Orientador: Maria da Luz Rosário de Sousa / Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-08-22T04:17:45Z (GMT). No. of bitstreams: 1 Tognetti_ValdineiaMaria_M.pdf: 848410 bytes, checksum: 7181c5bf6e3d0e6616e807dbcab9ee5e (MD5) Previous issue date: 2012 / Resumo: A cárie dentária é uma doença multifatorial que engloba fatores necessários, determinantes e moduladores. O conhecimento dos fatores da doença cárie possibilita melhor entendimento e reconhecimento dos seus sinais e sintomas, e, assim, pode-se estabelecer o grau de atividade das lesões e escolha de planos de tratamento adequados a cada indivíduo, visando à promoção e manutenção do bem estar da saúde bucal dos indivíduos. Para que este problema de saúde pública seja controlado, a população precisa de profissionais de saúde generalistas. Porém, a prática biologista e a visão fragmentada dos profissionais formados, acarretam limitações nesta ação integral. Desta forma, o objetivo geral deste trabalho foi verificar a abordagem clínica dos estudantes formandos, em duas instituições de ensino (uma pública e outra particular), em relação à doença cárie. Utilizou-se de um caso clínico, contendo os dados do paciente, fotos dos dentes e das radiografias - projetadas em sala de aula, para que os estudantes apontassem o plano de tratamento, com questões fechadas (dente a dente) e uma questão discursiva. O caso demonstrava lesões de cárie inativas nos dentes decíduos e lesões de manchas brancas ativas nos dentes permanentes. As respostas dos estudantes foram dicotomizadas para análises estatísticas utilizando-se o teste Qui-quadrado (p?0,05). As respostas discursivas foram analisadas pela técnica de análise do conteúdo mediante leitura flutuante e categorização das mesmas e, posteriormente, dicotomização para análise. A taxa de resposta foi de 85,71% na faculdade pública e 92,30% na faculdade particular, sendo o universo n=72. Após a consulta das tomadas radiográficas e considerando a dinâmica de atendimento clínico diferente das faculdades, menos de 10% dos estudantes da faculdade pública realizariam procedimentos conservadores nos dentes decíduos, enquanto pelo menos 30% dos estudantes da faculdade particular optariam por procedimentos conservadores em todos os casos (p<0,001). Quanto aos dentes permanentes, a totalidade dos estudantes da faculdade pública faria tratamento conservador. Tanto na faculdade pública quanto na particular houve semelhança de abordagens curativa e conservadora+preventivista. Estudantes de ambas as faculdades apontaram a possibilidade de realizarem uma prática mais preventivista de atenção em saúde / Abstract: Dental caries is a multifactorial disease that involves necessary, determinant, and modulating factors. Knowledge of such factors enables better understanding and recognition of caries disease signs and symptoms. Consequently, one may properly define the lesions degree of activity, as well as elaborate individual treatment plans, in order to achieve promotion and maintenance of welfare of the oral health. In order to overcome this public health issue, generalist professionals might be required. However, either biologist practice, or fragmented view of the professionals avoid such comprehensive action to be accomplished. Thus, the aim of this study was to verify the clinical approach knowledge of graduate students from two colleges (public and private) concerning dental caries. A case report containing patient general data, photos, and radiographs were presented in a classroom for the students to point out their treatment option for each tooth. Posteriorly; a discursive question was, as well presented. The case report showed inactive caries lesions on primary teeth and active white spot caries lesions on permanent teeth. The students' responses were dichotomized for statistical analysis using chi-square test with significance 95%. Discursive responses were analyzed according to content analysis technique by floating reading categorization; and subsequent dichotomization. Response rates were 85.71% in the public college and 92.30% in private college, which totalized 72 respondents. After x-rays evaluation and considering the diverse dynamics by which both schools perform their patient care management, it was observed that less than 10% of the public college students would perform conservative procedures in primary teeth, while at least 30% of private college students would decide for conservative procedures for all cases (p <0.001). Concerning the permanent dentition, all of the public college students would perform "curative" approach. "Preventative-conservative practice" was similarly observed amongst public and private college students. Students from both schools preferred the possibility of carrying out health care preventative practice / Mestrado / Odontologia em Saude Coletiva / Mestra em Odontologia em Saúde Coletiva

