and 10 were the most productive. 46.2percent of the publications were cited. 91.2percent of the articles were published in journals indexed in specialized databases. The predominant type of study was observational (31). The international and national collaboration index was 0.04. The average number of authors per article was four. The scientific production and the impact reflected in the citation is low. Most of the articles were published in journals indexed in specialized databases of Latin American recognition and were original articles; the subject of stomatology, the type of observational study, low international collaboration and multiple authorship prevailed(AU)

Workshop on-line como estratégia de apresentação do exame clínico objetivo estruturado (OSCE) / Online workshop as a strategy to present the objective and structured clinical examination (OSCE)

O objetivo deste trabalho foidescrever o processo de elaboração, validaçãoe apresentação de um workshop on-linesobre o instrumento avaliativo OSCE para docentes do curso de Odontologia de duas instituições no Estado do Espírito Santo. Trata-se deestudometodológico realizado em etapas: elaboração, validaçãoe realizaçãodo workshop, seguida deavaliação do eventopelos participantes. Para produção doworkshopfoi feito levantamento bibliográfico com intuito de estruturar o conteúdo abordadona exposição. O workshopfoi realizadopor meiode palestra organizada em slides utilizando o Microsoft Power Point, na qual foi explanado sobre avaliação da aprendizagem e apresentadoo OSCE como instrumento para tal. A apresentação aconteceu de forma on-line e síncrona utilizando o Microsoft Teams. Em seguida, os participantes avaliaram o evento por meio do Google Forms. Este estudo possibilitou apresentar o instrumento avaliativo OSCE, possibilitandoaos docentes acesso à essa metodologia de ensino/avaliação, permitindo obter sua percepção sobre o método, visando à aplicabilidade do instrumento nos cursos (AU).

The objective of this work was to describe the process of elaboration, validation,and presentation of an online workshop on the OSCE evaluation instrument for professors of the Dentistry course of two institutions in the State of Espírito Santo. This is a methodological study carried out in stages: elaboration, validation,and realization of the workshop, followed by evaluation of the event by the participants. For the workshop's production, a bibliographic survey was carried out tostructure the content covered in the exhibition. The workshop was carried out through a lecture organized in slides using Microsoft PowerPoint, in which learning assessment was explained,and the OSCE was presented as a tool for this. The presentation took place online and synchronously using Microsoft Teams. Participants then rated the event through Google Forms. This study made it possible to present the OSCE assessment instrument, enabling teachers to access this teaching/assessment methodology, allowing them to obtain their perception of the method, aiming at the instrument's applicabilityin the courses (AU).

Percepção de docentes de Odontologia sobre a avaliação da aprendizagem pelo OSCE / Dentistry professors' perception of learning assessment by the OSCE

A formação superior na área da saúde tem, entre outros, o desafio de permitir que o aluno desenvolva conhecimentos, habilidades e atitudes para o exercício da sua profissão. Nesse caminho de ensino, a avaliação da aprendizagem se torna uma aliada, permitindo que instituição, professores e alunos possam refletir sobre o resultado de suas ações. O Exame Clínico Objetivo Estruturado (Objective Structured Clinical Examination, OSCE) é um instrumento de avaliação de competências clínicas utilizado inicialmente no curso de Medicina e expandido desde então para os demais cursos das ciências da saúde. O objetivodeste estudo é relatar experiência de inserção do OSCE no curso de Odontologia da Faculdade Pitágoras (Unidade Guarapari/ES). Foi realizado workshoppara professores da área, abordando três atividades: palestra explicativa apresentando o OSCE, demonstração e vivência prática do planejamentoe elaboração do instrumento avaliativo; e discussão com os participantes sobre a ferramenta aplicada à sua realidade docente. Seguidos quatro meses, para organização institucional, o OSCE foi implementado como avaliação formativa e somativa em todas as turmas do curso, que já estavam inseridas na clínica odontológica, levando-se em consideração adaptações sugeridas pelos professores para atender às necessidades da realidade local, mas preservando a aderência do modelo em avaliar as competências estimadas. A experiência aponta o OSCE como ótimo instrumento de avaliação em Odontologia e a dinâmica do workshopcomo ferramenta para o entendimento, demonstrando que o treinamento de professores foi essencial para alcançar o sucesso. O grupo está motivado para continuar adotando o OSCE como instrumento de avaliação de competências clínicas (AU).

