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]

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.

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)

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).

Brazilian advanced specialty programs in endodontics: characteristicsand distribution / Cursos de especialização em endodontia no Brasil: características e distribuição

The existence of several Endodontics specialty programs in Brazil is known. However, there was no precise information regarding their geographic distribution, duration, workloadandthe profiles of the program's directors. There was also no meanstodetermineif the requirements defined by the country's legal bodies were fulfilled by the institutions.The present cross-sectionalstudy was conductedto bring together characteristics and peculiarities of all Brazilian endodontics advanced specialty programs, searching for information on the regulatory-agencies webpages and other venues. We searched the Ministry of Education'swebsite to locateinformation such as geographical location, duration (months), number of hours, and program director professional degreeprofile.Program's homepages were searched to collect additional information­frequency, periodicity, costs, number of faculties. The searcheswere made between August 2019 and October 2019,identifying 505 registered programs and 117specific program's websites. It was observed that 39% of the programsare in the Southeast regionand 61.2% have a duration of 24 months. Additionally, a majority of the program's directorswere male, accounting for 69.1% of the sample. The most common highest qualification held by themwas a Masters' degree(45.1%).Regarding the 117programs that had specific websites,they presented insufficient information, for instance:the frequency was only reported in 81 programs/websites, the number of teachersonlyin 51,andtotal feesonlyin 65. It wasconcluded that there arevarious Endodontic specialization programs in Brazil, benefiting the different students' profiles. Also, there is alack of clear information on some programs (AU).

Sabe-se da existência de diversos cursos de especialização em Endodontia no Brasil. Porém, não havia informações precisas acerca da distribuição geográfica, duração, carga horária e perfil dos diretores dos cursos. Também não havia formas de determinar se as exigências definidas pelos órgãos legais do país estavam sendo cumpridas. O presente estudo transversal foi conduzido para reunir características e peculiaridades de todos os cursos de especialização em Endodontia no Brasil, buscando informações nos sitesdas agências reguladoras e em outras fontes. Buscou-se o site do Ministério de Educação para encontrar informações quanto à localização geográfica, duração (em meses), número de horas e perfil profissional do(a) coordenador(a) do curso. Os sites dos cursos foram pesquisados para coleta de informações adicionais ­frequência, periodicidade, custos, número de professores. As buscas ocorreram entre agosto e outubro de 2019, identificando 505 cursos registrados e 117 sitesespecíficos desses cursos. Observou-se que 39% dos cursos localizam-se na região Sudeste e 61,2% têm uma duração de 24 meses. Ainda, a maioria dos coordenadores são do sexo masculino, somando 69,1% da amostra. A maior qualificação entre eles foi o título de Mestre (45,1%). Em relação aos 117 cursos que possuíam sitesespecíficos, as informações apresentadas foram insuficientes: a frequência foi informada apenas em 81 programas/sites, o número de professores apenas em 51 e o total de mensalidades apenas em 65. Conclui-se que há uma grande quantidade de cursos de Endodontia no Brasil, beneficiando os diferentes perfis dos estudantes. Ainda, há uma falta de informação clara sobre alguns cursos (AU).

Trajetória de educação na pós-graduação e atuação profissional de egressos de Odontologia: uma análise de doze anos (2007 a 2019) / Patterns of further education and employment of dental graduates: a twelve-year analysis from 2007 to 2019

