Problem-solving and integration of knowledge are key objectives of the undergraduate dental curriculum of the School of Dentistry, University of Pretoria, which aims to develop the clinical reasoning skills of students. For practical reasons the School provides discipline-based teaching and learning, which, according to the literature, might limit a student’s ability to integrate knowledge during clinical reasoning processes. The literature suggests that problem-solving by means of case studies – an active teaching and learning strategy– might be a useful method to develop and integrate knowledge at undergraduate level, and that earlier exposure to clinical cases might assist in the attainment of clinical reasoning skills at an earlier stage. Hence, this action research study describes the planning, design, implementation and evaluation of a “new” Comprehensive Patient Care curriculum over a three-year period (2009 - 2011) based on Kern’s “six-step approach to curriculum development”. The new curriculum employs an adjunctive integrated case-based approach according to the principles described in the “Four Component Instructional Design Model” and a new variant of the so-called “progress test”, starting already in the preclinical (third) year of study, to develop and test students’ clinical reasoning skills over time. The exit-level progress test results of dental students who had been taught by following an adjunctive integrated case-based approach were statistically analysed, using mixed model statistics, and were compared with the clinical decision-making skills of cohorts who had been taught by following the traditional discipline-based approach. These analyses were complemented by bivariate and multivariate quantitative analyses and qualitative student feedback (mixed methods). The validity of the progress test results was also examined by comparing the results of different cohorts. The fifth-year cohort who had been exposed to integrated case-based teaching and learning from their preclinical year performed significantly better in the progress test at exit level than the cohorts who had received only discipline-based teaching and learning, even when controlling for previous academic performance. These findings were supported by the quantitative and qualitative feedback that students gave about the educational processes that were followed. The progress test performed reasonably well as a measurement tool and all the differences that were measured between the different cohorts could be explained logically. Case specificity posed the biggest threat to the reliability of the test. The results suggest that integrated case-based teaching and learning, commencing in the preclinical study years, might be a useful intervention to improve clinical reasoning ability at exit level in dental schools such as the School of Dentistry, University of Pretoria that follow a discipline-based approach. The results of this action research study provided particularly useful information, which will allow further improvements to the educational intervention. The results of this study require further research to substantiate the findings beyond doubt. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Dental Management Sciences / unrestricted

ABSTRACT  Aim: Professionalism is an important and integrated part of dentistry and an essential characteristic in dentists. The aim of this study is to evaluate how patients perceive dental student’s professionalism and if their perception differs between male and female dental students at the Faculty of Odontology at Malmö University.  Material & method: By using definitions of professionalism, a cross-sectional survey with eight statements was created to evaluate the patients’ perceptions of the dental student’s professionalism. For each of the statements, patients responded through a five-point Likert scale. The results were analysed using IBM SPSS Statistics 25 programme and p ≤ 0,05 as a significant p-value.  Results: Majority of the 103 patients that participated in the survey had a positive response to all eight statement and only three patients responded negatively. Dental students in their final years generally received better reviews than students in their second or third year. 100% of the patients agreed completely that they felt respectfully treated by the students. Male dental student received slightly higher percentage in two statement that of them being more knowledge and able to care for the patient in the best way possible. No significant results, p ≤ 0,05, were obtained.  Conclusion: The patients generally perceived dental students to be professional and that the student’s professionalism increases as their education progresses. Male and female dental students were largely considered equally professional. More studies are necessary on professionalism in dental educations. / SAMMANFATTNING  Syfte: Professionalism är en viktig och integrerad del av tandvården och är ett nödvändigt karaktärsdrag hos tandläkare. Syftet med denna studie är att undersöka tandläkarstudenternas professionalism från patientens perspektiv samt att utvärdera om studenternas professionalism skiljer sig med hänsyn till kön på odontologiska fakulteten på Malmö Universitet.  Material & metod: En tvärsnittsundersökning med åtta påståenden om tandläkarstudents professionalism utformades för att undersöka patienternas uppfattning av tandläkarstudenternas professionalism. Patienternas respons registrerades på en fem-punkts Likert-skala. Resultatet analyserades med hjälp av kalkyleringsprogrammet IBM SPSS Statistics 25 och p ≤ 0,05 som ett signifikant p-värde.  Resultat: Majoriteten av 103 deltagande patienter gav positiva svar till alla åtta påståenden, och endast tre patienter svarade med negativa svarsalternativ. Tandläkarstudenter som går i de sista åren i tandläkarutbildningen fick generellt positivare respons än tandläkarstudenter som studerar i andra och tredje året av utbildningen. 100% av patienterna höll med helt att de kände sig respektfullt bemötta av studenterna. Manliga tandläkarstudenter fick något högre procentuella värden för två påståenden där patienterna ansåg att manliga studenter erhöll mer kunskap och var kapabla att ta hand om patienterna på bästa sätt. Inga signifikanta resultat där p ≤ 0,05 erhölls.  Konklusion: Patienterna uppfattade generellt tandläkarstudenterna som professionella och att studenternas professionalism ökade desto längre fram i utbildningen de befann sig. Manliga och kvinnliga tandläkarstudenter ansågs i stort vara likvärdigt professionella. Fler studier är nödvändiga för utvärdering av professionalism bland tandvårdsrelaterade utbildningar.

