Flexibility and access to dental postgraduate speciality training.

Increasingly, there is a clear emphasis on the need for improved access to flexible training. This reflects changing societal attitudes and expectations towards work-life balance and increasing demand for flexible working. The recently published Advancing dental care review: final report (2021) reflects these same demands within dental postgraduate training. Increasing flexible training options has the potential for far-reaching beneficial effects for dental speciality training. There are barriers to accessing speciality training for specific applicant groups and this risks potentially excluding excellent-quality candidates from pursuing speciality training. There is opportunity in utilising and developing flexible training options to support widening access to dental speciality training. Recruitment and working pattern arrangements should reflect these aspirations, ensuring that the best trainees are successful irrespective of their personal circumstances.

Differential attitudes and outcomes of endodontics education between mainland and non-mainland chinese students during COVID-19 pandemic.

BACKGROUND: The COVID-19 pandemic has changed the learning style and campus life of dental students. This study aimed to evaluate the learning attitudes and outcomes of endodontics among mainland Chinese students and non-mainland Chinese students (students from Hong Kong, Macao, and Taiwan) during the pandemic. METHODS: A cross-sectional survey was conducted in November 2022 at the School of Stomatology, Jinan University, utilizing a self-report online questionnaire, including demographic characteristics and attitudes toward the endodontic course and the COVID-19 pandemic. The endodontics scores were collected from recruited students for further analysis. The collected data were analyzed using SPSS 22.0 software, with independent two-sample t-tests to compare continuous variables and chi-square tests for categorical variables. RESULTS: A total of 215 dental students completed the survey, with 126 (58.6%) of them being non-mainland Chinese students. Compared to mainland Chinese students, non-mainland Chinese students had lower scores in both theoretical (63.6 ± 13.5 vs. 83.2 ± 8.00) and skill (88.4 ± 5.38 vs. 90.0 ± 4.91) endodontic assessments. Non-mainland Chinese students reported significantly greater impacts of the COVID-19 pandemic on their learning emotions, personal hygiene, and future career choices compared to mainland Chinese students. CONCLUSIONS: Non-mainland Chinese students had poorer academic performance in endodontics and experienced a greater impact from the COVID-19 pandemic in terms of their studies and lives. Dental educators should consider the diversity of students and take necessary measures to support their mental health and enhance learning outcomes in the post-COVID-19 era.

La evaluación en el posgrado mediante la educación a distancia durante la COVID-19 / Postgraduate evaluation through distance learning during COVID-19

Fundamento:La implementación de la educación a distancia en el posgrado durante la COVID-19 constituye una alternativa del sistema de educación superior cubana.Objetivo:Describir los resultados de la evaluación en el posgrado, mediante la modalidad de educación a distancia durante el tercer rebrote de la pandemia de COVID-19.Metodología:Se realizó un estudio observacional descriptivo transversal entre junio y julio de 2021, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Se consideraron como unidades de análisis: unidades didácticas, estudiantes (residentes), la población estuvo constituida por los 146 residentes que cursaban el 1.er año de la especialidad, se seleccionó una muestra aleatoria (n= 96). Se estudiaron las variables resultados de las evaluaciones de cada unidad didáctica y general del módulo (excelente, bien, regular y mal), grado de dificultad (muy difícil, difícil y sin dificultad) y nivel de satisfacción (satisfecho, medianamente satisfecho e insatisfecho). Como instrumento de medición se empleó el registro de evaluación y de entrevista, respectivamente. Se empleó el porcentaje como medida de resumen.Resultados:Más del 70 porciento de los residentes evaluados se encontró en la categoría de bien sin dificultad, estando satisfechos con la modalidad de educación a distancia.Conclusiones:Predominaron los resultados de “excelente” solo en la unidad didáctica 1 y de “bien” en la evaluación final del módulo. La unidad didáctica de “mayor dificultad” resultó ser la 2. La mayor cantidad de residentes refirió estar satisfecho con la modalidad de educación a distancia en el posgrado. [AU]

Análise do financiamento de pesquisas em Endodontia apresentadas nas reuniões anuais da Sociedade Brasileira de Pesquisa Odontológica: revisão bibliométrica / Análisis de financiamiento para investigaciones en Endodoncia presentado en las reuniones anuales de la Sociedad Brasileña de Investigaciones Dentales: revisión bibliométrica / Analysis of research funding in Endodontics presented at the annual meetings of the Brazilian Society of Dental Research: bibliometric review

