New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique needs of the medical professions. The success of these methods requires careful planning and establishment of faculty development programs. The purpose of this study is to perform a needs assessment for a faculty development program at the Faculty of Dentistry- Kuwait University, centering on Case-based learning (CBL) and Problem-based learning (PBL) methods of teaching and lesson planning, and to design and test the faculty development digital module that is based on findings from the needs assessment. The author conducted a “proof of concept” mixed methods case study to answer three main research questions. First, what are the perceptions of the current dental faculty about the need for a professional development program? Second, what are the perceptions of, and characteristics and responses to, the learning experiences by a sample of the faculty who experience learning from a set of online professional development modules? Third, what evidence is there that the set of online modules have addressed the needs of the faculty participants? This study was conducted at Kuwait University Faculty of Dentistry. A needs assessment survey was sent to all 44 members of the faculty, of which 34 faculty responded to the needs assessment. The results of the needs assessment showed that overall there was a generally positive response to all of the items pertaining to a need for professional development with 28 faculty expressing interest in participating in an online faculty development program module. However, only 15 of the 28 who expressed interest actually participated in the online module. The results from the instruments embedded in the module showed that 87% of the participants were “satisfied with the module lesson on how to plan CBL lessons. The change in participants’ responses to the last three items of the post-instructional survey pertaining to case-based and problem-based learning was sufficiently large enough to be statistically significant. Future research expanding from this study would help to establish the foundational work to design a more substantial treatment of the various concepts covered in this study in a larger professional development program. The feedback and information gathered from the experimental modules such as used here can serve as a guide to improve and expand future program designs that encourage student-centered collaborative and transformative learning. Additional experimental research is also warranted where the novel designed products for professional development are evaluated by comparing the gains in student learning with the new methods compared to methods more typically used in traditional adult learning and dental education.

The study introduced and evaluated the new Dental Providers’ Cross-Cultural KnowledgeTest (DP-CC-KT-50) designed to have utility to: 1) assess dental providers’ and dental students’ cross-cultural knowledge; 2) serve as a brief online e-health intervention for increasing the crosscultural knowledge of dental providers in training or currently in practice; and 3) provide an outline of topics to be covered in a cross-cultural curriculum for use in dental schools and continuing education for providers. Using the new tool, dental providers (N= 155) and dental students (N=337) were found to have a moderate level of knowledge; and, over 96% recommended the tool to others as a brief online e-health intervention, and as an outline providing topics for a cross-cultural curriculum for use in dental schools and continuing education for providers. Findings showed for both dental providers and dental students that the experience of taking the DP-CC-KT-50 with all “True” answers served as a brief online e-health intervention that resulted in: self-ratings for level of knowledge for the topics in the DP-CC-KT- 50 being significantly higher after taking it; self-ratings of self-efficacy for effectively delivering oral health care to diverse patients being significantly higher after taking it; and, a moderate positive impact for (a) being more open to, interested in, or motivated for providing oral health care to diverse patients, (b) having more understanding about the lives, experiences, and external societal influences on diverse patients, (c) having more empathy and compassion for diverse patients, and (d) shifting or changing some of their attitudes and beliefs about diverse patients. The DP-CC-KT-50 emerged as the most up-to-date and comprehensive tool for determining what providers and dental students know about cultural competence and cross-cultural oral health care service delivery with contemporary diverse patients; and for conducting research in this area. The DP-CC-KT-50 is recommended in research with nationally representative samples, and for assessment and research by dental schools as they pursue improvement in dental education. More immediately, the DP-CC-KT-50 is recommended for dissemination as a brief online e-health intervention to improve cross-cultural knowledge and self-efficacy for working with diverse patients—both within and beyond the dental profession.

Little is known about the nature of clinical teacher identity among clinical dental instructors. In broader education research, teacher identity is recognized as a central organizing element in the life of a teacher and a source of motivation to persist in teaching and become better at it. The awareness of and research into clinical teacher identity in health professions education is also increasing, although there is little identity scholarship in dentistry or dental academia. This qualitative study sought to explore how early mid-career clinical dental instructors make sense of themselves as teachers. Five early mid-career clinical dental instructors participated in a series of semi-structured interviews about clinical teaching. Additionally, eight former and current dental students of these educators participated in a series of focus groups to provide an external perspective on faculty members’ experiences. Re-interpretation of interviews with educators and conversations with their students revealed that educators’ identities were complex, fluid, and influenced by various social, contextual, and emotional dimensions. The findings of the study suggest potential directions for strengthening the pathways of entry into dental academia and retention of early mid-career dental faculty.