Higher education in the health field has, among others, the challenge of allowing students to develop knowledge, skills, and attitudes for the exercise of their profession. In this way of teaching, the assessment of learning becomes an ally, allowing the institution, teachers, and students to reflect on the result of their actions. The Objective Structured Clinical Examination (OSCE) is an instrument for assessing clinical competencies initially used in the Medicine course and since then expanded to other majors in the health sciences. The objective of this study is to report the experience of inserting the OSCE in the Dentistry course at Faculdade Pitágoras (Unidade Guarapari/ES). A workshop was held for professors in the area, covering three activities: explanatory lecture presenting the OSCE, demonstration and practical experience of planning and elaboration of the evaluation instrument, and discussion with the participants about the tool applied to their teaching reality. After four months, for institutional organization, the OSCE was implemented as a formative and summative assessment in all classes of the course, which were already inserted in the dental clinic, taking into account adaptations suggested by the teachers to meet the needs of the local reality, but preserving the model's adherence to the assessment of estimated competencies. Experience points to the OSCE as an excellent assessment tool in Dentistry and the workshop dynamics as a tool for understanding, demonstrating that teacher training wasessential to success. Finally, the group is motivated to continue adopting the OSCE as an instrument for assessing clinical competencies (AU).

Acciones docentes para atender la diversidad estudiantil en las clases de la disciplina Estomatología Integral / Work educational to assist the student diversity in the classes of the discipline of Family Dentistry

El adecuado desempeño docente para atender la diversidad estudiantil en la disciplina Estomatología Integral, puede garantizar la formación con calidad del egresado en la carrera de Estomatología. El objetivo de este trabajo es diseñar un sistema de acciones docentes para atender la diversidad estudiantil en las clases de la disciplina Estomatología Integral en la Universidad de Ciencias Médicas de Las Tunas. Se realizó una investigación de desarrollo, principalmente cualitativa, en la institución antes declarada, desde septiembre de 2020 a febrero 2021. La investigación define como objeto el proceso de enseñanza-aprendizaje de las clases de la disciplina Estomatología Integral y como campo las acciones docentes para atender diversidad estudiantil. La investigación se ejecutó en dos etapas, dedicadas a: revisar documentos rectores de la carrera, tesis, artículos, programas y elaborar las acciones. El sistema de acciones docentes para atender la diversidad estudiantil quedó estructurado por un objetivo general, acciones permanentes a realizar en el proceso de enseñanza-aprendizaje (relacionado con: superación docente, diagnóstico pedagógico integral y formación de valores); y acciones al planificar, ejecutar y controlar las clases. Las acciones propuestas promueven la unidad de la unidad de lo instructivo, educativo y desarrollador, de lo cognitivo y afectivo, de la formación del conocimiento y los valores, mediante un sistema didáctico integral y personalizado. Se proponen acciones docentes para atender la diversidad estudiantil, en el proceso enseñanza-aprendizaje de las clases de la disciplina Estomatología Integral, al planificar, ejecutar y controlar(AU)

The appropriate educational acting to assist the student diversity in the discipline of Family Dentistry, it can guarantee the formation with quality of the students in the Dentistry career. To design a system of educational actions to assist the student diversity in the classes of the of Family Dentistry in the University of Medical Sciences of Las Tunas. A development investigation, mainly qualitative, before in the institution declared, from September of 2020 to February 2021. The investigation defines like object the process of teaching-learning of the classes of the Family Dentistry and I eat field the educational actions to assist student diversity. The investigation was executed in two stages, dedicated to: to revise documents rectors of the career, thesis, articles, programs and to elaborate the actions. The system of educational actions to assist the student diversity was structured by a general objective, permanent actions to carry out in the teaching-learning process (related with: educational preparation, integral pedagogic diagnosis, and values formation); and work when planning, to execute and to control the classes. The proposed actions promote the unit of the unit of the instructive, educational and developer, of the cognitive, and affective, of the formation of the knowledge and the values, by means of an integral and personalized didactic system. They intended educational actions to assist the student diversity, in the process teaching-learning of the classes of the discipline Family Dentistry, when planning, to execute and to control(EU)

Problemas que limitan la interdisciplinariedad entre la Farmacología y las asignaturas clínicas en Estomatología / Problems that limit interdisciplinary between Pharmacology and Stomatology clinical subjects

RESUMEN Fundamento: El desarrollo de la interdisciplinariedad entre la unidad curricular Farmacología y las asignaturas clínicas de la Disciplina Principal Integradora en la carrera Estomatología, resulta indispensable para la formación integral del futuro egresado. Objetivo: Identificar los problemas que limitan el desarrollo de la interdisciplinariedad entre la Farmacología y las asignaturas clínicas de la Disciplina Principal Integradora en la carrera Estomatología. Metodología: Se realizó un estudio observacional descriptivo transversal entre noviembre y diciembre de 2020 en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Se consideraron como unidades de análisis: actividades docentes y directivos académicos, se seleccionó una muestra aleatoria en ambos casos (n=18 y n=8, respectivamente). Se estudiaron las variables: relaciones interdisciplinarias con la Farmacología (se observa, no se observa y se observa poco), categoría docente, categoría científica, grado académico/científico, grado de especialización y opinión de directivos académicos (siempre, a veces y nunca). Como instrumento de medición se empleó guía de observación y de entrevista, respectivamente. Se empleó el porcentaje como medida de resumen. Resultados: En más del 50 % de las actividades docentes de las asignaturas clínicas de la Disciplina Principal Integradora, no se observa las relaciones interdisciplinarias con la Farmacología. En las entrevistas realizadas a los directivos académicos, predominó la opinión: nunca. Conclusiones: Las insuficiencias didácticas, metodológicas, académicas e investigativas identificadas, limitan el desarrollo de la interdisciplinariedad entre la unidad curricular Farmacología y las asignaturas clínicas de la Disciplina Principal Integradora en la carrera Estomatología.