Avaliar a trajetória de graduados em Odontologia é importante para garantir o alinhamento adequado dos currículos odontológicos às necessidades da sociedade. Este estudo observacional transversal descritivo teve como objetivo caracterizar o perfil sociodemográfico-familiar e a trajetória de educação na pós-graduação e de atuação profissional de cirurgiões-dentistas egressos de universidade pública do Sul do Brasil. Foram convidados a participar do estudo todos os egressos que concluíram a graduação em Odontologia nesta universidade, entre 2007 e 2019. A coleta de dados aconteceupelo autopreenchimento de instrumento semiestruturado online, pré-testado, organizado em três dimensões (perfil sociodemográfico-familiar, educação na pós-graduação e atuação profissional). Aanálise das questões objetivas foi realizada por estatísticas descritivas e as abertas pela análise temática de conteúdo. Participaram do estudo 245 cirurgiões-dentistas (percentual de resposta: 25,7%). A maioria eram mulheres (68,6%), com 26 a 32 anos (73,9%), solteiros (71,4%), sem filhos (92,7%), naturais (51,4%) e residentes (59,2%) na cidade onde cursaram Odontologia e trabalham (67,5). A renda pessoal mensal foi de 5 a 10 saláriosmínimos (36,7%). Atuam na Odontologia (97,1%) e estão satisfeitos com a profissão (79,6%). Realizaram ou estão realizando cursos de pós-graduação (94,3%), concluídos em até três anos após a graduação (58%), principalmente especialização (62,8%), nas áreas de Saúde Coletiva, Ortodontia e Implantodontia. Setor privado mostrou-seo maior empregador dos cirurgiões-dentistas (60,8%), entretanto, a atuação no serviço público cresceu entre os egressos de 2010-2019 (2,4% para 20,7%). Estudos de acompanhamento destes egressos são recomendados para avaliação do curso e das demandas/desafios contextuais que caracterizam a profissão de cirurgião-dentista no Brasil (AU).

The assessment of dental graduates' trajectory over time is important to ensure a proper alignment of dental curricula with the needs of society. This cross-sectional, observational anddescriptivestudy aimed at characterizing the sociodemographic profile, the postgraduateeducation choices,and the employment pattern of dental graduates from a publicuniversity in the South region of Brazil. Dental graduates from 2007 to 2019 were invited to participate via e-mail. The survey was self-administered and hosted online. The content of the surveyencompassed three main spheres of interest-sociodemographic profile, postgraduateeducation choices, and employment pattern. Atotalof245 graduates participated in the study(response rate of 25.7%). The majority were women(68.6%), aged 26 to 32 years old (73.9%), single (71.4%), without children (92.7%), born (51.4%) and residing(59.2%) inPorto Alegre, the city in which the university is located and where they work (67.5%). Monthly income reported was 5 to 10 times the minimum wage (36.7%). Most participantswere activelyworkingin Dentistry (97.1%) and weresatisfied with the dental profession (79.6%). The majority attendedor is currently enrolled in postgraduatecourses (94.3%), completedwithin three years after graduation, mainlyspecialization courses (62.8%), in the areas of Public Health, Orthodontics and Implantology. Most reported to be working in the private sector (60.8%). However, there was an increase in employmentin the public sector among those who graduatedbetween2010and 2019compared to 2007-2008(from 2.4% to 20.7%). Fundamentally, the continuing assessment of dental graduates' path and perceptions is essential to better adjust and shape dental curricula in the future (AU).

Perfil dos endodontistas de uma metrópole brasileira quanto ao atendimento odontológico a pacientes com necessidades especiais / Profile of endodontists in a Brazilian metropolis regarding dental care for patients with special needs

O objetivo do estudo foi caracterizar o perfil dos endodontistas do estado de São Paulo, Brasil em relação ao tratamento odontológico depacientes com necessidades especiais (PNE). Um questionário onlinesobre capacitação do profissional e dados sobre o atendimento odontológico de PNEfoi enviado para 3.500 endodontistas registrados no Conselho Regional de Odontologia de São Paulo. Dentre os 138 profissionais que retornaram, 57,2% eram do sexo feminino; 34,8% estavam na faixa etária entre 31e 40 anos; 42,8% tinham entre 11 e20 anos de formados; e 38,4% possuíam 11 a 20 anos de especialidade. Apenas 22,5% eram capacitados para o atendimento de PNE, sendo que desses, 58,1% tiveram apenas aula teórica. Dos que não receberam capacitação na pós-graduação, 80,4% gostariam de ter recebido. Com relação ao interesse em cursos de atendimento a PNE após a especialização, observou-se que apenas 15,9% realizaram algum tipo de curso, a maioria apenas teórico. Em relação às dificuldades durante o atendimento de PNEa "falta de colaboração do paciente durante o atendimento" foi citada por 74,6%, a "insegurança devido àfalta de preparo profissional" por 55,0%. A análise da associação das variáveis pelo teste Qui-quadrado apontou que quanto maior o tempo de formação, menor essa dificuldade (p=0,0415). Os especialistas encontram mais dificuldades comparados aos que tem formação associada (mestrado e doutorado) (p=0,0369). Não houve associação significativa entre as dificuldades e o tipo de instituição de formação(pública ou privada) (p>0,05). O panorama atual da formação do endodontista não contempla o atendimento as pessoas com necessidades especiais (AU).