The purposes of this investigation were (1) to determine if a systematic training program in communication skills could be used to improve written response levels of dental hygiene students, and (2) to determine if a systematic training program in communication skills could yield improved dental hygiene student-patient rapport. The experiment involved two groups of dental hygiene students that had previously been randomly selected and consisted of twelve junior and twelve senior students in each group. The entire population of dental hygiene students at Texas Woman's University participated in the study. Analysis of the data provided statistically significant findings on seven of the eight hypotheses. Those subjects in the systematic training program were able to demonstrate increased ability to write responses and, in addition, had higher patient rapport scores. The results were also statistically significant two weeks following the training period. It was, therefore, concluded that the systematic training program in communication skills was an effective teaching device for improving dental hygiene responses. The systematic training program also seemed to be an effective strategy for improving dental hygiene student-patient rapport formation.

Please read the abstract in the section 00front of this document / Dissertation (MEd (Curriculum, Instructional Design and Development))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This study examined if dental students could increase their level of reflective skills over time through composing reflective blogs during their introduction to patient care in their course, Clinical Practice of Dentistry I, and to document and analyze student perceptions of the use of reflective blogs, particularly pertaining to the clinical and metacognitive skills. The participants of this study included 69 third-year dental students. Reflective blogs were analyzed using a reflective rubric adapted from Wetmore, Boyd, Bowen & Patillio, 2010. Student perceptions regarding the use of reflective blogs were documented through a 14-question Likert-opinion survey and focus group interviews. Findings indicated reflective thought level increased significantly in all six reflective thought categories across the three assessed blogs. Overall, student perceptions of the use of reflective blogs were positive as based on a five-point Likert scale survey. They reported particularly high percentages for "I feel comfortable about reflecting on my clinical experiences" at ~ 90% Agree, "Reflective journals allow me to focus and think things over" at ~ 83% Agree, followed by "Reflective journals develop my ability to monitor and reflect on my own thinking processes"~ 74%. Both the qualitative and quantitative results of this study provide favorable evidence that reflective journaling is effective and in large measure is appreciated by students in their clinical phase of dental medical education.

This academic work shows and discuss the research conducted in the Professional Master's Program in Health Education (MPES), Faculty of Medicine of the Federal University of Alagoas, in 2013 and 2014. The reasons and personal motivations for performing this research are based in my teaching practice and my experience as a coordination advisor an undergraduate degree in dentistry. The research aimed to analyze the look of the professors of the Structuring Teaching Center from two Alagoas Dentistry courses. For the development of this research with a qualitative approach, it was decided to hold open interviews or in-depth, with guiding questions, allowing the interviewer had freedom to develop situations and widely explore the issue presented. Content analysis framework was used to organize the collected speeches. As intervention product was created a forum for professors and tutors of undergraduate courses in Alagoas Dentistry in partnership with the Alagoas Dental Regional Council. This whole course of Master allowed approach to the challenges facing the development of research on education in dentistry courses and motivated to seek dialogic interaction in order to build a stronger Dentistry and linked to needs of our state. / Este trabalho acadêmico de conclusão de curso busca apresentar e discutir a pesquisa realizada no Programa de Mestrado Profissional Ensino na Saúde (MPES) da Faculdade de Medicina da Universidade Federal de Alagoas, nos anos de 2013 e 2014. As justificativas e motivações pessoais para a realização desta investigação estão baseadas na minha prática docente e na minha experiência como assessora da coordenação de um curso de graduação em odontologia. A pesquisa teve como objetivo analisar o olhar de docentes do Núcleo Docente Estruturante de dois cursos de Odontologia de Alagoas. Para o desenvolvimento dessa pesquisa com abordagem qualitativa, optou-se em realizar entrevista aberta ou em profundidade, com questões norteadoras, permitindo que o entrevistador tivesse liberdade para desenvolver situações e explorar amplamente a questão apresentada. Foi utilizado o referencial de análise de conteúdo a fim de organizar os discursos coletados. Como produto de intervenção foi criando um fórum de docentes e preceptores dos cursos de graduação em Odontologia de Alagoas em parceria com o Conselho Regional de Odontologia de Alagoas. Todo esse desenrolar do mestrado possibilitou aproximação aos desafios voltados para a realização de pesquisas sobre o ensino nos cursos de Odontologia e motivou a buscar a interação dialógica a fim de se construir uma Odontologia mais forte e concatenada com as necessidades do nosso Estado.