ABSTRACT Background: The development of interdisciplinarity between the curricular Pharmacology unit and the clinical subjects of the Main discipline in the Stomatology career is essential for the integral formation of the future graduate. Objective: To identify the problems that limit the development of interdisciplinarity between Pharmacology and the clinical subjects of the Main Comprehensive Discipline in the Stomatology career. Methodology: A cross-sectional descriptive observational study was conducted between November and December 2020 in the Stomatology Faculty at the Santiago de Cuba University of Medical Sciences. The following were considered as analysis units: teaching activities and academic directors, a random sample was selected in both cases (n=18 and n=8, respectively). The following variables were studied: interdisciplinary relations with Pharmacology (observed, not observed and little observed), teaching category, scientific category, academic/scientific degree, specialization degree and the academic directors´ opinion (always, sometimes and never). Observation and interview guides were used respectively as measurement instruments. Percentage was used as a summary measure. Results: In more than 50 % of the teaching activities of the clinical subjects of the Main Comprehensive Discipline, interdisciplinary relations with Pharmacology are not observed. In the interviews conducted with academic managers, the prevailed opinion was never. Conclusions: The didactic, methodological, academic and research inadequacies identified, limit the development of interdisciplinarity between the curricular unit Pharmacology and the clinical subjects of the Main Comprehensive Discipline in the Stomatology career.

Clase metodológica instructiva de la asignatura Sistema Masticatorio, orientada a la relación básico-clínica / Instructive methodological class of the Masticatory System subject, oriented towards the basic-clinical relationship

RESUMEN La preparación del personal docente en las universidades exige un alto nivel científico y de maestría pedagógica. Todo esto requiere un esmerado trabajo metodológico que garantice una planificación organización, regulación y control del proceso docente educativo. Para esto se diseñó una clase metodológica instructiva sobre mucosa oral, de la asignatura Sistema Masticatorio, en la disciplina Histología, con el objetivo de instruir al profesor en la utilización de la vinculación básico-clínica. Se indicó a los profesores cómo relacionar el contenido de la clase con la clínica, desde el punto de vista de las lesiones precancerosas y sus factores de riesgo. Se logró la instrucción de los docentes en la utilización del contenido de las asignaturas y disciplinas de las Ciencias Básicas con la relación básico-clínica, y así se contribuyó a ampliar el espectro científico metodológico de los docentes en la Universidad de Ciencias Médicas de Matanzas (AU).

ABSTRACT Training the teaching staff in the universities demands a high scientific level and pedagogical expertise. All of these requires a careful methodological work guaranteeing the teaching-learning process planning, organization, regulation and control. For that the authors designed an instructive methodological lesson aimed to train the teaching staff in the use of the basic-clinical link during a lesson of the subject Masticatory System about Oral Mucosa, in the subject Histology. They indicate to professors how to relate the lesson content to clinic from the point of view of pre-cancer lesions and its risk factors. Training the teaching staff in the use of subjects and disciplines of the Basic Sciences with the basic-clinical relation, the authors contribute to widening the scientific methodological spectrum of the teaching staff of the Matanzas University of Medical Sciences (AU).

La mínima intervención en cariología en el plan de estudios D de la carrera de Estomatología en Cuba / Minimal intervention in cariology in Cuba Dentistry career study program D

Objetivo: Determinar la presencia de acercamientos a la mínima intervención en cariología en los temas sobre el proceso caries dental de los programas de asignaturas del plan de estudios D de la carrera de Estomatología. Métodos: Se realizó una investigación cualitativa, documental, analítica, a través de una lectura crítica y valorativa de los 20 programas de las asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología. Se realizó un análisis del contenido de cada uno de los programas de asignatura en busca de indicios de la inclusión en los mismos de temas relacionados con la caries dental y si estos se correspondían con los principios de la mínima intervención en cariología. Los datos extraídos fueron el nombre de la asignatura, año académico, total de horas del programa, inclusión de la temática del proceso caries dental, inclusión de temas relacionados con el proceso caries dental según la mínima intervención en cariología, literatura básica recomendada, especificidad de los temas tratados referentes al proceso caries dental. Resultados: De las 13 referencias básicas de los programas de estudio el 54 % se remontan a publicaciones del pasado siglo y el resto a inicios del presente. Los programas incluyen temas relacionados con la prevención y curación del proceso caries dental, factores de riesgo, etiología, conceptos, clasificaciones y características clínicas y en 3.er año la asignatura Epidemiología. Ese mismo año, y posteriores, los temas referentes se hacen redundantes y se repiten en asignaturas consiguientes. Conclusiones: Los programas de asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología carecen de la presencia de preceptos sobre la mínima intervención para el tratamiento de la caries dental excepto la de Odontopediatría(AU)