The aim of this study was to characterize the profile of endodontic professionals from the state of São Paulo, Brazil in relation to dental treatment for patients with special needs (PSN). An online questionnaire on professional training and data on PSN dental care was sent to 3,500 endodontic professionals registered with the São Paulo Regional Dental Council in 2017. Of the 138 returning professionals, 57.2% were female; 34.8% aged 31-40 years; 42.8% had 11-20 years since graduation; 38.4% had 11-20 years of endodontic specialization. Only 22.5% were trained to provide dental care to PSNs and of these, 58.1% had only theoretical classes. Of those who did not receive post-graduation training, 80.4% would like to have received it. Regarding the interest in PSN care courses after specialization, it was observed that only 15.9% performed some type of course, most of them theoretical only. Regarding difficulties during PSN care, "lack of patient collaboration during care" was mentioned by 74.6%, and "insecurity due to lack of professional preparation" by 55.0%. The analysis of the association of variables by the Chi-square test showed that the longer the training time, the lower the difficulty during PSN care (p=0.0415). Specialists find more difficulties compared to those with associated training (masters and doctorate) (p=0.0369). There was no significant association between difficulties in PSN care and typeof HEI (public or private) (p> 0.05). The current panorama of endodontic professional training does not seem to include care for patients with special needs (AU).

Educación a distancia de la maestría Atención Estomatológica Comunitaria durante el periodo de COVID-19 / E-learning of the Community Dental Care master's degree during COVID-19

RESUMEN Fundamento: Mantener las formas organizativas de la formación académica con métodos alternativos es una necesidad en los momentos actuales debido a la difícil situación que ha impuesto la pandemia de COVID-19. Objetivo: Describir las modalidades de educación a distancia utilizadas en la maestría Atención Estomatológica Comunitaria en tiempos de la pandemia COVID-19. Metodología: Se realizó una investigación descriptiva en la Universidad de Ciencias Médicas de Sancti Spíritus entre marzo y junio de 2020 con la aplicación de métodos del nivel teórico (analítico-sintético; inductivo-deductivo) y empírico (análisis de documentos). Resultados: El correo electrónico, el intercambio de medios electrónicos de almacenamiento, la vía telefónica, el grupo de WhatsApp y la autopreparación fueron las principales modalidades implementadas en las condiciones de restricción de movilidad y distanciamiento social que impuso la situación epidemiológica actual. Conclusiones: Las modalidades de educación a distancia utilizadas permitieron contextualizar el proceso de enseñanza-aprendizaje de la maestría a los tiempos de pandemia.

ABSTRACT Background: At present to maintain the structural forms of academic training with alternative methods is essential due to the difficult situation imposed by COVID-19. Objective: To describe the e-learning modalities used in the Community Dental Care master's degree in times of COVID-19. Methodology: A descriptive research was conducted at the Sancti Spíritus University of Medical Sciences between March and June 2020 with the application of theoretical (analytical-synthetic; inductive-deductive) and empirical (document analysis) methods. Results: E-mail, the exchange of electronic storage media, the telephone, the WhatsApp group and self-preparation were the main modalities implemented in the conditions of mobility restriction and social distance imposed by the current epidemiological situation. Conclusions: The e-learning modalities used allowed contextualizing the teaching-learning process of the master's degree to the times of pandemic.

