The aim of this study was to gain a better understanding of the uptake of new mobile technologies and how they are utilized by staff and students in dental education. A questionnaire was distributed to students at the University of Birmingham, Dental School. Follow up one-to-one interviews were conducted. Tutors were interviewed to understand their attitude and understanding towards the use of electronic/mobile technologies. It is apparent that smartphones are more convenient for students to learn and as a resource to advice patients on their clinic. They are using them on the go in preference to any other device and use the support of mobile tools such as phone apps. Emails are used by students for more formal messages and Instant Messaging and social networking sites are used for shorter messages. Students thought that changes were necessary in the way that they communicate and research their studies. There is an all-embracing use, by both tutors and students of mobile learning tools. Learners wish to embed tools such as Instant Messaging in their learning areas but not without the approval of their respected tutors. Institutions should be aware of such changes and look to adapt their learning practices to mobile technologies.

Glasgow Dental School (GDS) offers a varied learning environment for well-motivated, high-achieving students. These students, along with institutional, professional and public stakeholders, demand high quality, efficient, effective and modern teaching practices. A new undergraduate curriculum was introduced at GDS; a more authentic learning experience was to be delivered with a move away from traditional teaching based solely within the dental hospital. Outreach teaching facilities were introduced and a cohort of NHS clinical tutors joined academic staff. Both new and old staff were required to develop their teaching skills. Some tutors expressed distress at the lack of availability of training to enhance teaching skills, and implementation of a Peer Observation of Teaching Scheme (POT) was considered as a way to address this issue. POT focuses on providing opportunities for staff to improve their teaching skills. It can be conducted successfully with inexperienced teaching staff and limited resources. It can help identify and eliminate poor teaching practice while enabling participants to develop their skills, self-identity and group identity as teachers. POT, in this study, is a reciprocal process whereby one peer observes another teaching and provides supportive and constructive feedback. Its underlying rationale is to encourage professional development in teaching and learning through critical reflection, by both the observer and the observed. In this thesis, I outline the implementation of the POT scheme across clinical sites at GDS. The study involved multiple stakeholders and therefore required approval, accommodation and support across six geographically diverse Scottish health board areas. The process and outcomes from the evaluation of the POT scheme are presented. The current body of published research offers little in relation to POT for the development of teaching chair-side clinical dentistry, a distinct area where students carry out multiple invasive procedures on patients during each teaching session. Appraisal of the scheme and its impact was conducted using evaluation methodology underpinned by constructivist epistemology. Ethical approval was sought and granted. Results describe motivations to teach and evaluation of the POT process in relation to its authenticity, acceptability and practicality. Analysis of who is truly considered a ‘peer’ as well as aspects of trust, honesty and respect are presented along with the perceived issues for colleagues sharing critical feedback. Impact of the POT scheme is explored in terms of teaching, reflection, increased self-awareness, and lessons learned about personal teaching practice. There is a strong focus on the role of POT for quality enhancement. Key issues highlighted by the findings include; the notable differences between participants from a range of academic backgrounds; study limitations; and feasible alternatives for the development of teaching staff. The POT scheme was successfully implemented and analysed. It was an authentic method for encouraging reflection and development of teaching practice. Recommendations for further progress are outlined. These include whether POT should be mandatory; how to facilitate wider group discussion; systems for implementation of shared good practice; and increasing access to teaching qualifications. Further research is required to directly measure the impact of POT on student learning and look at how the scheme has impacted on development of the wider community of practice.

Simulation in the shape of the “phantom head” is an essential part of every dental training programme. It is used to provide the student with practice before he/she is allowed to carry out restorative dental procedures on patients. In theory, this practice promotes patient safety. However, the learning process lacks clarity, and we do not understand fully how well learned skills transfer to clinical activity. This study asks whether in fact the pre-clinical course is a reliable guarantor of patient safety. It does so by examining four facets of the simulation process: purpose, learning, fidelity and transition, using a mixture of research methods, including comparison of pre-clinical and clinical assessment grades, focus groups with students, one-to-one interviews with their teachers and a questionnaire. The results of these investigations indicate a complex inter-relationship between purpose, learning, fidelity and transition. They also suggest that success in simulated restorative dentistry is a poor predictor of clinical ability, a limitation that needs careful consideration in the light of patient safety. The study recommends changes to increase the complexity and authenticity of the pre-clinical course, and suggests that the student transition needs detailed management, perhaps through a blend of pre-clinical and clinical activity.

Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (M.S.P.H.)--University of Michigan, 1939.

Mudanças na área da educação em Odontologia trazem o surgimento de novas ideias, abordagens e estratégias de ensino-aprendizagem ativas focadas na integração do aluno. Entretanto, é necessário que se teste sua eficácia e aplicabilidade das mesmas para produzir evidências nesse campo de atuação. Este estudo randomizado controlado de grupos paralelos foi realizado em dois centros da América Latina, Brasil e México, com o objetivo de avaliar o impacto da implementação do treinamento teórico-prático monitorado e mediado por tutores/monitores no ensino e treinamento para detecção de lesões de cárie entre alunos de graduação, quando comparado ao método de ensino tradicional baseado em aulas teóricas expositivas. O impacto dessa atividade de ensino-aprendizagem foi medido pela sua eficácia (melhora no desempneho do aluno quanto ao conhecimento teórico e aplicação prática desse conhecimento) e aceitabilidade da atividade pelos alunos de graduação. Para isso, alunos que aceitaram participar voluntariamente da atividade foram incluídos e divididos aleatóriamente em dois grupos: grupo controle (aula teórica convencional) e grupo teste (aula teórica convencional complementada por treinamento teórico-prático mediado por tutores/monitores). A atividade teórico-prática teve cerca de 1 hora e meia de duração e envolveu exercícios e discussões baseadas na avaliação de imagens pré-selecionadas e em exame de dentes extraídos. Após a finalização das atividades de ensino, os alunos realizaram avaliações práticas e teóricas com questões focadas na sua percepção frente a atividade de ensino recebida. comparando as respostas dos alunos. Foram realizadas análises multinível de Regressão de Poisson para testar a influência do treinamento e outras variáveis nos diferentes desfechos citados. As respectivas medidas de associação foram calculadas com 95% de intervalo de confiança (95%IC). Os alunos pertencentes a instituição mexicana tiveram melhor desempenho na avaliação prática (Razão de Prevalência (RP) = 1,25; 95% IC: 1,19 - 1,32). No entanto, os alunos brasileiros apresentaram maior número de respostas corretas nas avaliações teóricas (RP= 0,91; 95%IC: 0,86 - 0,97). Em geral, independentemente do país, o grupo que realizou o treinamento teórico-prático teve um melhor desempenho durante a avaliação dos dentes extraídos (RP = 1,20; 95% IC: 1,16 - 1,25), assim como nas avaliações teóricas (RP= 1,07; 95%IC: 1,01 - 1,13). Em geral, os alunos mexicanos se mostraram mais autoconfiantes e satisfeitos, independentemente da atividade recebida. Apenas no Brasil, o treinamento impactou em maior desempenho na avaliação teórica e postura dos alunos em termos de autoconfiança e percepção da atividade de ensino. Conclui-se que a atividade complementar baseada no treinamento teórico-prático monitorado por tutores/monitores mostrou ser eficaz em ambos os contextos para desenvolvimento de habilidades práticas nos alunos, mas o efeito da mesma em aspectos cognitivos e comportamentais pode ser diferenciado em função de diferentes posturas/realidades. / Changes in dental education bring the emergence of new ideas, active approaches and teaching-learning strategies focused on students\' integration. However, the assessment of their efficacy and applicability is necessary to produce evidence in this field. This randomized controlled parallel-group study was conducted in two centers in Latin America, Brazil and Mexico, in order to assess the impact of the implementation of the tutor-mediated practical-theoretical training in caries lesion detection delivered for undergraduate students compared to traditional teaching method based on expository lectures. The impact of this teaching-learning activity was measured by its efficacy (improvement in students\' performance in theoretical tests and practical application of the knowledge) and acceptability by undergraduate students. For this, students who agreed to participate in the activity were included and divided randomly into two groups: control group (conventional lecture) and test group (conventional lecture supplemented by tutor-mediated theoretical and practical training). The additional training lasted 1.5 hour and included exercises and discussions based on the evaluation of pre-selected images and extracted teeth. After teaching-learning activities, students performed theoretical and practical tests and also answered questions focused on their perception of the teaching activities. Multilevel