Objective: To determine the presence of the minimum intervention in cariology in the topics on the dental caries process of the subject programs of the Study Plan of the Stomatology career. Methods: A qualitative analytical documentary research was carried out through a critical and evaluative reading of the 20 programs of the subjects of the integrating discipline of the Study Plan D of the Stomatology career. An analysis of the content of each of the subject programs was carried out in search of indications of the inclusion in them of topics related to dental caries and if these were related to the principles of Minimum Intervention in Cariology. The data extracted were the name of the subject, academic year, total hours of the program, inclusion of the topic of dental caries process, inclusion of topics related to the dental caries process according to the minimal intervention in cariology, recommended basic literature, specificity of the topics covered referring to the dental caries process. Results: Of the 13 basic references of the study programs, 54% go back to publications of the last century and the rest to the beginning of the present. The programs include topics related to the prevention and cure of the dental caries process, risk factors, etiology, concepts, classifications and clinical characteristics and in the 3rd year the subject Epidemiology. That same year and later, the reference topics become redundant and are repeated in subsequent subjects. Conclusions: The subject programs of the integrating discipline of the Stomatology Career Curriculum lack the presence of precepts on the minimum intervention for the treatment of dental caries except that of Pediatric Dentistry(AU)

O impacto das Diretrizes Curriculares Nacionais nos cursos de graduação em Odontologia do estado do Rio de Janeiro / The impact of the National Curriculum Guidelines on undergraduate courses in Dentistry in the state of Rio de Janeiro

O objetivo do presente trabalho foi investigar o impacto das Diretrizes Curriculares Nacionais (DCN) de 2002 para os cursos de graduação em Odontologia do estado do Rio de Janeiro avaliando a percepção dos egressos e dos docentes em relação ao perfil profissional do cirurgião-dentista proposto pelas DCN e intercessão com o Sistema Único de Saúde (SUS), considerando a integração ensino-serviço e as experiências na rede SUS, bem como, avaliando a orientação do cuidado em saúde no curso, a abordagem pedagógica do curso, a adequação dos projetos pedagógicos das Instituições de Ensino Superior com as DCN e a prática interprofissional no curso. A avaliação do impacto abordou quatro dimensões: Perfil do Egresso, Orientação do Cuidado em Saúde, Integração Ensino-serviço, e Abordagem Pedagógica, propostas por matriz de critérios e questionário semiestruturado validados no Brasil. Foi realizado um estudo observacional descritivo analítico, multimetodológico, executado em quatro fases. Fase 1, questionário online para avaliar a percepção de egressos com até dois anos de formados em cursos de graduação em Odontologia de quatro instituições previamente sorteadas. Fase 2, questionários online para avaliar a percepção de docentes e coordenadores dos cursos de Odontologia do Estado do Rio de Janeiro. Nas fases 1 e 2 foram utilizados questionários enviados por e-mail e redes sociais. A abordagem envolveu análise de quantitativa para variáveis previamente estipuladas no questionário. Fase 3 foi realizada análise de conteúdo documental utilizando uma matriz de critérios para avaliação quantitativa dos Projetos Pedagógicos de Curso (PPC) de graduação em Odontologia do estado, obtidos através das coordenações ou encontrados nos sítios eletrônicos de cada instituição. E na Fase 4 foi utilizada a metodologia de grupos focais, tendo como público-alvo professores de três cursos da área da saúde (Medicina, Odontologia e Enfermagem) de uma mesma instituição pública. Os resultados demonstraram que na Fase 1 participaram do estudo 121 egressos de quatro instituições, sendo uma pública sem alteração formal do currículo após as DCN, uma pública com alteração do currículo e duas privadas com alteração do currículo. Uma das instituições privadasfoi excluída devido à baixa taxa de respostas. Na Fase 2, participaram 103 docentes e coordenadores/diretores de curso. Foi possível observar que egressos e docentes tiveram uma percepção positiva em relação às atividades propostas pelos cursos para a formação profissional seguindo às resoluções das DCN. Entretanto, foi demonstrado que existe pouca oferta de conteúdo/atividades em gestão de serviços, trabalho em equipes de saúde, trabalho em equipes multiprofissionais e deficiência de vivência no SUS. Na Fase 3, oito PPC foram analisados, e apresentaram adequação de seus textos com as resoluções propostas nas DCN, porém por vezes não houve explicação no PPC como as atividades eram desenvolvidas nos cursos. Na Fase 4, foram realizados 4 grupos focais on-line por Web conferência, com a participação de dez docentes de três cursos da área da saúde de uma instituição pública de ensino. A educação interprofissional foi identificada em iniciativas individuais de grupos ou de professores na Instituição avaliada, não sendo ainda uma diretriz institucional plenamente cumprida. Considerando as limitações do estudo, é possível observar que as DCN têm impacto positivo nos cursos de graduação em Odontologia avaliados, apesar de ainda haver a necessidade de melhorias em alguns pontos acima mencionados