O objetivo deste estudo foi realizar uma análise bibliométrica da produção científica em Endodontia apresentada nas reuniões anuais da Sociedade Brasileira de Pesquisa Odontológica (SBPqO), avaliando suas principais fontes de financiamento. Foi realizado um estudo observacional retrospectivo analisando os resumos publicados nos anais da SBPqO em um período de 10 anos (2011 a 2021), em todas as categorias. Para a coleta de dados foramutilizadas as palavras-chave "Endodontia", "canal radicular", "tratamento endodôntico", "forame apical" e "polpa dental". A extração dos dados foi realizada por dois avaliadores independentes, que identificaram 2534resumos. Com relação à distribuição de financiamento,foi possível observar que 33,93 % (n=860) dos estudos foram financiados. Dentre as agências de fomento que mais financiaram foram a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) (n=211; 24,53%) e o Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) (n=163; 18,95%), que são instituições de financiamento nacionais. Ao analisar a distribuição geográfica dos financiamentos observou-se que o Sudeste deteve 72,45% (n=270), sendo o estado de São Paulo o que mais recebeu incentivo (56,68%, n=211). Aregião Norte foi a que recebeu menor número de financiamentos. Na análise proporcional (quantidade de trabalhos financiados e presença de Programas de Pós-graduação em Odontologia por região), o Sudeste apresentou 3,87 financiamentos por programa . Durante a década avaliada, as pesquisas na área de Endodontia apresentadas na SBPqO aumentaram até 2018 e, em seguida, decresceram. A maioria das pesquisas se concentrou na área temática de materiais endodônticos (AU).

El objetivo de este estudio fue realizar un análisis bibliométrico de la producción científica en Endodoncia presentada en las reuniones anuales de la Sociedad Brasileña de Investigación Dental (SBPqO), evaluando sus principales fuentes de financiación. Se realizó un estudio observacional retrospectivo analizando los resúmenes publicados en los anales de la SBPqO durante un período de 10 años (2011 a 2021), en todas las categorías. Para la recolección de datos se utilizaron las palabras clave "Endodoncia", "endodoncia", "tratamiento endodóntico", "foramen apical" y "pulpa dental". La extracción de datos fue realizada por dos evaluadores independientes, que identificaron 2534 resúmenes. En cuanto a la distribución del financiamiento, se pudo observar que el 33,93% (n=860) de los estudios fueron financiados. Entre las entidades financiadoras que aportaron mayor financiamiento se encuentran la Coordinación de Perfeccionamiento del Personal de Educación Superior (CAPES) (n=211; 24,53%) y el Consejo Nacional de Desarrollo Científico y Tecnológico (CNPq) (n=163; 18, 95 %), que son instituciones financieras nacionales. Al analizar la distribución geográfica del financiamiento, se observó que el Sudeste poseía el 72,45%(n=207), siendo el estado de São Paulo el que recibió más incentivos (56,68%, n=211). La región Norte recibió el menor número de financiamiento. En el análisis proporcional (número de trabajos financiados y presencia de Programas de Postgrado en Odontología por región), el Sudeste presentó 3,87 financiamientos por programa. Durante la década evaluada, las investigaciones en el área de Endodoncia presentadas en la SBPqO aumentaron hasta 2018 y luego disminuyeron. La mayoría de las investigaciones se han centrado en el área temática de los materiales endodónticos (AU).

The aim of this study was to conduct a bibliometric analysis of the scientific production in Endodontics presented at the annual meetings of the Brazilian Society of Dental Research (SBPqO) evaluating its main sources of funding. A retrospective observational study was carried out analyzing abstracts published in the SBPqO proceedings in all categories, over a period of 10 years (2011 to 2021). For data collection, the keywords "Endodontics," "root canal," "endodontic treatment," "apical foramen," and "dental pulp" were used. Data extraction was performed by two independent reviewers who identified 2534 abstracts. Regarding the distribution of funding, it was observed that 33.93% (n=860) of the studies were funded. Among the funding agencies, the Coordination for the Improvement of Higher Education Personnel (Capes) (n=211; 24.53%) and the National Council for Scientific and Technological Development (CNPq) (n=163; 18.95%) were the ones that provided the mostfunding, both being national funding institutions. When analyzing the geographical distribution of funding, the Southeast region accounted for 72.45% (n=270), with the state of São Paulo receiving the most support (56.68%, n=211). The North region received the lowest amount of funding. In the proportional analysis (number of funded studies and the presence of Postgraduate Programs in Dentistry by region), the Southeast presented 3.87 fundings per program. throughout the evaluated decade, research in the field of Endodontics presented at SBPqO increased until 2018 and then decreased. Most of the research focused on the thematic area of endodontic materials (AU).