Poisson regression analysis were performed to test the influence of training and other variables with the different outcomes mentioned. The specific association measurements were calculated for each outcome using a confidence interval of 95% (95%CI). Mexican students performed better in practical evaluation (Prevalence Ratio (PR) = 1.25; 95% CI: 1.19 -1.32). However, Brazilian students had the highest number of correct answers in the theoretical assessments (PR = 0.91; 95% CI: 0.86-0.97). Despite the institution, the group that held the theoretical-practical training achieved better results in evaluating extracting teeth (PR = 1.20; 95% CI: 1.16-1.25) or theoretical assessments (RP = 1.07; 95% CI: 1.01-1.13) than that group who did not. In general, Mexican students were more self-confident and satisfied independently of teachning-learning activity. Only among Brazilians, the theoretical-practical training impacted on better students\' performance in theroretical tests and students\' self-confidence and perception regarding learning activities. It was concluded that the complementary activity based on tutor-mediated theoretical-practical training was efficacious on improving the undergraduate students\' practical skills for caries detection in both contexts. However, its impact on cognitive and behavioral aspects could be influenced by different realities.

Mudanças na área da educação em Odontologia trazem o surgimento de novas ideias, abordagens e estratégias de ensino-aprendizagem ativas focadas na integração do aluno. Entretanto, é necessário que se teste sua eficácia e aplicabilidade das mesmas para produzir evidências nesse campo de atuação. Este estudo randomizado controlado de grupos paralelos foi realizado em dois centros da América Latina, Brasil e México, com o objetivo de avaliar o impacto da implementação do treinamento teórico-prático monitorado e mediado por tutores/monitores no ensino e treinamento para detecção de lesões de cárie entre alunos de graduação, quando comparado ao método de ensino tradicional baseado em aulas teóricas expositivas. O impacto dessa atividade de ensino-aprendizagem foi medido pela sua eficácia (melhora no desempneho do aluno quanto ao conhecimento teórico e aplicação prática desse conhecimento) e aceitabilidade da atividade pelos alunos de graduação. Para isso, alunos que aceitaram participar voluntariamente da atividade foram incluídos e divididos aleatóriamente em dois grupos: grupo controle (aula teórica convencional) e grupo teste (aula teórica convencional complementada por treinamento teórico-prático mediado por tutores/monitores). A atividade teórico-prática teve cerca de 1 hora e meia de duração e envolveu exercícios e discussões baseadas na avaliação de imagens pré-selecionadas e em exame de dentes extraídos. Após a finalização das atividades de ensino, os alunos realizaram avaliações práticas e teóricas com questões focadas na sua percepção frente a atividade de ensino recebida. comparando as respostas dos alunos. Foram realizadas análises multinível de Regressão de Poisson para testar a influência do treinamento e outras variáveis nos diferentes desfechos citados. As respectivas medidas de associação foram calculadas com 95% de intervalo de confiança (95%IC). Os alunos pertencentes a instituição mexicana tiveram melhor desempenho na avaliação prática (Razão de Prevalência (RP) = 1,25; 95% IC: 1,19 - 1,32). No entanto, os alunos brasileiros apresentaram maior número de respostas corretas nas avaliações teóricas (RP= 0,91; 95%IC: 0,86 - 0,97). Em geral, independentemente do país, o grupo que realizou o treinamento teórico-prático teve um melhor desempenho durante a avaliação dos dentes extraídos (RP = 1,20; 95% IC: 1,16 - 1,25), assim como nas avaliações teóricas (RP= 1,07; 95%IC: 1,01 - 1,13). Em geral, os alunos mexicanos se mostraram mais autoconfiantes e satisfeitos, independentemente da atividade recebida. Apenas no Brasil, o treinamento impactou em maior desempenho na avaliação teórica e postura dos alunos em termos de autoconfiança e percepção da atividade de ensino. Conclui-se que a atividade complementar baseada no treinamento teórico-prático monitorado por tutores/monitores mostrou ser eficaz em ambos os contextos para desenvolvimento de habilidades práticas nos alunos, mas o efeito da mesma em aspectos cognitivos e comportamentais pode ser diferenciado em função de diferentes posturas/realidades. / Changes in dental education bring the emergence of new ideas, active approaches and teaching-learning strategies focused on