Background: Aim of this observational study with a three-month follow-up was to evaluate an educational concept for risk-oriented prevention applied by fifth-year undergraduate dental students. Methods: Dental students from two clinical treatment courses of the last undergraduate year were included. The subjects were divided into two groups according to their assignment to the two clinical classes. Group A received a sequence of seminars, including the basics of a risk classification system (RCS) with the theoretical background and case studies in the context of preventive dentistry. Thereby, 1) a theoretical seminar (background, RCS, cases) and 2) the transfer of the RCS on a clinical patient case chosen by the student, and its presentation within a discussion round was applied. Group B served as a comparison group with students who did not receive any of teaching events in terms of RCS. The self-perceived knowledge and importance of RCS, as well as objective knowledge (qualitative questions), were assessed with a standardized questionnaire at baseline and after 3 months. Results: Out of 90 students at baseline, 79 (group A: 39, group B: 40) were re-evaluated after 3 months. At this follow-up, Group A estimated their confidence in handling the medication (p = 0.02), the RCS (p < 0.01), and in identifying the risk of oral diseases (p = 0.02) higher than group B. Furthermore, group A felt it was more important to identify patients at risk (p = 0.02), the risk of complications (p = 0.02) and to apply an RCS (p = 0.03). At follow-up, group A exhibited more correct answers of qualitative questions than group B regarding risk of complications (p < 0.01) and bacteremia (p < 0.01). Group A felt more confident with at-risk patients and more competent concerning RCS than group B (p < 0.01). Conclusion: The concept for educating risk-oriented prevention increased the self-perceived skills and the knowledge of undergraduate dental students after 3 months within a clinical treatment course.

While educators agree that using self-assessment in education is valuable, a major challenge is the poor agreement often found between faculty assessment and student self-assessment. The aim of this study was to determine if use of a predefined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students’ performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it. Data were collected from all third- and/or fourth-year students in four classes at one U.S. dental school from 2011 to 2014. Since two of the four classes took the exam in both the third and fourth years, those data were compared to determine if those students’ self-assessment skills improved over time. Statistical analyses were performed to determine agreement between the two faculty graders and between the students’ and faculty assessments on each criterion in the rubric and the overall grade. Data from the upper and lower performing quartiles of students were sub-analyzed. The results showed that faculty reliability for the overall grades was high (K=0.829) and less so for individual criteria, while student-faculty reliability was weak to moderate for both overall grades (Spearman's rho=0.312) and individual criteria. Students in the upper quartile self-evaluated themselves more harshly than the faculty (p<0.0001), while the lower quartile students overestimated their performance (p=0.0445) compared to faculty evaluation. No significant improvement was found in assessment over time in the students who took the exam in the third and fourth years. This study found only limited support for the hypothesis that a grading rubric used by both faculty and students would increase correspondence between faculty and student assessment and points to a need to reexamine the rubric and instructional strategies to help students improve their ability to self-assess their work.

Objective: To evaluate student perception of early simulation in dentistry. Material and Methods: The design of the study was quantitative, observational and cross-sectional. A total of 121 students, from third year to senior year were evaluated. The perception and its dimensions: satisfaction, self-confidence and good educational practices were evaluated by a survey with a high level of reliability (0.89), modified and adapted for the present investigation, checking coefficients for its use: Aiken's V, Cronbach's Alpha, Test-Retest (Spearman), classified in ability, scenario and general simulation practices, based on the Likert scale (from 1 to 5). For the univariate analysis, the descriptive statistics from qualitative and quantitative variables were obtained and for the bivariate analysis, Spearman's rank correlation coefficient and Kruskal Wallis and Mann-Whitney U-tests were employed. Results: The students rated the simulation perception positively with an average of 4.42±0.49, 4.14±0.63 y 4.73±0.66 regarding the ability, scenario and general simulation practices, respectively. No statistically significant differences were found between the perception of early preclinical practices with the variables age, gender, year of study and previous experience. Conclusion: The perception of students regarding early preclinical practices got a high score and it is not related with the variables studied, according to the survey modified and adapted. / Revisión por pares