La evaluación en el posgrado mediante la educación a distancia durante la COVID-19 / Postgraduate evaluation through distance learning during COVID-19

Fundamento: La implementación de la educación a distancia en el posgrado durante la COVID-19 constituye una alternativa del sistema de educación superior cubana. Objetivo: Describir los resultados de la evaluación en el posgrado, mediante la modalidad de educación a distancia durante el tercer rebrote de la pandemia de COVID-19. Metodología: Se realizó un estudio observacional descriptivo transversal entre junio y julio de 2021, en la Facultad de Estomatología de la Universidad de Ciencias Médicas de Santiago de Cuba. Se consideraron como unidades de análisis: unidades didácticas, estudiantes (residentes), la población estuvo constituida por los 146 residentes que cursaban el 1.er año de la especialidad, se seleccionó una muestra aleatoria (n= 96). Se estudiaron las variables resultados de las evaluaciones de cada unidad didáctica y general del módulo (excelente, bien, regular y mal), grado de dificultad (muy difícil, difícil y sin dificultad) y nivel de satisfacción (satisfecho, medianamente satisfecho e insatisfecho). Como instrumento de medición se empleó el registro de evaluación y de entrevista, respectivamente. Se empleó el porcentaje como medida de resumen. Resultados: Más del 70 % de los residentes evaluados se encontró en la categoría de bien sin dificultad, estando satisfechos con la modalidad de educación a distancia. Conclusiones: Predominaron los resultados de "excelente" solo en la unidad didáctica 1 y de "bien" en la evaluación final del módulo. La unidad didáctica de "mayor dificultad" resultó ser la 2. La mayor cantidad de residentes refirió estar satisfecho con la modalidad de educación a distancia en el posgrado.

Background: The implementation of distance education at the postgraduate level during COVID-19 represents an alternative in the Cuban higher education system. Objective: To describe the results of the evaluation in posgrado, through the educational modality at distance during the third regrowth of the pandemic of COVID-19. Methodology: A cross-sectional descriptive observational study was conducted between June and July 2021 at the Faculty of Stomatology, University of Medical Sciences of Santiago de Cuba. The following units of analysis were considered: teaching units, students (residents), the population consisted of 146 residents in the first year of specialization, a random sample was selected (n= 96). The variables studied were the results of the evaluations of each didactic unit and the general evaluation of the module (excellent, good, fair, and poor), level of difficulty (very difficult, difficult, and no difficulty), and level of satisfaction (satisfied, moderately satisfied, and dissatisfied). The evaluation and interview registers were used as measurement instruments, respectively, and the percentage was used as a summary measure. Results: More than 70% of the residents evaluated were in the good without difficulty category and were satisfied with the distance learning modality. Conclusions: The results "excellent" predominated only in didactic unit 1 and "good" in the final evaluation of the module. The "most difficult" didactic unit was didactic unit 2. Most residents were satisfied with the distance learning modality in the postgraduate program.

World Federation of Orthodontists guidelines for postgraduate orthodontic education.

Advanced dental education programs in orthodontics and dentofacial orthopedics require an extensive and comprehensive evidence-based experience, which must be representative of the current didactic and technical advancements. Over the past 25 years, the World Federation of Orthodontists (WFO) has placed emphasis in the support for the recognized orthodontic specialty training programs in every region of the world. In its early years, the WFO developed general principles for specialty education that culminated in the first comprehensive curriculum recommendations, i.e., the WFO Guidelines for Postgraduate Orthodontic Education, which was published in February 2009. In view of the significant changes in the specialty of orthodontics, the WFO has revised and updated its previous document to reflect the expanded scope and demands of current orthodontic education and practice. The members of the task force participated in a thorough revision of the guidelines and created a new document that takes into consideration the didactic, clinical, and the appropriate physical facilities to provide clinical care, study, and research areas. Although it is recognized that there will be variations in teaching and faculty assets, as well as facilities, access to materials, and equipment, the aim of the WFO Educational Guidelines is to provide the minimum program requirements necessary to provide orthodontic specialty residents the educational experience that prepares them to deliver the best level of orthodontic treatment for their patients. It is recommended that these guidelines be used universally by orthodontic specialty program educators and related educational, scientific, and administrative institutions to evaluate and compare their curriculum to a world standard.