E-learning no ensino da Tomografia Computadorizada de Feixe Cônico a estudantes de pós-graduação em Odontopediatria / E-learning in the teaching of Cone Beam Computed Tomography to graduate students in Pediatric Dentistry

O uso de computadores e internet na educação é definido como e-Learning, uma metodologia que pode ser aplicada de forma síncrona ou assíncrona. Uma abordagem promissora que combina estas duas configurações é a Sala de Aula Invertida Online, na qual parte do conteúdo é disponibilizado via assíncrona, permitindo aos alunos um autoestudo prévio ao encontro síncrono. Este estudo avaliou duas modalidades de e-Learning: Síncrona e a Sala de Aula Invertida Online, no ensino de Tomografia Computadorizada de Feixe Cônico (TCFC) a estudantes de pós-graduação em odontopediatria. A amostra foi composta por 30 estudantes de pós-graduação em odontopediatria, que foram aleatoriamente alocados em dois grupos: Síncrono (n=15) e Sala de aula Invertida Online (n=15). Inicialmente, todos responderam a um pré-teste. Os alunos do grupo Síncrono assistiram aulas sobre TCFC com duração de 60 minutos, por três semanas consecutivas. Metade do tempo era destinado à apresentação do tema e a outra metade à discussão dos tópicos abordados e à aplicação de um jogo em forma de quiz. Os encontros, agendados por meio de uma sala de aula virtual Google, foram realizados via plataforma Google meet. Os alunos do grupo Sala de Aula Invertida Online receberam três vídeo aulas, com duração máxima de 30 minutos cada, produzidas com os mesmos slides das aulas do grupo síncrono, porém acrescidas de um áudio explicativo. As vídeo aulas foram disponibilizadas em uma sala de aula Google quatro dias antes dos encontros síncronos, que aconteceram por três semanas consecutivas e tinham duração de 30 minutos. Os encontros visavam discutir os tópicos abordados, assim como aplicar os mesmos quizzes utilizados no grupo síncrono. Os alunos podiam participar em fórum de discussão e enviar mensagens privadas para o instrutor. Todos os participantes tiveram acesso a um material adicional de estudo, como links de acesso para artigos científicos e um vídeo publicado no YouTube sobre como analisar um volume de TCFC. Após as aulas, os participantes responderam a um pósteste e a um questionário qualitativo, que investigou as percepções dos alunos sobre a experiência na e-Learning, seus relacionamentos, motivações e uso de jogos em um ambiente virtual de aprendizagem. Para análise das variáveis qualitativas foi aplicado o teste quiquadrado ou a análise descritiva de múltiplas respostas e para as variáveis quantitativas, o modelo de Equações de Estimações Generalizadas ou o teste McNemar. Em relação ao conhecimento, não houve diferença entre os grupos nos resultados das suas médias de notas nos pré e pós testes, independente da forma de e-Learning utilizada (p > 0,05), havendo um ganho de conhecimento igualmente eficiente (p <0,001). Não foram encontradas diferenças relacionadas às questões subjetivas (p > 0,05), exceto na preferência dos alunos pela sala de aula invertida online (p<0,001). A e-Learning foi capaz de promover um ganho de conhecimento para o ensino da TCFC em odontopediatria e os estudantes mostraram-se satisfeitos com esta metodologia. Os resultados deste estudo incentivam o uso de métodos online para o ensino odontológico e demonstram a preferência dos alunos pela sala de aula invertida online (AU)