Dental caries is a disease process, one that will not be eliminated by tooth repair alone. Caries is the most prevalent disease of children and the primary reason for most restorative dental visits in both adults and children. A risk-based approach to managing caries targets those in greatest jeopardy for contracting the disease and provides evidenced-based decisions to treat current disease and prevent it in the future. This dissertation focuses on an approach to diagnosing and managing caries disease that holds promise of transforming the ways dentists treat this disease. This approach focuses on assessing the risk of caries and designing an individualized treatment plan that treats the disease in the least invasive way possible known as "Caries Management by Risk Assessment" or CAMBRA. Taken in total, the chapters presented in this dissertation address the related problems of disseminating information about CAMBRA and influencing both the practice of dentistry and the education of dentists.

This exploratory study was designed to develop a baseline model of expertise in dental education utilizing the Dreyfus and Dreyfus continuum of skill acquisition. The goal was the development of a baseline model of expertise, which will contribute to the body of knowledge about dental faculty skill acquisition and may enable dental schools to provide more relevant faculty development opportunities, and maximize scholarship potential. Employing a qualitative approach, individual interviews were conducted with two dental school academic deans and seven experienced educators who were nominated by their academic deans for their expertise in dental education. Open coding of interview responses was performed to determine categories of phenomena that recurred repetitively. The categories of novice through experienced traits were examined using the Dreyfus model. Finally, the codes developed to describe recurring themes of faculty development were interpreted relative to influence of faculty qualities on development of student qualities. Results of this study indicate that the growth of skills necessary to good teaching, expressed by these experienced educators, reflects a learning curve similar to those noted by Dreyfus and Dreyfus and other previous investigators. While dental faculty approaching the Proficient and Expert end of the Dreyfus continuum, display many of the skills descriptive of these stages, they also speak about the process of active reflection. Some unique challenges present themselves in the process of educating dental students. In addition to supporting technique development, faculty teach a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. The importance of these non-cognitive qualities to patient care and collaboration with peers are essential to successful practice. Articulation of practical knowledge may not be recognized by the teacher; however, data from this study indicates that qualities to which expert faculty are most sensitive influence dental student development profoundly. These findings increase understanding of expert performance in dental education and provide support for dental faculty who desire to become excellent educators. Study outcomes also have implications for exploration of hidden curricular elements embedded in dental faculty practice and their influence on novice dental students.

Introduction: The study surveys the present state of undergraduate dental education in gerodontology in Germany and highlights changes between 2004 and 2019. Materials and Methods: In 2019, questionnaires were emailed to the department heads of all German dental schools. Data were analysed descriptively and compared to existing data from 2004, 2009 and 2014. Results: Thirty-nine (86.7%) out of forty-five responding department heads stated to teach aspects of gerodontology in traditional core subject lecture series. Overall, 15 (55.6%) out of 27 responding dental university schools are offering special education in gerodontology (dedicated lecture series and/or practical training). A stronger focus on non-dental topics has been observed over the years. Discussion: The 15-year observation period in Germany shows that teaching gerodontology should be mandatory. There is a lack of specialists in gerodontology at the dental schools, although specialisation has been possible for many years in the German professional association. Students should be sure that, as in other subjects, they are well trained for the very heterogeneous patient group of seniors. The financial and personnel prerequisites for the universities need to be established. Conclusion: Inclusion of gerodontology in the national syllabus is a decisive factor for the integration of the subject into undergraduate courses. The recommendations of the European College of Gerodontology (2009) and of the German Association of Gerodontology (DGAZ) regarding didactical and practical teaching should be implemented in the respective compulsory syllabus to prepare current undergraduate dental students for the demographic challenges of tomorrow