students\' integration. However, the assessment of their efficacy and applicability is necessary to produce evidence in this field. This randomized controlled parallel-group study was conducted in two centers in Latin America, Brazil and Mexico, in order to assess the impact of the implementation of the tutor-mediated practical-theoretical training in caries lesion detection delivered for undergraduate students compared to traditional teaching method based on expository lectures. The impact of this teaching-learning activity was measured by its efficacy (improvement in students\' performance in theoretical tests and practical application of the knowledge) and acceptability by undergraduate students. For this, students who agreed to participate in the activity were included and divided randomly into two groups: control group (conventional lecture) and test group (conventional lecture supplemented by tutor-mediated theoretical and practical training). The additional training lasted 1.5 hour and included exercises and discussions based on the evaluation of pre-selected images and extracted teeth. After teaching-learning activities, students performed theoretical and practical tests and also answered questions focused on their perception of the teaching activities. Multilevel Poisson regression analysis were performed to test the influence of training and other variables with the different outcomes mentioned. The specific association measurements were calculated for each outcome using a confidence interval of 95% (95%CI). Mexican students performed better in practical evaluation (Prevalence Ratio (PR) = 1.25; 95% CI: 1.19 -1.32). However, Brazilian students had the highest number of correct answers in the theoretical assessments (PR = 0.91; 95% CI: 0.86-0.97). Despite the institution, the group that held the theoretical-practical training achieved better results in evaluating extracting teeth (PR = 1.20; 95% CI: 1.16-1.25) or theoretical assessments (RP = 1.07; 95% CI: 1.01-1.13) than that group who did not. In general, Mexican students were more self-confident and satisfied independently of teachning-learning activity. Only among Brazilians, the theoretical-practical training impacted on better students\' performance in theroretical tests and students\' self-confidence and perception regarding learning activities. It was concluded that the complementary activity based on tutor-mediated theoretical-practical training was efficacious on improving the undergraduate students\' practical skills for caries detection in both contexts. However, its impact on cognitive and behavioral aspects could be influenced by different realities.

Foi objetivo deste trabalho analisar as mudanças na produção teórica sobre as práticas de ensino-aprendizagem na formação em odontologia. A partir dos conceitos de interdisciplinaridade e integralidade, buscou-se analisar de que forma os processos formativos em odontologia tem apresentado transformações nos cenários de prática de ensino nesta graduação no contexto do SUS. A metodologia utilizada foi a de pesquisa qualitativa teórica de caráter exploratório. Os procedimentos de abordagem que foram seguidos na realização desta pesquisa visaram produzir informações e conhecimentos sobre as transformações nas práticas de ensino acadêmico do cirurgião-dentista em tempos de SUS e de Diretrizes Curriculares para os Cursos de Odontologia (MEC). Foram utilizados como fontes de pesquisa, o Portal de Teses da CAPES, para artigos e periódicos, as redes mundiais de pesquisas científicas: scielo e bvs e como fontes alternativas, os sites especializados em buscas pela Internet: google e yahoo, porém somente foram levados em consideração as produções devidamente indexadas e/ou publicadas em revistas de reconhecimento científico comprovado. Há também a complementação da pesquisa bibliográfica em livros da área. Quanto a formação interdisciplinar, o que se constata é uma frágil consolidação de experiências isoladas, não havendo ainda uma uniformização de ações neste sentido, seja por parte das instituições de ensino, seja por parte do governo. Mesmo com as DCN trazendo em seu bojo, a necessidade de uma formação interdisciplinar, não há ainda em prática uma política didático-pedagógica e nem metodologias garantidoras de uma formação pautada por conhecimentos que ultrapassem seus próprios limites, abrindo-se para outras áreas e formas de conhecimento, que procurem integração, diálogo, complementação para melhor compreenderem o que está acontecendo no mundo e com a humanidade e seus