The Royal College of Surgeons of England, its Faculty of Dental Surgery and the origins of the Faculty of Dental Surgery.

The Royal College of Surgeons of England established a Faculty of Dental Surgery in 1947 as part of a wider reorganisation. Its Fellowship in Dental Surgery began at the same time and became a mark of recognition of high standing as part of training programmes for dental specialists. Although similar fellowships were later awarded by the surgical colleges in Edinburgh, Glasgow and Ireland, they are outside the scope of this article. Two questions are examined in this paper: when and why did they start?

Cone-beam computed tomography use in postgraduate orthodontic programs in North America and Europe.

OBJECTIVES: Cone-beam computed tomography (CBCT) has emerged over recent decades as a rapid acquisition technology that allows practitioners to view the craniofacial complex in high spatial detail. This study aimed to assess the latest trend of CBCT use in postgraduate orthodontic programs in North America and Europe/Australia. METHODS: An electronic multiple-choice survey was sent via email requesting anonymous participation of postgraduate orthodontic program directors: 73 in North America (as listed on the American Association of Orthodontists website) and 189 in Europe/Australia (as listed on the European Orthodontic Society website). Survey collection was over a 2-month period with two follow-up emails sent 2 weeks and 1 month after the initial email to each program director who had not responded. Responses were collected directly on Qualtrics for analysis. RESULTS: The response rate was 46.6% (34 responses) for North America and 11.1% (21 responses) for Europe/Australia. Results revealed that 100% of respondents from North America had access to a CBCT scanner, while 90.48% of respondents (19 responses) from Europe/Australia had access. Most North American postgraduate orthodontic programs have CBCT scanners within their clinic, while most European/Australian programs do not, and they refer patients to the radiology department. Although there is a higher percentage of programs in North America compared to Europe/Australia that use CBCT as part of routine orthodontic records for all patients, most programs in both regions use CBCT imaging for specific diagnostic purposes and not for routine records. CONCLUSION: Overall, North American programs have more access to CBCT scanners in postgraduate clinics and use CBCT imaging more routinely than European/Australian programs.

Practice patterns of postgraduate trained dentists in the United States.

OBJECTIVE: Postgraduate dental (PGD) primary care training has grown significantly. This study examines the individual, educational, community, and policy factors that predict practice patterns of PGD-trained dentists. STUDY DESIGN: Individual dentist records from the 2017 American Dental Association Masterfile, with indicators of Medicaid participation and practice in a Federally Qualified Health Center (FQHC), were linked to postdoctoral training, community/practice location, and state policy factors. Generalized logistic models, adjusted for these factors, were used to predict PGD-trained dentists: (1a) serving Medicaid children, (1b) accepting new Medicaid patients, and (2) working in an FQHC. RESULTS: Individual attributes that predicted serving Medicaid children included all race/gender combinations (vs. White females), and foreign-trained dentists and contractors/employees/associates (vs. practice owners). Black women are most likely to work in an FQHC. Residency attributes that predicted serving Medicaid children and working in an FQHC were Health Resources and Services Administration postdoctoral funding and being community based. Dentists practicing in rural or high-poverty communities were more likely to serve Medicaid children and work at FQHCs. States with higher levels of graduate medical education investment, higher Medicaid rates, and more generous adult dental Medicaid benefits increased the likelihood of serving Medicaid children, while states with more expansive adult dental Medicaid benefits increased the likelihood of working in an FQHC. CONCLUSION: Federal training investment in PGD education combined with Medicaid payment and coverage policies can strongly impact access to dental care for vulnerable populations. Yet, oral health equity cannot be achieved without increasing dentist workforce diversity.

Trends in postgraduate dental training in the United States.