The aim of this study was to investigate the impact of the 2002 National Curriculum Guidelines (DCN) for undergraduate courses in Dentistry in the state of Rio de Janeiro, evaluating the perception of graduates and professors in relation to the professional profile of dentists proposed by the DCN and intercession with the Unified Health System (SUS), considering the teachingservice integration and experiences in the SUS network, as well as evaluating the orientation of health care in the course, the pedagogical approach of the course, the adequacy of the pedagogical projects of the High Education Institution with the DCN and the interprofessional practice in the course. The impact assessment addressed four dimensions: Graduate Profile, Health Care Guidance, Teaching-service integration, and Pedagogical approach, proposed by a matrix of criteria and a semi-structured questionnaire validated in Brazil. A descriptive, analytical, multimethodological observational study was carried out in four phases. Phase 1, online questionnaire to assess the perception of graduates with up to 2 years of graduates in undergraduate courses in Dentistry from 4 previously drawn institutions. Phase 2, online questionnaires to assess the perception of teachers and coordinators of Dentistry courses in the State of Rio de Janeiro. In phases 1 and 2, questionnaires sent by email and social networks were used. The approach involved quantitative analysis for variables previously stipulated in the questionnaire. In Phase 3, document content analysis was carried out using a matrix of criteria for quantitative evaluation of Pedagogical Course Projects (PPC) for undergraduate Dentistry in the state, obtained through the coordination or found on the websites of each institution. And in Phase 4, the methodology of focus groups was used, with the target audience of professors from three courses in the health area (Medicine, Dentistry and Nursing) from the same public institution. The results showed that in Phase 1, 121 graduates from four institutions participated in the study, one public with no formal curriculum change after the DCN, one public with curriculum change and two privates with curriculum change. One of the private institutions was excluded due to the low response rate. In Phase 2, 103 teachers and course coordinators/directors participated. It was possible to observe that graduates and teachers had a positive perception in relation to the activities proposed by the courses for professional training, following the resolutions of the DCN. However, it has been shown that there is little offer of content/activities in service management, work in health teams, work in multidisciplinary teams and lack of experience in the SUS. In Phase 3, eight PPC were analyzed, and their texts were adapted to the resolutions proposed in the DCN, but sometimes there was no explanation in the PPC as the activities were developed in the courses. In Phase 4, four online focus groups were carried out via Web conference, with the participation of ten professors from three courses in the health area of a public educational institution. Interprofessional education was identified in individual initiatives by groups or by teachers in the assessed Institution, and it is not yet an institutional guideline fully complied with. Considering the limitations of the study, it is possible to observe that the DCN have a positive impact on the evaluated Dentistry undergraduate courses, although there is still a need for improvements in some points mentioned above.

Characteristics of an excellent orthodontic residency program.

INTRODUCTION: Although unquantifiable features, such as faculty passion and dedication to teaching, play a vital role in defining the quality of residency education, determinable features that are fundamental to the definition of a "top tier" orthodontic residency program also exist. The objective of this study was to identify those features. METHODS: A survey with 32 items was developed and validated to assess the features of an excellent orthodontic program based on the following 3 major domains: faculty, education, and resident/graduate student/alumni. The survey was sent to 62 orthodontic residency programs in the United States. RESULTS: Thirty-nine programs (63%) completed the survey. Recurring attributes that were identified in what constitutes an excellent program included the following: an adequate number of full-time clinical orthodontic faculty, with each member providing 1 day per week clinic coverage. The average of all respondents was 4, and the range was 1-6; a healthy mix of part-time faculty members with ≥1 full-time faculty member who monitors every clinical session; 80% full-time faculty members who are American Board of Orthodontics (ABO) certified; a craniofacial faculty member; 4 residents/graduate students per each faculty member who covers a clinical session; resident/graduate student exposure to a wide range of treatment modalities and appliances; approximately 70 new case starts per resident/graduate student (50%-60% of patients who are started are debonded by the starting resident/graduate student); patients with craniofacial anomalies and orthognathic surgery patients should be started by each resident/graduate student; 1.5 operatory chairs per resident or graduate student; 1 dental assistant per 4 residents/graduate students; 1 laboratory person; 1 receptionist/secretary per 4 residents; 100% of residents/graduate students successfully completing ABO written examination upon graduation; 60% of residents/graduate students obtaining ABO certification within 5 years of graduation; 50% of residents/graduate students presenting at national meetings would be ideal; and 50% of living alumni contributing financially to the department during the past 5 years. CONCLUSIONS: Based on the responses from the majority of the US orthodontic residency programs, this study has identified certain features that educators feel are ideal for an excellent orthodontic program.