Orientador: Rene Jose Trentin Silveira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T15:40:55Z (GMT). No. of bitstreams: 1 Pinheiro_LiviaMartinsGimenes_M.pdf: 29422556 bytes, checksum: 11fe9e6030ffa3d9326df2908ffe2d57 (MD5) Previous issue date: 2008 / Resumo: Este trabalho foi desenvolvido no interior do Grupo de Pesquisas em Filosofia da Educação, o PAIDÉIA, da Faculdade de Educação da Unicamp, integrando a Linha de Pesquisa ¿Ética, Política e Educação¿. A pesquisa tem por objetivo identificar as matrizes filosóficas, os fundamentos teóricos e os pressupostos políticos e ideológicos presentes na atual concepção de formação profissional do cirurgião-dentista nas Universidades Públicas de São Paulo, relacionando-os e problematizando-os em relação ao contexto histórico atual e às reais necessidades de saúde bucal da população brasileira. Para tanto, utilizaremos como objeto de pesquisa os seguintes cursos de Odontologia oferecidos pelas três Universidades Estaduais Paulistas: USP (FOUSP- Faculdade de Odontologia da USP), UNESP (FOAFaculdade de Odontologia de Araçatuba) e UNICAMP ( FOP- Faculdade de Odontologia de Piracicaba). Utilizando como método o materialismo histórico-dialético, faremos a análise documental das Diretrizes Curriculares Nacionais do curso de graduação em Odontologia, e dos Projetos Político-Pedagógicos referentes a cada um dos cursos. O referencial teórico da pesquisa será fundamentado em obras de Marx e Engels e do universo filosófico marxista. A hipótese a ser confirmada e demonstrada pela pesquisa, é a de que a atual formação odontológica está fundamentada em uma concepção pedagógica tecnicista, pragmática e utilitarista; voltada mais à adaptação do indivíduo às constantes modificações do mercado de trabalho, característica do atual modelo econômico, do que às reais necessidades de saúde bucal da população brasileira. Segundo a PNAD (Pesquisa Nacional por Amostra de Domicílios) realizada em 2003 pelo IBGE, 15,9% dos brasileiros nunca foram ao dentista. A estimativa atual é de que apenas 30% da população brasileira tem acesso regular, anual, a serviços odontológicos públicos e privados. A Saúde Bucal é, portanto, um termômetro das desigualdades sociais do nosso país. Ao fazer a análise crítica da formação em Odontologia, nosso principal objetivo é ampliar o debate em torno das contradições presentes entre a formação do cirurgião dentista e os alarmantes dados de saúde bucal que o país apresenta, apresentando perspectivas de superação destas contradições através da proposição de mudanças nos processos de formação. Pretendemos, dessa forma, contribuir para a formação de cirurgiões-dentistas críticos e vinculados aos ideais emancipatórios da realidade atual / Abstract: This work was developed within the research group in Philosophy of Education (PAIDÉIA) of the Faculty of Education of the Campinas State University ¿ UNICAMP integrating the Research Line in ¿Ethics, Politics and Education¿.The purpose of this research is to identify the philosophical matrices, the theoretical fundaments and the political and ideological assumptions present on the current conception of the professional formation of the dental surgeon of the Public Universities of the State of São Paulo, and to list and to question them as well, in relation to the current historical context and the real needs of the oral health of the Brazilian population. To do so, we will use as research object the following Odontology courses offered by three São Paulo State Universities: Faculty of Odontology of the São Paulo University (FOUSP), Faculty of Odontology of Araçatuba (UNESP ¿ FOA) and Faculty of Odontology of Piracicaba (UNICAMP-FOP). Using the historical and dialectical materialism method, we will do the analysis of the documentary National Curriculum Guidelines of the graduation course in dentistry, and the political-pedagogical projects for each one of the courses. The theoretical reference of the research will be based on works of Marx and Engels and the Marxist philosophical universe. The hypothesis to be confirmed and demonstrated by the research is that the current dental training is based on a technicist pedagogical concept, as well as pragmatic and utilitarian; focusing more on the adaptation of the individual to constant changes of the labour market, characteristic of the current economic model, than on the real needs of oral health of the Brazilian population. According to the PNAD (National Survey of Household Sample) held in 2003 by IBGE (Brazilian Institute of Geography and Statistics), 15.9% of Brazilians have never been to the dentist. The current estimate is that only 30% of the Brazilian population has regular annual access to both public and private dental services. The Oral Health is therefore a thermometer of social inequalities in our country. By making a critical analysis of the formation in dentistry, our main goal is to broaden the debate on the contradictions between the present training of dental surgeons and the alarming data on oral health that the country shows, and to present prospects of overcoming these contradictions through the proposition of changes in the processes of formation. We want to thus contribute to the training of critical dental surgeons committed to emancipatory ideals of current reality / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