fenômenos com múltipla causalidade. / The aim of this study was to analyse the changes in theoretical work practices of teaching and learning of dentistry. The concepts of interdisciplinarity and integrality/comprehensive health care, we sought to analyze how the formative processes in dentistry has made changes to practical education in graduate within the SUS. The methodology used was a qualitative exploratory theoretical. The approach procedures were followed in this research aimed to produce information and knowledge about the changes in teaching practices of academic dentists in times of SUS and Curriculum Guidelines for the Courses of Dentistry (MEC). Were used as source material, the Portal CAPES thesis, articles and journals from the global networks of scientific research: scielo and bvs, and alternative sources, sites specialized in Internet search: google and yahoo, but were only taken account the production properly indexed and / or published in journals of scientific recognition proved. There is also the completion of research on books in the area. The interdisciplinary learning process, which turns out is a consolidation of fragile individual experiments, there was still no uniformity of actions in this direction, either by education institutions, either by the government. Even with the DCN bringing in its content, the need for interdisciplinary learning process, there is still a common practice in teaching and pedagogical methods and not guarantors of training based on knowledge beyond their own boundaries, opening up to other areas and ways knowledge, seeking integration, dialogue and complementary to better understand what is happening in the world and with humanity and its phenomena with multiple causality.

Made available in DSpace on 2014-12-17T14:13:47Z (GMT). No. of bitstreams: 1 MariaAPF_TESE.pdf: 883814 bytes, checksum: 5dc3b63aff88121a32f1b7a8dd7cb467 (MD5) Previous issue date: 2013-04-19 / Dental education is going through important changes in preparing workers to meet the needs of the society and the labor market. For that reason, we studied the offering of comprehensive dental care clinics in Brazil with the aim of encouraging future curriculum changes focused on the training of general dental practitioners. An email questionnaire on educational organization and comprehensive care clinics of undergraduate programs was sent to each academic dental affairs dean. Sixty-seven (41.6%) dental schools agreed to participate. We observed that curriculum changes have contributed to modify the format of comprehensive care clinics. This was felt mainly (88,1%) with regards to workload and course offerings in different levels of the dental curriculum, thereby creating a favorable environment for generalist training. Most schools shared the following characteristics: clinical procedures were being prioritized according to level of complexity (95,5%), students were having the chance to attend courses in other programs (37,3%), and attempt to diversify teaching methods was being challenged (58,2%). Although progress in combining teaching and clinical services was reported by 83,6% of schools, most clinical procedures were still being performed intramurally (50,7%) in partnership with public service. There was also improvement in clinical mentorship due to the hiring of instructors qualified to work in comprehensive care clinics and with aptitude to supervise a wider range of dental procedures (58,2%). Further changes to Brazilian comprehensive care clinics should hence be encouraged and intensified to ensure appropriate generalist training for dental practitioners / A forma??o superior est? passando por mudan?as no sentido de formar profissionais com perfil mais adequado ?s necessidades da popula??o e do mercado de trabalho. Diante disso, analisamos o formato de oferta da cl?nica integrada em cursos de Odontologia do Brasil, na perspectiva de auxiliar e estimular processos de reformas curriculares que visem ? forma??o do cirurgi?o-dentista com perfil generalista. Para isso, utilizamos um question?rio eletr?nico com quest?es relacionadas ? organiza??o pedag?gica do curso e da cl?nica integrada, aplicado a coordenadores de curso. Participaram do estudo 67 escolas de Odontologia (41,6%). Observamos que as reformas curriculares est?o levando a mudan?as nas cl?nicas integradas, relacionadas, principalmente (88,1%), a amplia??o da carga hor?ria e oferta em diversos per?odos do curso, tornando-se um importante espa?o para a forma??o profissional generalista. Os resultados mostraram que a