Solicitud de envío manuscrito de artículo científico. / Objetivo: Evaluar la percepción de los alumnos respecto al uso de simulación en el curso Prácticas Preclínicas Odontológicas 1 en una universidad privada de la ciudad de Lima en el año 2020. Materiales y métodos: El diseño del estudio fue de tipo observacional, descriptivo y transversal. Se evaluaron 121 alumnos de sexto a décimo ciclo. La percepción y sus dimensiones: satisfacción, autoconfianza y buenas prácticas educacionales fueron evaluadas mediante una encuesta con alto nivel de confiabilidad (0.89), modificada y adaptada para la presente investigación comprobando coeficientes para su uso: V de Aiken, Alfa de Cronbach, Test-Retest (Spearman), clasificada en las modalidades de práctica de habilidades y escenarios, adicionalmente la simulación en general, basada en la escala de Likert (1 al 5). Se obtuvo la media y desviación estándar para la variable percepción, así como el coeficiente de correlación de Spearman y las pruebas U de Mann Whitney y Kruskal Wallis para evaluar covariables. Resultados: Los estudiantes calificaron positivamente a la simulación obteniéndose una media por encima de 4 respecto a las prácticas de habilidades, escenarios y simulación en general siendo estas 4.42 ± 0.49, 4.14 ± 0.63 y 4.73 ± 0.66 respectivamente. No se encontraron diferencias estadísticamente significativas entre la percepción de las primeras prácticas preclínicas con las variables edad, género, ciclo y experiencia previa. Conclusión: La percepción de los estudiantes respecto al uso de simulación en el curso Prácticas Preclínicas Odontológicas 1 obtuvo un alto puntaje y no se encuentra relacionada con las variables estudiadas según la encuesta modificada y adaptada. / Objective: To evaluate the perception of students regarding the use of simulation on the curse Early Preclinical Dental Practices 1 at a private university in the city of Lima in 2020. Materials and methods: The design of the study was observational, descriptive and cross-sectional type. A number 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. The mean and standard deviation were obtained for the perception variable, as well as the Spearman's rank correlation coefficient and the Mann-Whitney-U and Kruskal Wallis tests to evaluate covariates. Results: The students rated the simulation positively with an average of over 4 regarding the ability, scenario and general simulation practices. They got 4.42 ± 0.49, 4.14 ± 0.63 y 4.73 ± 0.66 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 the use of simulation on the curse Early Preclinical Dental Practices 1 got a high score and it is not related with the variables studied, according to the survey modified and adapted. / Tesis

Implant dentistry has emerged as a very reliable and predictable option for replacing missing teeth. Implant education at the pre-doctoral level has been implemented in most parts of the world and is currently perceived as a fundamental discipline in dental education. Dental graduates today are expected to have knowledge and possess skills at the competence level in order to provide care for the growing number of patients seeking this treatment option, which may be the optimal option for the majority of their cases. However, very little is known about current trends, issues, and perspectives of implant dentistry education. This study builds a knowledge base about implant dentistry education in pre-doctoral dental education programs. It begins with an overview of the current state of implant dentistry education described in Chapter 1. Chapter 2 evaluates faculty perception in Kuwait University Faculty of Dentistry regarding case-based-learning, a pedagogy that has been recommended by multiple dental education institutions as the context within which pre-doctoral implant dentistry education should be taught. Chapter 3 presents an example of how case-based-learning pedagogy might be implemented in the form of a case report. Chapter 4 creates the link between faculty perception and student outcomes and presents an evaluation of students' competence level regarding pre-doctoral implant education. Finally, Chapter 5 provides a summary and synthesis of the three articles with a focus on placing this research within the larger body of scholarship on implant education and on identifying implications for policy, future scholarship, and practice.

In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members’ answers indicated that a lack of time and administrative support created barriers to teaching online learning courses. Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years. Keywords : online education, dental education, web-based learning, distance learning, e-learning, faculty perception.

No description available.