OBJECTIVE: This study examines the individual, educational, and policy factors that predict dentists pursuing postgraduate dental (PGD) training. METHODS: Individual dentist records from the 2017 American Dental Association Masterfile were linked with pre-doctoral training attributes and state-level dental policy factors. Generalized logistic models, adjusted for individual, educational, and policy factors, were used to predict: (1) attending any PGD program, and (2) primary (i.e., advanced general practice, pediatrics, or dental public health, per the Health Resources and Services Administration [HRSA]) versus specialty care. RESULTS: The majority of new PGD residency slots (77%) were in primary care. Women held 56% of primary care slots; men held 62% of specialty slots. Individual characteristics that predicted PGD primary care training included being Black, Hispanic, Asian, or other race; being male or older age reduced the odds. Pre-doctoral school characteristics that predicted PGD primary care training included having a pre-doctoral HRSA grant, affiliation with an academic medical center, and being a historically Black college/university; being a private school or in a small metro area lowered the odds. At the policy level, the strongest predictors of attending PGD primary care training are a residency requirement in the state you currently practice in and federal graduate medical education (GME) investment per residency slot. CONCLUSION: Pursuing PGD training is variable based on the race/ethnicity/gender of the dentist. Federal investments in pre-doctoral dental education and GME can drive equity, as they significantly increase the odds that dentists will go on to PGD training, as do state licensure requirements.

Safety Training in US Pediatric Dentistry Advanced Education Programs: A Survey of Program Directors.

Purpose: Incorporation of patient safety and quality improvement into the educational framework of all health care trainees, including those in dentistry, is growing. The purpose of this study was to characterize the current state of patient safety training and education in US pediatric dentistry residency programs. Methods: A 19-item web-based survey was emailed to all US pediatric dentistry residency program directors in 2021. The survey collected information regarding program background, safety education, safety protocol and experience, attitudes toward safety, and potential support for safety education. Data were analyzed using descriptive statistics and Fisher's exact test. Results: Seventy-two directors (76 percent response rate) completed the survey. The majority felt safety education was somewhat (11 percent, N equals six) or extremely important (68 percent, N equals 49) for residents. Only six percent (N equals four) reported residents entered their program with an adequate understanding of safety science. Most (74 percent, N equals 53) taught safety science through both didactic seminars and clinical experience. Timeouts under general anesthesia (78 percent, N equals 56) and emergency simulations (72 percent, N equals 52) were more common modes of clinical safety training. Overall, a limited number of program directors had familiarity with many safety tools used to prevent adverse events. Program directors' experience with adverse events was not associated with opinions regarding the importance of safety education. The majority expressed interest in AAPD supporting safety education. Conclusions: Although program directors feel safety education is important, programs do not sufficiently address safety education and look for support to help integrate safety measures into education.

Adesão ao formato preprint por docentesde odontologia das universidades públicas do Rio Grande do Sul / Adherence to the preprint format by dentistry professors from public universities in Rio Grande do Sul

Objetivo: Avaliar a aderência à publicação de preprints pelos professores dos cursos de pós-graduação em Odontologia, das três Universidades Federais do Estado do Rio Grande do Sul (UFRGS, UFPel e UFSM) (n = 97). Materiais e métodos: Quatro revisores realizaram a busca de publicações em formato preprint, em maio de 2021, nas plataformas MedArxive SciELO Preprints, por cada professor incluído. Os mesmos revisores extraíram os dados que foram checados por um quinto revisor. Para a avaliação e comparação das dife-rentes universidades foi utilizado o teste exato de Fisher, com posterior análise dos resíduos com α corrigido. Para a comparação entre as plataformas foi realizado o teste do Qui-quadrado de Pearson (α = 0,05). Resultados: Os resul-tados mostraram que 16,5% (n=16) do total de professores incluídos já haviam publicado pelo menos 1 preprint em alguma das duas plataformas, sendo que a UFPel diferiu estatisticamente das outras universidades, apresentando o maior número de aderência seguido pela UFRGS e UFSM (p=0,038). Não houve diferença estatística quanto a com-paração das plataformas pesquisadas (p=0,306). Discussão: Os achados demonstram que este formato, mesmo que de forma incipiente, já é uma realidade na área de Odontologia. Conclusão: Os achados deste estudo indicam uma baixa taxa de aderência ao formato de publicação preprint pelos professores dos programas de pós-graduação em Odontologia das universidades públicas do Rio Grande do Sul.