Case Report of a Program to Enhance Dental Students' Interest in Academic Dentistry.

This case report describes a Teaching Honors Program (THP) at the UT Health San Antonio School of Dentistry and presents findings from an outcomes assessment covering the initial 11 years of the program. The program goals are to enhance dental students' awareness of academic career options, promote student and faculty collaboration on educational development projects, and provide students with training in teacher toolkit skills to increase their readiness for peer teaching during dental school and faculty roles early in their careers. The THP curriculum consists of six core courses and nine electives extending across the four years of dental school. THP graduates receive the academic designation "Distinction in Dental Education" at commencement. Outcomes data are organized by Kirkpatrick's Hierarchy of Educational Outcomes: reaction (participants' satisfaction with THP), indicators (students' attitudes and intentions pertinent to teaching and academic careers), learning (changes in knowledge and skills relevant to teachers' tasks), behavior (students' ability to apply teaching skills in classrooms, labs, and clinics), and results (changes in the infrastructure and capacity of the school as a consequence of the THP). Positive outcomes were found in multiple layers of the assessment hierarchy. In 2016, 51% of students participated in the THP, and 31 graduated with Distinction in Dental Education; in 2017, 50% participated, and 44 graduated with that honor. THP students provide approximately 1,400 hours of supervised peer teaching annually in the predoctoral curriculum and pre-matriculation programs, and 21% of the initial 106 THP graduates entered academic dentistry soon after graduation.

Faculty Development Initiatives in Academic Dentistry: A Systematic Review.

The aims of this systematic review were to collect a list of published articles on dental faculty development and to determine the types and location of programs evaluated and years of publication. A subset of selected articles were then assessed using Kirkpatrick assessment model four levels: learner reaction, participant learning, participant behavioral change, and changes in organizational practice. The search, conducted in 2016, comprised all potentially relevant articles in the following databases: PubMed, EMBASE via Ovid, and ERIC. The study screening was done by three reviewers in multiple stages: by title, abstract, and full text review. Following deduplication, 257 titles were obtained; of those, 102 articles were selected for abstract review. As a result of that review, 32 articles were excluded, leaving 70 for data extraction. The majority of the 70 articles were about programs in the U.S., and two-thirds were studies conducted at individual academic institutions. Most focused on faculty development initiatives (n=49), followed by retention (n=22), recruitment (n=16), and/or promotion/tenure (n=11). The year with the highest number of published articles was 1991 (n=10, 14%), followed by 2007 and 2011 (n=6, 8.6% each). Among the 12 articles evaluated with the Kirkpatrick model, most assessed Levels 1, 2, and 3, but very few addressed Level 4. Research in those 12 articles was conducted primarily at two dental schools: New York University College of Dentistry (n=5) and University of Florida College of Dentistry (n=4). This study generated a varied list of published articles on faculty development, but the results point to the need for research at more institutions and using additional methodologies.

Didática no ensino superior: desafios e perspectivas dos docentes de Odontologia da Universidade Estadual de Ponta Grossa / Didactics in higher education: challenges and perspectives of Dentistry teachers of the State University of Ponta Grossa

O objetivo deste trabalho foi avaliar a percepção de docentes do curso de Odontologia quanto as principais dificuldades enfrentadas e as habilidades imprescindíveis para o exercício do magistério superior. Para tal, foi realizada uma pesquisa qualitativa com 47 professores do curso de Odontologia da Universidade Estadual de Ponta Grossa, divididos em dois grupos: a) tempo de atuação docente inferior a 5 anos; b) tempo de atuação docente maior que 5 anos. Após a validação do questionário, este foi encaminhado para os participantes da pesquisa responderem questões abertas sobre o exercício do magistério no ensino superior. Posteriormente à coleta dos dados, foi feita a análise descritiva das informações, exploração do material e interpretação dos resultados. Nos desafios enfrentados, os docentes com mais de 5 anos de atuação citaram a responsabilidade em formar um profissional, dificuldade em motivar os alunos e aquisição de segurança para docência como os principais. Por outro lado, docentes com atuação inferior a 5 anos apontaram o relacionamento com o aluno, insegurança profissional e obtenção do equilíbrio entre a teoria e a prática como principais desafios. Com relação às dificuldades enfrentadas atualmente, as respostas foram semelhantes para os dois grupos, sendo a falta de interesse dos alunos, falta de infraestrutura e de material de apoio para ministrar as aulas, as mais citadas. As habilidades mais mencionadas pelos professores como essenciais para o exercício da profissão incluíram a paciência, didática e necessidade de constante atualização. Pôde-se concluir que os professores enfrentam dificuldades na prática docente, independentemente do tempo de atuação (AU).