Dentistry experienced a long period of evolution to become what it is today. But, like any other profession, it faces challenges, and the main one is your little social impact. To face this situation, the National Curriculum Guidelines for Dentistry courses provides as expected profile of graduates a general dentist, ethical, socially sensitive, humanized and able to produce increasing levels of health in populations and to assure this training is a challenge that needs to be assumed by all higher education institutions, preparing the professional to work in the National Health System and, more specifically, in the Family Health Strategy. This study aimed to verify the opinion of Alagoas University Federal’s Dentistry professors about the formation of its graduate to work in the Family Health Strategy. This is a qualitative research carried out using the techniques of individual interview and focus group and data was analyzed using the technique of content analysis. The analysis of professors’ speeches resulted in the formation of the categories “Training of dentists to the Family Health Strategy” and “dentist insertion into the Family Health Strategy”. In discussing the training of graduates, professors see that it’s not satisfactory yet but ensure that it is already more focused on the Family Health Strategy despite the fragile contact of students with the Unified Health System and report that one of the factors that makes difficult this training is the working conditions of dentists in the strategy. From this study we prepared a technical report in order to be delivered to the Structuring Teaching Core of the FOUFAL and Alagoas Dental Regional Council and it presents the results of this research and some recommendations to remedy the flaws found; was made also a video where a dentist who works in Family Health Strategy and another one from Academy speak of training in dentistry and the SUS. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A Odontologia vivenciou um longo período evolutivo até chegar ao que hoje representa; como toda profissão, enfrenta desafios, e um dos principais é o pouco alcance social. As Diretrizes Curriculares Nacionais do curso de Odontologia, para fazer frente a esta situação, prevê como perfil para o egresso cirurgião-dentista ser generalista, ético, socialmente sensível, humanizado e contribuindo para a produção de níveis de saúde crescentes nas populações. A garantia desta formação é um desafio que precisa ser assumido por todas as Instituições de Ensino Superior, adequando o profissional ao trabalho no Sistema Único de Saúde e, mais especificamente, à Estratégia de Saúde da Família. Este estudo objetivou verificar a opinião dos professores da Faculdade de Odontologia da Universidade Federal de Alagoas (FOUFAL), sobre a formação do egresso para atuar na Estratégia de Saúde da Família. Trata-se de uma pesquisa qualitativa que utilizou entrevista individual e grupo focal; os dados foram analisados através da análise de conteúdo de Bardin. A análise dos dados resultou nas categorias “formação do cirurgião-dentista para a Estratégia de Saúde da Família” e “Inserção do cirurgião-dentista na Estratégia de Saúde da Família”. Os professores veem a formação aquém do desejado, com pouco contato dos alunos com o Sistema Único de Saúde apesar de pensarem que ela já está mais voltada para a Estratégia de Saúde da Família; relatam que um dos fatores que atrapalham essa formação é a condição de trabalho dos cirurgiões-dentistas na estratégia. A partir desse estudo foi elaborado um relatório técnico com a finalidade de ser entregue ao Núcleo Docente Estruturante da FOUFAL e ao Conselho Regional de Odontologia de Alagoas e nele são apresentados os resultados da presente pesquisa e algumas recomendações no sentido de solucionar as falhas encontradas; foi feito, também, um vídeo onde um cirurgião-dentista da Estratégia de Saúde da Família e um cirurgião-dentista da academia falam da formação em Odontologia e o SUS.

The cost of education at institutions of higher education is very high and is exacerbated by the failure rate among first-year students, in particular. Their inability to cope with academic demands is largely due to their lack of preparation as a result of poor schooling in previously disadvantaged secondary schools. In the light of this, this study was undertaken to determine the academic needs of and strategies for remedial academic support to first-year dental therapy students at Medunsa. A literature review provided a theoretical foundation and highlighted various factors which impede effective study. An empirical investigation used a combination of qualitative and quantitative approaches to explore the needs of first-year dental therapy students at Medunsa. The results corroborated the issues addressed by the literature as constraints to students' success. Diverse strategies for providing academic remedial support for first-year students were discussed based on the literature review and empirical investigation. / Educational Studies / M.Ed. (Psychology of Education)