organiza??o dessas cl?nicas vem se dando por n?veis de complexidade de procedimentos odontol?gicos na maioria das escolas (95,5%) e a interdisciplinaridade em atividades junto a outros cursos (37,3%), bem como a diversifica??o das metodologias de ensino aprendizagem (58,2%) s?o desafios buscados no processo de mudan?a. Ocorrem avan?os na integra??o ensino e servi?o em 83,6% dos cursos, no entanto, com as atividades sendo desenvolvidas, majoritariamente, dentro das cl?nicas da pr?pria escola (50,7%) atrav?s de conv?nio com o servi?o p?blico. Avan?os ocorrem tamb?m na supervis?o docente com a inser??o de professores qualificados em cl?nicas odontol?gicas que orientam a maior parte dos procedimentos odontol?gicos (58,2%). Desse modo, o processo de mudan?a nas cl?nicas integradas deve ser estimulado e intensificado pois, caso contr?rio, poder? comprometer a forma??o profissional do cirurgi?o dentista generalista

Foi objetivo deste trabalho analisar as mudanças na produção teórica sobre as práticas de ensino-aprendizagem na formação em odontologia. A partir dos conceitos de interdisciplinaridade e integralidade, buscou-se analisar de que forma os processos formativos em odontologia tem apresentado transformações nos cenários de prática de ensino nesta graduação no contexto do SUS. A metodologia utilizada foi a de pesquisa qualitativa teórica de caráter exploratório. Os procedimentos de abordagem que foram seguidos na realização desta pesquisa visaram produzir informações e conhecimentos sobre as transformações nas práticas de ensino acadêmico do cirurgião-dentista em tempos de SUS e de Diretrizes Curriculares para os Cursos de Odontologia (MEC). Foram utilizados como fontes de pesquisa, o Portal de Teses da CAPES, para artigos e periódicos, as redes mundiais de pesquisas científicas: scielo e bvs e como fontes alternativas, os sites especializados em buscas pela Internet: google e yahoo, porém somente foram levados em consideração as produções devidamente indexadas e/ou publicadas em revistas de reconhecimento científico comprovado. Há também a complementação da pesquisa bibliográfica em livros da área. Quanto a formação interdisciplinar, o que se constata é uma frágil consolidação de experiências isoladas, não havendo ainda uma uniformização de ações neste sentido, seja por parte das instituições de ensino, seja por parte do governo. Mesmo com as DCN trazendo em seu bojo, a necessidade de uma formação interdisciplinar, não há ainda em prática uma política didático-pedagógica e nem metodologias garantidoras de uma formação pautada por conhecimentos que ultrapassem seus próprios limites, abrindo-se para outras áreas e formas de conhecimento, que procurem integração, diálogo, complementação para melhor compreenderem o que está acontecendo no mundo e com a humanidade e seus fenômenos com múltipla causalidade. / The aim of this study was to analyse the changes in theoretical work practices of teaching and learning of dentistry. The concepts of interdisciplinarity and integrality/comprehensive health care, we sought to analyze how the formative processes in dentistry has made changes to practical education in graduate within the SUS. The methodology used was a qualitative exploratory theoretical. The approach procedures were followed in this research aimed to produce information and knowledge about the changes in teaching practices of academic dentists in times of SUS and Curriculum Guidelines for the Courses of Dentistry (MEC). Were used as source material, the Portal CAPES thesis, articles and journals from the global networks of scientific research: scielo and bvs, and alternative sources, sites specialized in Internet search: google and yahoo, but were only taken account the production properly indexed and / or published in journals of scientific recognition proved. There is also the completion of research on books in the area. The interdisciplinary learning process, which turns out is a consolidation of fragile individual experiments, there was still no uniformity of actions in this direction, either by education institutions, either by the government. Even with the DCN bringing in its content, the need for interdisciplinary learning process, there is still a common practice in teaching and pedagogical methods and not guarantors of training based on knowledge beyond their own boundaries, opening up to other areas and ways knowledge, seeking integration, dialogue and complementary to better understand what is happening in the world and with humanity and its phenomena with multiple causality.