Assessment is a critical component of the educational experience. The purpose of this study was to examine dental students’ assessment preferences and their relation to students’ approaches to learning. The study also investigates the impact of gender, age, GPA and class level on dental students’ assessment preferences. Two hundred sixteen dental students at University of the Pacific Arthur Dugoni School of Dentistry have completed a self-reported 67-item questionnaire. Open-ended questions requiring long answers were the least preferred assessment method as perceived by the dental students, while multiple-choice questions are the most preferred assessment method. Deep approach to learning was significantly and positively correlated with oral test, alternative test, concept map, open-ended questions and questions that require higher order thinking. Surface approach to learning, however, was not significantly correlated with any assessment type. Age, gender, GPA and class level all have significant impact on dental students’ assessments preferences.

No description available.

The purpose of this study is to compile an accurate and, in so far as possible, a complete history of the Indiana Dental College. It is hoped that such a study will help to clarify the reasons for the emphasis upon certain aspects of dental curriculums in the past, and that it will help in evaluating the needs of the future program to eliminate encumberaces of traditional approaches which, in some instances, are no longer appropriate.

This work introduces a series of papers developed to explore the case for change in dental education. Three issues facing dental education are (a) the challenging financial environment of higher education, making dental schools very expensive and tuition-intensive for universities to operate and producing high debt levels for students, which limits access to education and restricts career choices; (b) the profession's apparent loss of vision for taking care of the oral health needs of all components of society and the resultant potential for marginalization of dentistry as a specialized health care service available only to the affluent; and (c) the nature of dental school education itself, which has been described as convoluted, expensive, and often deeply dissatisfying to its students. The theoretical rational for this work is that developing dental faculty from solely clinicians to academicians will allow for the curricular change so needed in dental education. Furthermore, it is curricular change that can lead to changes in the oral health profession.My work first explores the scientific nature of research into dental education to determine its ability to advance the profession. This study found that while there has been a small increase in the amount of rigorous dental education research in the past 10 years, it remains a small percentage of the overall research completed in the field. We then researched the effect of pedagogical training for dental clinicians and discovered predictors for those faculty members more likely to alter their methods to be more student centered. Our narrative research into faculty resistors (those unwilling to change) allowed us to identify themes that can alter our approach to future faculty development. And finally, we researched the effect of modern pedagogy on a course in the dental school curriculum. This research allowed us to justify curricular changes that improve efficiency and student performance.

Assessment of professionalism is a concept which has been highlighted during the last ten years. High demands from the public and from authorities combined with an increased educational interest for the concept of professionalism has led to a greater focus on ways of implementing and assessing professionalism in dental, medical and other professional educations. Many authors point out that professionalism is an essential competence, but there is a lack of and a need for a definition of professionalism within dentistry and dental education. It is recognised that professionalism is a broad concept, which calls for different methods of assessments. The aim of this paper is to identify and describe different methods of assessing professionalism within dental education and to categorise them into a blueprint. The studies are discussed out of the perspective of validity and reliability and the methods of assessment are compared to different levels of Miller’s pyramid. Literature is sparse and a mere 16 articles were found to fit the purpose of this paper. Most studies used a traditional way of assessing professionalism, even though research has shown that this way is neither sufficient nor suitable. More research is needed and the methods for assessment need to be further explored. Validity and reliability need to be put in focus, since no method of assessment has proven to be both valid and reliable.

In December 2019, the coronavirus disease 2019 (COVID-19) was first identified as an acute infectious disease in Wuhan, China and subsequently led to an ongoing pandemic. At the onset of the pandemic, dental professionals were understood to face the greatest exposure risk to SARS-Cov-2 due to aerosolization of fluids from the oral cavity and respiratory airways . As a result, dental professionals, including academic institutions and their students and residents halted much of their operations to minimize exposure risks and potentially slow the spread of infection to peers and patients alike. Currently, there is little in the literature that describes the changes that academic institutions have implemented in the face of pandemics. This study will discuss the chronology, modifications, and possible resultant outcomes of COVID-19 related events in respect to Graduate Endodontic programs in the United States.