The use of computers and the internet to transfer educational content is defined as e-Learning, a methodology that can be applied synchronously or asynchronously. A promising approach that combines these two configurations is the Online Flipped Classroom, in which some of the content is available via asynchronous, allowing students a self-study prior to the synchronous meeting. This study assessed two modalities of e-Learning - Synchronous and the Online Flipped Classroom - in teaching Cone Beam Computed Tomography (CBCT) to graduate students in Pediatric Dentistry. The sample consisted of 30 graduate students attending a postgraduate program in Pediatric Dentistry, who were randomly assigned into two groups: Synchronous (n=15) and Online Flipped Classroom (n=15). Initially, all participants answered a pre-test. The synchronous group attended 60 minutes classes for three consecutive weeks. Half of that time was used to discuss the topics as well as play a quiz. The meetings were scheduled through a Google Classroom and held through the Google Meet platform. During three consecutive weeks, the online flipped classroom group received video lessons, that did not exceed 30 minutes in length, produced with the same PowerPoint presentations used in the synchronous group classes plus explanatory audios. The video lessons were made available by a Google Classroom four days before the 30 minutes synchronous meetings. The purpose of these meetings was discussing the topics covered, as well as apply the same quizzes used for the other group. Students were encouraged to participate in discussion forums as well assending private messages to the instructor. All students had access to additional study material, such as links to scientific articles and a video published on YouTube on how to evaluate a volume of CBCT. After classes, the participants answered a post-test and also a qualitative questionnaire, which investigated the students' perceptions about the e-Learning experience, their relationships, motivations and impressions of using games in online classes. Qualitative variables were assessed by the chi-square test or descriptive analysis of multiple responses and the Generalized Estimative Equations model or the McNemar test were performed for quantitative ones. Regarding knowledge, there was no difference between the groups in the results of their pre- and post-test grade means, regardless of the form of e-Learning used (p > 0.05), with an equally efficient student´s knowledge gain (p<0.001). There were also no differences related to subjective questions (p > 0.05), but in the students' preference for the online flipped classroom (p<0.001). E-Learning, either in synchronous configuration or online flipped classroom, was able to promote a student´s knowledge gain about CBCT in Pediatric Dentistry and they had positive attitudes with this method. The results obtained in this study encourage the use of online methods for dentistry, indicating the students' preference for the online flipped classroom method. (AU)

Current Trends in the Use of Irrigant Activation Techniques Among Endodontists & Post-Graduate Dental Students in India -A Knowledge, Attitude and Practice Based Survey.

Objective: The aim of this survey was to examine the practice/use of Irrigant Activation Techniques (IAT) among Endodontists and post-graduate dental students in India. Methods: An invitation to participate in this survey was sent by electronic mail to 902 members of Indian Endodontic society. A total of 32 questions were finalized for the survey after validation by five endodontic experts. Survey contained 2 demographic questions, 7 knowledge based questions, 11 questions on attitude and 12 questions on practice of IAT. The reliability was checked by randomly asking 10 participants to fill the survey forms again after 15 days. The data was analyzed using chi-square test (P<0.05). Results: The overall response rate for the survey was 30.5%. The content validity ratio for the questionnaire was 0.972 & the reliability calculated using Kappa scores was 0.978. Most of the respondents (87.3%) use IAT, while 4.7% do not use IAT. Most commonly used IAT was Manual dynamic agitation (MDA) used by 28.7%, followed by Ultrasonics in 17.2%. Sonic & negative pressure (EndoVac) was used by less than 10% of respondents. Combination of IAT was used by 39%. In 23 (5 on knowledge, 9 on attitude & 9 on practice) out of the 32 questions in this survey, there was a statistically significant difference (P<0.05) in the answers between the groups, with post-graduate dental students opting the correct choices. Sodium hypochlorite (NaOCl) is the preferred choice of irrigant for IAT according to 48.6%, Chlorhexidine (CHX) is used by 4.2% & Ethylene diamine tetra acetic acid (EDTA) by 2.4%. Combination of two irrigants is used by 28.7% and 6% use all the three irrigants. Conclusion: Vast majority of the Endodontist in India use some form of IAT to improve the efficacy of irrigation. MDA is the most commonly used IAT.

Acceptance of systematic reviews as Master/PhD theses in Brazilian graduate programs in dentistry.