Aim: To investigate the clinical survival and success, including both function and aesthetics, of tooth supported crowns in the anterior region after a minimum of 5 years after installation in the student as well as teacher clinic of the Faculty of Odontology, Malm. University, Sweden. Materials & method: Eligible patients were identified through screening of dental technician invoices stretching back to 2012. 78 patients were invited to participate in the study and 39 patients were examined, 28 and 11 from student and teacher clinics respectively. A modified examination protocol based on the CDA protocol was used by two examiners to score the crowns. Moreover, patients’ own views on aesthetics and function of their crowns were collected through a questionnaire. Results: Patient satisfaction with function and aesthetics was equally high in teacher and student clinic as well as for the different crown materials. Examiner ratings found overall successful results across the investigated categories “surface and colour”, “anatomic form” and “margin integrity”. No significant differences were found with regards to the operator or the different materials. The 5-year survival rate among the examined patients was 89% resp. 91% in the student and teacher clinic. Conclusion: Patients at the Faculty of Odontology in Malm. can expect to receive satisfying crown treatments in the anterior region of the mouth regardless of whether the operator is a teacher or a student and regardless of the chosen material. / Syfte: Att undersöka klinisk överlevnad och lyckandefrekvens, med hänsyn till funktion och estetik, av tandstödda kronor i framtandsregionen som installerades för minst 5 år sedan på student och lärarklinik vid Odontologiska fakulteten, Malmö Universitet, Sverige. Material och metod: 78 lämpliga patienter identifierades genom granskning av  tandtekniska fakturor från 2012 och framåt, och bjöds in att delta i studien. 39 patienter undersöktes, 28 respektive 11 från student- och lärarklinik. Två granskare använde ett modifierat granskningsprotokoll baserat på CDA protokollet för att betygsätta kronornas utseende och funktion. Utöver detta användes ett frågeformulär för att få patientens syn på estetik och funktion av kronan. Resultat: Patienternas omdömen av kronans funktion och estetik var lika hög i lärar- och studentkliniken liksom för de olika kronmaterialen. Granskarnas bedömning visade hög lyckandefrekvens för de undersökta kategorierna ”yta och färg”, ”anatomisk form” och ”kantanslutning”. Inga signifikanta skillnader kunde ses med avseende på vem som var operatör eller vilket material som valts. 5-års överlevnaden bland de undersökta patienterna var 89% resp. 91% p. student- och lärarkliniken. Slutsats: Patienter som behandlas vid Odontologiska fakulteten i Malmö kan förvänta sig ett tillfredsställande resultat vid kronterapi i framtandsregionen oavsett om operatören är en lärare eller en student och oavsett vilket material som väljs.

The following is a study to determine if sufficient demand exists to start a Bachelor of Science and Master of Science degree program in dental hygiene through a joint agreement for completion degrees between Valencia Community College and the University of Central Florida. To accomplish this objective two survey instruments were administered to randomly selected licensed dentists and dental hygienists in the state of Florida. Dental hygienists represented the potential student base for the proposed programs, and dentists represented the potential and prospective employers of graduated students of the proposed programs. To determine demand and demand characteristics, one survey instrument was mailed to 1,000 dental hygienists who were randomly selected using SAS software from a population of N=12,066 dental hygienists actively licensed to practice in the state of Florida. This sample of hygienists was approximately 8.3% of the total population. Of the 1,000 samples, 134 (or 13.4%) were returned. Of the 134 surveys returned, 123 (n=123) were included in this study. Eleven surveys were not included because of a majority of missing data or because the respondent indicated he or she already possessed a Bachelor or Master degree. A Likert-scale questionnaire was sent to each group of actively licensed dentists and actively licensed dental hygienists from the state of Florida. Responses from dental hygienists were overwhelmingly positive towards the addition of the Bachelor of Science degree program with an online distance-learning component. Those in favor of the Bachelor of Science degree program also provided a favorable response towards adding a Master of Science degree program in dental hygiene. The dentists, as potential future employers, also showed strong support in their responses for the additional degree programs with an additional management track component and believed it would elevate the professional standards of the dental hygiene field.

Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.

Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now. / <p>Note: The papers are not included in the fulltext online.</p>

O uso de tecnologias digitais de informação e comunicação tem alterado a sociedade e seu emprego tem estimulado o debate na esfera pedagógica. A incorporação de tecnologias na educação pode ser considerada uma ferramenta facilitadora para transmissão de conhecimento ao aluno. O objetivo deste estudo de caso é identificar os desafios encontrados e as propostas de superação apresentadas. Buscou-se ainda analisar a satisfação e a usabilidade do ambiente virtual de aprendizagem (AVA) e dos materiais didáticos nele disponíveis, experimentados pelos alunos da graduação na Disciplina Odontologia Forense, na Faculdade de Odontologia da Universidade de São Paulo (FOUSP), dos cursos integral e noturno, no primeiro semestre de 2016. A tecnologia utilizada foi o software Moodle (\"Modular Object-Oriented Dynamic Learning Environment\"), onde foram depositados os objetos de aprendizagem: apostilas, vídeos, questionários e jogos. Participaram da pesquisa 113 estudantes. Como fonte de dados foram utilizados o grupo-focal, o questionário online semi-estruturado e os relatórios de logs do Moodle. Os dados foram analisados quantitativamente (análise descritiva) e qualitativamente (análise de conteúdo) e os resultados foram triangulados. Os desafios encontrados pelos alunos foram: dificuldade em acessar o AVA pelo celular; sobrecarga da estrutura curricular; não haver cobrança e lembretes para realizar as atividades online; desconexão entre a aula presencial e o ambiente virtual; haver mais de um site utilizado pelas disciplinas da faculdade. Em relação ao material didático, as atividades foram as mais visualizadas, com 1309 visualizações em média, seguida das apostilas (n=230), e dos vídeos (n=122). Os alunos sugeriram que tivesse mais atividades práticas no ambiente virtual. Para eles a realização de atividades no AVA foi importante para a fixação do conteúdo e para identificar eventuais dificuldades na aprendizagem (n=98%). As melhorias propostas, e concretizadas, foram no sentido de superar os desafios citados, ou seja, utilização da versão mobile do Moodle, diminuição da carga horária presencial e notificação de prazos e de atividades via redes sociais e correio eletrônico. Esta pesquisa demonstra a importância de ouvir os alunos durante o processo de ensinoaprendizagem para ajuda-los nas dificuldades encontradas e para que sejam estimulados a buscar o conhecimento. Demonstra também que o uso da tecnologia na educação é uma ferramenta facilitadora da aprendizagem, com alto nível de satisfação dos alunos. / The use of digital information and communication technologies has changed society and its employment has stimulated the debate in the pedagogical area. The incorporation of technologies in education can be considered a facilitating tool for transmitting knowledge to the student. The aim of this case study is to identify the challenges founded and the overcoming proposals presented, and to analyze the satisfaction and usability of the virtual learning environment (VLE) and of the teaching materials available there, in the University of São Paulo, School of Dentistry, of the integral and nocturnal courses, in the first semester of 2016. The technology used was Moodle (Modular Object-Oriented Dynamic Learning Environment), where the learning objects, such as workbooks, videos, questionnaires and games. 113 students participated in the study. The focus group, the online semi-estructured questionnaire, and the Moodle\'s log reports were used as data sources. Data were analyzed quantitatively (descriptive analysis) and qualitatively (content analysis), and the results were triangulated. The challenges encountered by the students were: difficulty in accessing the VLE through the cell phone; overload of the curricular structure; there are no charges and reminders for online activities; disconnection between the classroom and the virtual environment; more than one site used by college subjects. Regarding teaching material, activities were the most visualized, with 1309 views on average, followed by workbook (n = 230), and videos (n = 122). The students suggested that they had more practical activities in the virtual environment. For them, the VLE activities were important for determining the content and for identifying difficulties in learning (n = 98%). The proposed and implemented improvements were aimed at overcoming the aforementioned challenges, namely, the use of the mobile version of Moodle, the reduction of classroom hours and the notification of deadlines and activities via social networks and electronic mail. This research demonstrates the importance of listening to students during the teachinglearning process to help them in the difficulties encountered and to be stimulated to seek knowledge. It also demonstrates that the use of technology in education is a facilitating tool for learning, with a high level of student satisfaction.

No description available.