Aim: To evaluate the adherence to the publication of preprints by professors of postgraduate programs in Dentistry, from the three Federal Universities of the Rio Grande do Sul (UFRGS, UFPel and UFSM) (n = 97). Mate-rials and methods: Four reviewers performed a search for publications in the preprint format, in May 2021, on the MedArxiv and SciELO Preprints platforms, for each included professor. The same reviewers extracted the data which were checked by a fifth reviewer. Fisher's exact test was used for the evaluation and comparison of the different universities. For comparison between platfor-ms, Pearson's Chi-square test was applied with α = 0.05. Results: The results showed that 16.5% (n=16) of the total number of professors included had already published at least 1 preprint on either of the platforms, with UFPel differing statistically from the other universities, with the highest membership followed by UFRGS and UFSM (p = 0.038). There was no statistical difference between the platforms concerning the number of published pre-prints (p=0,306). Discussion: The findings demonstrate that this format, even incipiently, is already a reality in the Dentistry field. Conclusion: The findings of this study indicate a low rate of adherence to the preprint publication model by professors of the postgraduate programs in Dentistry in the public universities in of the Rio Grande do Sul state in Brazil.

Producción científica estudiantil en revistas odontológicas indexadas en SciELO, 2018 y 2019 / Students' scientific production in dental journals indexed in SciELO, 2018 and 2019

Introducción: Publicar artículos desde el pregrado permite al estudiante culminar el proceso de investigación y desarrollar habilidades útiles para el posgrado. Objetivo: Describir la producción científica estudiantil en las revistas odontológicas indexadas en la colección SciELO durante los años 2018 y 2019. Métodos: Se realizó un estudio observacional, descriptivo, de corte transversal, considerando como unidad de análisis los artículos. Se consideraron las revistas indexadas en la colección en el momento de las búsquedas, así como las que incluyeron en sus artículos información relacionada con el grado académico de los autores. Se estudiaron las siguientes variables: nombre de la revista, factor de impacto, artículos con participación estudiantil, año de publicación, idiomas, tipologías, temáticas, número de estudiantes por artículo, tipos y modalidad de autoría, países, universidades y citas. Resultados: Se evaluaron nueve revistas y en tres no se encontraron artículos con autoría estudiantil. Se publicaron 889 artículos, de los cuales el 3,49 por ciento tuvo participación de estudiantes. International Journal of Odontostomatology (5,41 por ciento) fue la revista con más artículos con autoría estudiantil. El 67,74 por ciento de los artículos fueron originales. Los autores estudiantiles brasileños y peruanos publicaron igual número de artículos (n = 8). El 19,35 por ciento de los artículos investigó temas de cirugía maxilofacial. Tres artículos estuvieron afiliados a la peruana Universidad Nacional Mayor de San Marcos. Conclusiones: La producción científica estudiantil en las revistas odontológicas indexadas en SciELO es baja y se concentra principalmente en los artículos originales(AU)

Introduction: Publishing articles during undergraduate training makes it possible for students to complete the research process and develop skills useful for graduate education. Objective: Describe students' scientific production in dental journals indexed in the SciELO collection during the years 2018 and 2019. Methods: A cross-sectional observational descriptive study was conducted in which articles were the units of analysis. The journals considered were those indexed in the collection when the search was performed and those including articles containing information related to the academic degree of authors. The variables considered were journal name, impact factor, articles with students' participation, year of publication, languages, typologies, topics, number of students per article, authorship types and modes, countries, universities and citations. Results: Nine journals were evaluated, three of which did not contain any article of student authorship. A total 889 articles were published, with students participating in 3.49 percent of them. The International Journal of Odontostomatology (5.41 percent) was the journal with the largest number of articles of student authorship. 67.74 percent of the articles were original. Brazilian and Peruvian student authors published the same number of articles (n = 8). 19.35 percent of the articles dealt with topics related to maxillofacial surgery. Three articles were affiliated to the Peruvian National University of San Marcos. Conclusions: Students' scientific production is low in dental journals indexed in SciELO, and is mainly composed of original articles(AU)

Perfil técnico-científico de egressos de um Mestrado Profissional em Odontologia: estudo de corte transversal / Technical-scientific profile of graduates from a Professional Master's degree course in Dentistry: a cross-sectional study