OBJECTIVE: This study aimed to evaluate whether a master and PhD thesis in Brazilian graduate programs in dentistry can be based on a systematic review (SR). METHODS: In this cross-sectional study, we surveyed the coordinators of Brazilian graduate programs in dentistry using a self-administered questionnaire including questions about whether an SR meets requirements for approval of a master or PhD thesis, instructions regarding how to use an SR as the method for a master or PhD thesis, and reasons and barriers that SRs were not recognized as acceptable for a master or PhD thesis. The responses were analyzed descriptively, and tables and graphs were created to summarize the data. RESULTS: Among 101 graduate programs invited to participate in the study, 38 (37.6%) returned the questionnaire. Over three-quarters of surveyed programs (n = 30, 78.1%) answered that SRs, in whole or in part, meet the criteria for a master or PhD thesis. Likewise, most programs answered that a master or PhD thesis could be exclusively based on an SR (n = 28, 73.7%). The same number of programs pointed out that one possible reason for not recognizing SRs as a master or PhD thesis is either the lack of SR expertise among committee members (n = 28, 73.7%) or the lack of adequate training of candidates in SR methodology (n = 26, 68.4%). CONCLUSIONS: SRs are well accepted as a master or PhD thesis by Brazilian graduate programs in dentistry. Educational initiatives should be encouraged to promote understanding of SR methodology and increase acceptance among graduate programs worldwide.

Expert Consensus on Growth and Development Curricula for Predoctoral and Advanced Education Orthodontic Programs.

Dental students and orthodontic residents must demonstrate competence in various areas prior to graduation. However, the Commission on Dental Accreditation (CODA) definition of competence is broad. The aims of this study were to obtain expert consensus on Growth and Development topics and subtopics in predoctoral and advanced education programs in orthodontics and to determine the level of cognition on the subtopics necessary to demonstrate learner competence. A modified Delphi method with a consensus threshold of 70% was used. In Round One, academic orthodontists who met the expert panel inclusion criteria were surveyed to determine whether a topic was necessary to the curricula. Round Two identified the subtopics under each topic and the level of cognition necessary to demonstrate learner competence using Bloom's taxonomy, which defines the ascending levels of remember, understand, apply, analyze, evaluate, and create. Round Three involved analyses and interpretation of Round Two results. The academic orthodontists determined that six topics (n=24) and 29 subtopics (n=15) were necessary for Growth and Development curricula. For all subtopics, they determined the mean level of cognition for predoctoral education was understand; for advanced education, it was analyze. This consensus on Growth and Development curricular content suggests that these levels are necessary for a beginning dentist and a beginning orthodontist to be deemed competent. Findings from this study can serve to guide curricular development and instruction by using the identified learning objectives to build instructional and assessment measures.

Application of a three-session-procedure based on experiential learning in a tooth brushing course for Chinese dental students.

BACKGROUND: Chinese dentists are obliged to provide reliable guidance to patients about tooth brushing. However, attitudes and behaviours of Chinese dental students regarding oral health have been insufficient. Traditionally, dental students were taught how to brush, but not how to evaluate tooth brushing. Here, we applied a three-session-procedure (TSP) based on experiential learning (EL) in a tooth brushing course for Chinese dental students. The aim was to improve dental students' knowledge, practice of tooth brushing and self-evaluation, which may help cultivate their ability to conduct evaluation for friends, relatives and future patients. METHODS: A quasi-experimental study design with a pre-test and post-test group was applied. A total of 176 students were enrolled in the TSP, which included a 1.5-h lecture course, a 3-h practice course for evaluation and comparison of manual and electric tooth brushing, and an after-class experience report. A survey including a knowledge test and a questionnaire on tooth brushing habits and opinions about the TSP was conducted 2 weeks later. The data about tooth brushing and the survey were collected and analysed. RESULTS: Manual and electric tooth brush demonstrated almost equal overall efficiency in reducing plaque. However, for some students, either manual or electric tooth brushing was more suitable. Thus, it is advisable to estimate the exact differences in the efficiency of tooth brushing methods for each individual. The survey showed that tooth brushing by dental students significantly improved after TSP. The students could make self-evaluation and proper recommendations to family members and friends. The TSP was helpful in interpreting and evaluating manual and electric tooth brushing methods. CONCLUSIONS: A TSP course improved dental students' knowledge, practice of tooth brushing and self-evaluation. In conclusion, a TSP based on EL is an effective and well-organized method of education on tooth brushing for Chinese dental students.