The objective of this study was to evaluate the perception of teachers of the Dentistry course regarding the main difficulties faced and the skills essential for the exercise of the higher education teaching profession. For that, a qualitative research was carried out with 47 professors of the Dentistry course at the State University of Ponta Grossa, divided into two groups: a) less than 5-year teaching experience; b) over 5-year teaching experience. After the validation of the questionnaire, it was sent to the participants of the research to answer open questions about teaching in higher education. After data collection, a descriptive analysis of the information, exploration of the material and interpretation of the results were carried out. Among the challenges faced, teachers with more than 5 years of work experience cited the responsibility to train a professional, difficulty motivating students and developing selfconfidence for teaching as the main points. On the other hand, teachers with less than 5 years of experience pointed out the relationship with the student, professional insecurity and obtaining a balance between theory and practice as the main challenges. With regard to the difficulties currently faced, the responses were similar for the two groups, namely, students' lack of interest, lack of infrastructure and support material to teach classes were the most cited. The most mentioned skills by the teachers as essential to the practice of the profession included patience, didactics and the need for constant updating. The results led to the conclusion that teachers face difficulties in teaching practice regardless of the time of performance (AU).

A didática no ensino odontológico: percepções de docentes / Didactics in Dental education: professors' perceptions

Durante a trajetória acadêmica, os docentes são expostos a diversos desafios e dificuldades. A fim de superá-los, necessitam desenvolver habilidades específicas, em especial, a capacidade didática. O objetivo desta pesquisa exploratória descritiva foi investigar as perspectivas dos docentes de Odontologia, considerando momentos distintos de suas carreiras. A amostra constituiu-se de professores da Universidade Estadual de Ponta Grossa com até cinco anos de experiência universitária e com experiência superior a cinco anos. Do número total de participantes (53), apenas seis possuíam até 5 anos de atuação, portanto, foi sorteado, aleatoriamente, o mesmo número de questionários de professores com mais de 5 anos, para manter a similaridade entre os grupos. Os voluntários receberam um questionário aberto, semiestruturado e autoaplicável sobre a temática "Didática no ensino superior: desafios e perspectivas". Para a compilação e análise dos dados foram realizadas as técnicas do Discurso do Sujeito Coletivo (DSC) e nuvens de palavras. Observou-se que os assuntos que receberam maior ênfase pelos professores foram o processo de ensino-aprendizagem e o relacionamento professor-aluno, principalmente quando associados a dificuldades. Conclui-se que, apesar de semelhantes, as perspectivas quanto ao exercício da docência no curso de Odontologia divergem em alguns pontos. Suas preocupações possuem diferentes focos, porém ambos os grupos revelaram sentir as mesmas dificuldades (AU).

Professors at higher education programs are exposed to challenges and obstacles. In order to overcome them, they need to develop specific skills, especially the art of teaching. The aim of this exploratory descriptive study was to investigate the perspectives of professors of Dentistry, considering different moments of their careers. The sample consisted of professors with up to five years or more than five years of teaching experience at the Ponta Grossa State University. 53 volunteers were interviewed, but from these, only six professors had up to five years of experience. Therefore, the same number of questionnaires from the group with more than five years of practice was randomized, to keep both groups similar. Participants answered an open, semi-structured and self-administered questionnaire on "Teaching in higher education: challenges and perspectives". The Discourse of the Collective Subject method (DCS) and word clouds were used for data compilation and analysis. The results showed that the questions regarding the relationship between professor and student and the teaching-learning process were highlighted. We conclude that, despite being similar, the perspectives around the teaching practice diverge in some points. Professors' concerns have different approaches, however, they face the same difficulties, no matter how experient they are (AU).

Should Dental Schools Invest in Training Predoctoral Students for Academic Careers? Two Viewpoints: Viewpoint 1: Dental Schools Should Add Academic Careers Training to Their Predoctoral Curricula to Enhance Faculty Recruitment and Viewpoint 2: Addition of Academic Careers Training for All Predoctoral Students Would Be Inefficient and Ineffective.