Atualmente tem havido uma crescente demanda por mestrados profissionais. Contudo, o impacto desta modalidade de pós-graduação stricto sensuna sociedade ainda tem sido pouco avaliado.O presente estudo objetivou caracterizar o perfil dos egressos de um mestrado profissional em Odontologia de uma instituição de ensino superior privada, acerca da sua inserção no mercado de trabalho, qualificação e produção técnico-científica.Tratou-se deum estudo retrospectivo, de corte transversal, decaráter censitário. Foram utilizadas como estratégias de busca dos egressosasredes sociais, número de telefones fixo e móvel, e-mail pessoal e institucional. Para coleta de dados foi utilizado um questionário semiestruturado elaborado pelos pesquisadores, nos formatos físico e eletrônicoqueforam organizados em uma tabelaunidimensional de frequência, a partir da qual foram identificados os seus respectivos percentuais. Foi constatado que 71,8% dos egressos responderamaos questionários enviados.A maioria dos egressos conseguiu se inserir no mercado de trabalho de forma destacada, pois 62,1% destes ingressaramem atividades relacionadas à docência. Cerca de86,5% publicarama sua pesquisa sob a forma de artigo científico, além das produções técnicas destacadas,como apresentações de trabalho em congressos, entrevistas, textos informativos em websites e cursos ministrados. Constatou-se aparticipaçãoem atividades do setor público e privado, com percentuais de 43,2% e 56,8%, respectivamente.Conclui-se que o perfil dos egressos do mestrado profissional em Odontologiaavaliado neste estudo foi caracterizado por ampla participação em atividades relacionadas à docência, assim como em pesquisas e trabalhos técnicos, com participação significativa nos setores público e privado. Essa modalidade de pós-graduação propiciouao egresso uma formação tecnicamente qualificada, caracterizando-se como uma prática avançada e transformadora (AU).

Nowadays there's a growing demand for professionals master's degrees course. However, the impact of this stricto sensu postgraduate studies modality in society has been lowly evaluated. This study aims to characterize the profile of students who graduate from a professional master's degree course from a private higher education institution, through their entry in labor market, qualification and technical-scientific production. This is a retrospective cross-sectional census study. Social media, phone and cellphone numbers and personal and institutional emails were used as research strategies of those students who graduated the program. A semi-structured questionnaire was created by the researchers of this study, available in both online and offline versions, to collect data and it was organized in a one-dimensional frequency table, where the following percentage rates were identified. It was found that 71,8% of the graduates responded to the form sent to them. Most of them managed to entry the labor market in an outstanding way, because 62,1% of those joined activities related to teaching. Around 86,5% of them published their researches as scientific manuscripts, beside their outstanding technical production, such as conference presentations, interviews, online informative texts and courses taught. The participation in public and private sectors activities was found in 43,2% and 56,8% of them, respectively. It is concluded that the profile of the students who finish the professional master's degree course in Odontology evaluated in this study is characterized for significant participation in activities related to teaching, such as technical researches and work, with significant participation in the public and private sectors. This modality of postgraduate course provided to the graduates a technically qualified training, characterized as an advanced and transforming practice (AU).

Experiência de integração ensino-serviço-comunidade na formação docente em Odontologia / Experience of teaching-service-community integration in the teacher training in Dentistry

Formar docentes aptos à promoção do ensino preconizado pelas Diretrizes Curriculares Nacionais é fundamental na Odontologia. Este estudo objetivou relatar experiências formativas no estágio docente de alunos de Pós-Graduação em Odontologia, na área de Odontologia em Saúde Coletiva, de uma universidade brasileira, com integração ensino-serviço-comunidade, pelo método da reflexão crítica. As atividades foram conduzidas no eixo da Interação Comunitária, junto a centros de saúde da Secretaria Municipal de Saúde (SMS), e no projeto de extensão "Promoção de Saúde na Comunidade Escolardo Colégio de Aplicaçãoda UFSC". As práticas pedagógicas com graduandos, docentes, preceptores da SMS e pós-graduandos envolveram reuniões de equipes, usuários e conselhos de saúde, atividades intersetoriais, integração comunitária, clínica ampliada, promoção dasaúde bucal, com discussões crítico-reflexivas para significar o processo de trabalho em saúde bucal. Na extensão, realizaram-se parcerias com o Departamento de Odontologia da Universidade, a SMS e a Associação de Pais e Professor;reuniões interdisciplinares entre extensionistas, pós-graduandos e professores do colégio; atividades educacionais com metodologias ativas de ensino-aprendizagem (MAEA); emprego do Índice de Necessidades de Tratamento Odontológico; atividades de prevenção e atendimento clínico aos escolares. Houve aprendizagem pedagógica com conteúdos de epidemiologia, atenção à saúde, educação em saúde, planejamento, gestão e avaliação, controle social e aprendizados transversais. O estágio docente no contexto comunitário e de ensino-pesquisa-extensão favoreceuvínculos e as MAEA mostraram a potência do espaço formador para o futuro docente de Odontologia em Saúde Coletiva, capaz de promover uma formação mais harmônica ao perfil profissional almejado ao cirurgião-dentista (AU).