Blended Module-Based Teaching in Biostatistics and Research Methodology: A Retrospective Study with Postgraduate Dental Students.

Information technology has stimulated efforts to reform teaching methods in dental education. Most of these efforts involve a shift from conventional mode to the more technology-savvy and student-centered approach. The aim of this study was to compare postgraduate dental students' academic performance using two teaching methodologies (video-based learning and blended module-based learning) in a biostatistics and research methodology course in a master's program at a dental college in India. This retrospective study involved two groups of students enrolled in the master's program with different years of admission: Group I in 2013-14 (n=80) and Group II in 2015-16 (n=80). Group I students learned the subjects with video-based learning, whereas Group II students were taught using a blended module program using a small-group learning system called Process-Oriented Guided Inquiry Learning (POGIL). The students' final course evaluation (summative assessment) and formative assessment (during course assessments) were compared for the two groups. The students' final course evaluation was derived from an end-of-year written examination, whereas the formative assessment was recorded with written tests and projects during the course. In the results, the summative assessment did not show a significant difference between Group I (68.2±13.4) and Group II (66.4±11.9) (p=0.39). The formative assessment showed a significant difference (p<0.001) in favor of the Group II students. In this study, the blended module-based teaching produced similar scores on the final exam to the video-based lectures, but it produced significantly better results on the in-course assessments. The latter finding could be attributed to the incorporation of small-group learning and POGIL.

Assessment, Education, and Access: Kona Hawai'i WIC Oral Health Pilot Project.

The Kona WIC oral health pilot project was developed to assess the oral health beliefs and behaviors of parents of children and pregnant women at the Kona WIC site and to demonstrate the ease of providing oral health education to families in order to improve oral health behaviors. Data were collected from 50 families about the oral health behaviors and dental care of a total of 73 children, including 5 pregnant women, four of whom had a child enrolled in WIC and one pregnant woman without any previous children. Data revealed that 68% of children with teeth had been seen by a dentist within 6 to 12 months of the study visit. Mothers were seen less often, with 55% stating that they had not been seen for a dental visit for over one year. Parental knowledge about the effects of fluoride on teeth was limited; however, 90% of the parents would allow fluoride varnish applied to their child's teeth, 88% would give daily fluoride drops/tablets to their child, and 78% would support water fluoridation if it would help to improve their children's oral health. Additionally, for children old enough to receive fluoride supplementation, 60% were not given a prescription by their health care providers, and 58% had not received any fluoride varnish applications. By offering oral health education in a WIC clinic and assisting clients to seek out comprehensive care within a dental home, children and caregivers can be provided essential education and resources early in a child's life or women's pregnancies to reduce poor oral health outcomes.

Percepción del blended learning en el proceso enseñanza aprendizaje por estudiantes del posgrado de Odontología / Perception of blended learning in the teaching-learning process by post-graduate students of Dentistry

El b-learning combina la presencialidad de la educación tradicional y la virtualidad de la educación a distancia. El presente estudio tuvo como objetivo evaluar la percepción que tienen los estudiantes de posgrado sobre la implementación del enfoque b-learning como metodología para el proceso enseñanza-aprendizaje. MATERIALES Y MÉTODOS: El enfoque fue implementado en un curso del posgrado de la Facultad de Odontología de la Universidad Nacional Mayor de San Marcos donde participaron 30 estudiantes. La implementación abarcó actividades presenciales durante las sesiones de aprendizaje y actividades virtuales a través de una plataforma virtual como complemento a las actividades presenciales. Se utilizó el cuestionario de satisfacción con metodología b-learning para evaluar las actividades de enseñanza-aprendizaje, interacción, evaluación y satisfacción general. RESULTADOS: El 97% de los estudiantes se sintió satisfecho con el enfoque, un 90% lo considera como una ayuda para la planificación de las actividades presenciales. El 94% considera que permite ahorrar el tiempo de las actividades presenciales. Un 88% está de acuerdo en que este enfoque favorece el logro de los objetivos de un curso. CONCLUSIÓN: Concluimos que los estudiantes del posgrado de la Facultad de Odontología en su mayoría se encuentran satisfechos con el enfoque virtual-presencial como una alternativa metodológica del proceso enseñanza-aprendizaje y evaluación; siendo lo más valorado por ellos el ahorro de tiempo hacia las actividades presenciales y la ayuda que representa para el logro de los objetivos de un curso