This Point/Counterpoint considers whether providing dental students with academic career training and teaching experiences during their predoctoral education would be valuable to recruit dental academicians. While training the next generation of dentists continues to be the primary focus for dental schools, the cultivation and recruitment of dental faculty members from the pool of dental students remain challenges. Viewpoint 1 supports the position that providing dental students with exposure to academic career opportunities has positive value in recruiting new dental faculty. The advantages of academic careers training as a required educational experience in dental schools and as a potential means to recruit dental students into the ranks of faculty are described in this viewpoint. In contrast, Viewpoint 2 contends that such career exposure has limited value and argues that, across the board, allocation of resources to support preparation for academic careers would have a poor cost-benefit return on investment. Adding a requirement for educational experiences for all students would overburden institutions, students, and faculty according to this viewpoint. The authors agree that research is needed to determine how and where to make predoctoral curricular changes that will have maximum impact on academic recruitment.

Self-perceived educational needs of junior assistant professors in Conservative Dentistry and Endodontics in France.

INTRODUCTION: Academic dental educators play a major role in training future dentists. They help students to develop medical knowledge and behavioural skills that improve the quality and rigor of their future practice. Therefore, their experience and knowledge are critical to ensure effective learning. However, a French national workshop revealed that most junior assistant professors lack educational skills at the beginning of their career. The aim of this study was to assess educational training needs of junior assistant professors in the Department of Conservative Dentistry and Endodontics. MATERIALS AND METHODS: An electronic survey was sent to junior assistant professors belonging to Departments of Conservative Dentistry and Endodontics within the 16 French dental schools in 2016. This survey was designed to collect data regarding their motivations, teaching expertise and interest in pedagogy. RESULTS: Sixty of the 69 junior educators turned in their answers, which represents a response rate of 87%. About 86.7% of respondents cited their attraction to teaching as one of the main reasons behind their application. The major difficulty encountered by junior faculty was related to course preparation. Only 15% had received educational training despite the fact that 98.3% were convinced of the usefulness of such a training for junior teachers. CONCLUSION: This study identified the motivations and difficulties encountered by junior assistant professors. This collection of educational needs should be considered when planning a national programme for educational training of dental faculty that will promote the acquisition of teaching skills and improve the education of dental students.

Developing educators of European undergraduate dental students: Towards an agreed curriculum.

INTRODUCTION: Recent developments in European dental education are student-focused, concerned with competency-based and problem-based learning. The development of dental educators has so far received little consideration. This study aimed to agree curriculum content for developing dental educators so that they are better able to support changing undergraduate dental education. METHODS: Adopting consensus methodology, a 2-round Delphi was conducted in 2012. Fifty-three dental educators and 39 dental students across Europe volunteered to take part. The Delphi questionnaire was developed based on literature, piloted and sent to participants to gather opinions and seek consensus on educational content using rating scales and open-ended questions. Numeric data were analysed using descriptive statistics, and qualitative data were analysed thematically. RESULTS AND DISCUSSION: This study revealed 7 domains of curriculum content for dental educators. Four of these domains were considered essential: educational principles; educational practice in dentistry; curriculum, quality and improvement; and educational professionalism. Three domains were viewed as optional and could be tailored to local needs: educational principles in relation to specific contexts, educational research, and educational and healthcare management. When developing training for dental educators, factors which need consideration were identified as the academic position and teaching experience of educators, and the nature of clinical dental education. CONCLUSION: The results are beneficial for individual educators to inform professional development plans; institutions to devise faculty developments; ADEE to inform policies on developing European dental educators; and other disciplines to inform training for their educators.

Experiences and Challenges of Clinical Dental Hygienists Transitioning into Teaching Roles.

Purpose: The purpose of this pilot study was to examine the experiences of novice dental hygiene faculty when transitioning from private practice into clinical teaching roles.Methods: A phenomenological qualitative study was performed using focus groups; data was collected from the responses provided from clinical faculty members during semi-structured interviews. Focus groups were comprised of three to four members. Participants were asked open-ended questions regarding their experiences, and to identify helpful strategies which assisted them as they entered the clinical teaching setting.Results: Participants were both female (n=16) and male (n=1), ranging from 25 to 60+ years of age, with clinical teaching experience ranging from 1 to 5 years. Emergent themes, identified from an analysis performed on the participant's responses, revealed numerous strategies encountered by novice faculty as they entered clinical teaching roles. Strategies found to be helpful during the transition into clinical teaching included: shadowing experienced faculty, availability of resources such as textbooks and course materials for use as teaching aids, and orientation sessions held prior to the beginning of each semester. Few challenges were identified from the participants' responses, however, younger novice faculty members shared challenges in regards to being taken seriously by students due to their age. Older faculty members found relearning course content and terminology to be challenging.Conclusion: Increased understanding of the unique experiences of novice clinical faculty, and identification of the successful strategies and challenges encountered by these individuals, may aid in developing effective approaches and programs for novice faculty as they enter clinical teaching roles.