Training professors who are able to promote teaching based on the Brazilian National Curricular Guidelines is essential in Dentistry.This study aimed at reporting training experiences in the teaching internship for post-graduation students inCollective Health Dentistry in a Brazilian university with teaching-service-community integration bythe critical reflection method. The activities were developed in the Community Interaction axis, at the health centers in the Municipal Health Secretariat (Secretaria Municipal de Saúde-SMS) and in the extension project "Promotion of Health in the School Community of Colégio de Aplicação at UFSC".Pedagogical practices with graduating students, professors, SMS preceptors and post-graduating students includedmeetings with teams, users and health councils, inter-sectoral activities, community integration, expanded clinic, oral health promotion, withcritical-reflective discussions to signify the process of work in oral health. In the extension program, partnerships were developed with the University Department of Dentistry, SMSand the Parents and Teachers Association, inter-disciplinary meetings among the extension students, post-graduation students, and school professors; educating activities with active teaching-learning methodologies (Metodologias Ativas de Ensino-Aprendizagem -MAEA); use of the Dental Treatment Needs Index;activities for the prevention and clinical care forschool children. Pedagogical learning was obtained with content including epidemiology, health care, health education, planning, management and evaluation, social control, and transversal learnings. The internship in the community and teaching-research-extension context favored the bonds and the MAEA, emphasizing the potential of the training space for the future professor in Collective Health Dentistry, which is capable ofpromotinga more harmonious training to the professional profile sought by the dental surgeon (AU).

A Odontologia na Residência Multiprofissional em Saúde: experiência da formação na rede de atenção à saúde / Dentistry in Multiprofessional Residency in Health: experience of training in the health care network

A Residência Multiprofissional em Saúde, modalidade de pós-graduação lato sensucom formação em serviço e duração de dois anos, permite a articulação de conhecimentos específicos, comuns e de trabalho em equipe, para o alcance do cuidado integral e humanizado ao usuário e comunidade. Esse artigo tem por objetivo relatar a experiência de formação em serviço na área de Odontologia de um Programa de Residência Multiprofissional em Atenção Integral à Saúde na Rede de Atenção à Saúde Bucal. O programa de residência, tem carga horária semanal de 60 horas, envolve atividades teóricas e práticas de ensino divididas em eixos transversais, comum às diferentes áreas, e específico para cada profissão, sendo 60% da carga horária na atenção primária, 20% na atenção secundária e 20% naatenção terciária, em diferentes cenários de prática da rede de atenção à saúde bucal. Conta com 36 residentes multiprofissionais, dentre esses, 6 cirurgiões-dentistas. Nos módulos teóricos, específico e comum, utilizaram-se metodologias ativas e ambientevirtual de aprendizagem para discussão teórica, e a tutoria de campo deu subsídios ao desenvolvimento de práticas interprofissionais colaborativas e à organização do processo de trabalho na atenção primária. A integração com diferentes áreas da saúde e a reflexão e problematização das práticas tem potencializado o trabalho em equipe, visando àintegralidade do cuidado em saúde. Essa modalidade de formação para a área da Odontologia tem se mostrado importante para o desenvolvimento de habilidades e competências colaborativas dos cirurgiões-dentistas e qualificação do Sistema Único de Saúde (AU).

The Multiprofessional Residency in Health, a two-year lato sensupost-graduate program with training in service, allows the articulation of specific, common and teamwork knowledge, to achieve comprehensive and humanized care to the user and community. This article aims to report the experience of in-service training inthe field of Dentistry of a Multiprofessional Residency Program in Integral Health Care in the Oral Health Care Network. The residency program, with weekly workload of 60 hours, involves theoretical and practical teaching activities divided into transversal axes, common to different areas, and specific for each profession, being 60% of the workload in primary care, 20% in secondary care and 20% in tertiary care, in different scenarios of practice of the oral health care network. It has 36 multiprofessionalresidents, including 6 dentists. In the theoretical, specific and common modules, active methodologies and virtual learning environment were used for theoretical discussion, and field mentorship support the development of collaborative interprofessional practices and the organization of the work process in primary care. The integration with different areas of health, and reflecting on and problematizing practices, enhanced teamwork aiming at a comprehensive health care. This modality of training for the area of Dentistry has proved important for the development of collaborative skills and competences of dentists and qualification of the Unified Health System (AU).