B-learning combines the presence of traditional education and the virtual distance learning. The present study aimed to evaluate the perception of posgraduate students on the implementation of the b-learning approach as a methodology for the teaching-learning process. MATERIALS AND METHODS: The approach was implemented in a posgraduate course of the Faculty of Dentistry of the National University of San Marcos where 30 students participated. The implementation covered classroom activities during the learning sessions and virtual activities through a virtual platform as a complement to face-to-face activities. The satisfaction questionnaire with b-learning methodology was used to evaluate teaching-learning activities, interaction, evaluation and general satisfaction. RESULTS: 97% of students felt satisfied with the approach, 90% considered it as an aid to the planning of classroom activities. 94% consider that it saves the time of the face-to-face activities. An 88% agree that this approach favors the achievement of the objectives of a course. CONCLUSION: We conclude that the posgraduate students of the Faculty of Dentistry are mostly satisfied with the virtual-face-to-face approach as a methodological alternative to the teaching-learning process and evaluation; being the most valued by them the saving of time towards the activities and the assistance that represents for the achievement of the objectives of a course

[A glance at the American training mode of the clinical postgraduate students of periodontology through postdoctoral program in periodontics of University of Washington School of Dentistry].

To provide references and recommendations about periodontal professionals training for our country by introducing American training mode of clinical postgraduate students of periodontology. Based on ground visits and surveys of University of Washington School of Dentistry's postdoctoral program in periodontics, the professional training mode and its characteristics which adapt to the development trend of American periodontology were summarized and concluded. The discussion is in the following three parts: the overall status of postgraduate education of periodontology in the United States, the training mode of the clinical postgraduate students of periodontology at University of Washington School of Dentistry, and the observation of the American Academy of Periodontology's annual conferences. This kind of training mode supervised by the American Dental Association, giving priority to clinical practice and emphasizing cultivating the multidisciplinary comprehensive ability are worth learning. Meanwhile, the development trend of periodontology in the United States which pay increasing attention to carry out implant therapy with periodontal features and the adaptive training mode of clinical postgraduate students of periodontology also deserves our deep reflection and can be used for reference.

An Emergency Simulation Course in a Postdoctoral General Dentistry Program: The New York Presbyterian/Weill Cornell Medicine Experience.

Dentists can encounter life-threatening medical emergencies during the provision of routine dental care and must therefore be comfortable with the management of these emergencies. High-fidelity simulation has been used routinely in medical and surgical training and is a recognized and effective educational and assessment tool. The aim of this study was to develop and evaluate a new high-fidelity simulation training course in medical emergency management for residents in the General Practice Residency program at New York Presbyterian/Weill Cornell Medicine. In academic years 2014-16, first-year GPR residents were required to take a simulation course covering medical emergency scenarios that are commonly encountered in the dental office. The course involved a team approach to emergency management with active participation by faculty and residents and with each training session followed by feedback and a formal review of the emergencies covered. Evaluation was achieved through completion of questionnaires by the residents following each session. A total of 14 residents (seven in each year) participated, completing 78 questionnaires in the two-year period. They gave the course an overall rating of 4.91 on a scale from 1 to 5, indicating strong agreement with the utility of the course as a learning tool in medical emergency management training. This course is now fully integrated into the GPR educational program at this institution and is a successful component of the emergency medicine curriculum.