No modelo tradicional de ensino, desenvolver os aspectos cognitivos, psicomotores e comportamentais inerentes ao diagnóstico e plano de tratamento em Endodontia, tornam-se um problema, devido ao número relativamente limitado de experiências clínicas vivenciadas pelos alunos na formulação do diagnóstico, bem como a disponibilidade do professor compatível ao número de alunos na clínica endodôntica e o número cada vez mais insuficiente de pacientes para atender a demanda. Neste sentido, o desenvolvimento de estratégias de ensino-aprendizagem eficientes e de avaliação das competências relacionadas ao diagnóstico, seria interessante para a educação em Endodontia. O objetivo deste trabalho foi verificar e comparar o desempenho de alunos de Endodontia, tendo como fonte de variação para a metodologia educacional, a utilização da tecnologia hipermídia e o uso da internet como facilitadores do processo de ensino-aprendizagem. Para isso, graduandos do terceiro ano de Odontologia de três Universidades foram divididos em três grupos, de acordo com a metodologia de ensino-aprendizagem utilizada: GI método tradicional centrado no professor - grupo controle (n = 23); GII método tradicional acrescendo uma revisão centrada no professor, antes da avaliação (n = 30) e, GIII método de auto-instrução centrado no aluno utilizando a tecnologia hipermídia com acesso através da internet (n = 90). O site endo-e.com foi utilizado como método de auto-instrução, incluindo, entre outros temas, as doenças da polpa e do periápice, diagnóstico e tratamento endodôntico, além da simulação de casos clínicos com todas as modalidades das doenças da polpa e do periápice, tanto para treinamento, bem como para avaliação dos alunos. Os resultados obtidos na avaliação foram submetidos à análise estatística, por meio dos testes Kruskal-Wallis e Student Newman Keuls. A estratégia centrada no professor com revisão, onde os alunos interagiram com situações simuladas após as aulas teóricas tradicionais, foi o método mais eficiente, apresentando resultados estatisticamente significantes (p<0,01), em relação às demais estratégias utilizadas. Não foram observadas diferenças estatísticas significantes entre os grupos que utilizaram estratégias centradas exclusivamente no professor e no aluno, ambas sem o uso da revisão interativa. A tecnologia hipermídia e o uso da internet quando empregados isoladamente, sem despender nenhuma hora/aula presencial, mostrou equivalência com a estratégia de ensino-aprendizagem convencional centrada no professor, podendo ser considerada como estratégia complementar ou facilitadora da aprendizagem do diagnóstico em Endodontia. / In the traditional education model, developing of cognitive learning, psychomotor and conduct aspects during the endodontic diagnosis and treatment planning become a problem for students due to the relatively limited number of clinical experiences in diagnosis as well as the availability of adequate teacher/student ratio and the insufficient number of patients. Thus, the development of new strategies for effective teaching and learning process and evaluations in diagnosis would be interesting for education in Endodontics. The aim of this study was verified and compares the students performance in Endodontic varying the educational methodology where the use of hypermedia technology and internet could make the teaching-learning process easier. For this, undergraduate dental students from three universities were divided in three groups according to the applied teaching-learning methodology: GI - Traditional centered teacher - control group (n=23), GII Adding a review before the traditional centered teacher method (n = 30) and GIII - Self-instruction using hypermedia technology accessed by Internet (n = 90). The www.endo-e.com website was used as a self-instruction and evaluation method that includes diagnosis of pulp and periapical diseases, root canal therapy and clinical cases simulation. The results were statistically analyzed using Kruskal-Wallis followed by Student-Newman-Keuls tests. The strategy focused on the teacher that used previous review, where students interacted with simulated conditions following traditional class was the most efficient method and showed statistically significant difference (p<0,01) when compared with other strategies. There were no statistically significant differences between groups using strategies focused just on the teacher and student without the use of interactivity. Hypermedia technology and the use of Internet showed equivalence with the conventional teaching and learning strategy (teacher-centered) and can be considered as a complementary strategy to facilitate the diagnosis learning in Endodontics.

A pesquisa teve por objetivo investigar como os discentes do último ano dos Cursos de Bacharelado em Enfermagem, Medicina e Odontologia da Universidade de São Paulo, campus Ribeirão Preto, compreendem sua formação para trabalharem como membros de equipes de Atenção Primária à Saúde (APS) e analisar os Projetos Políticos Pedagógicos (PPP) dos cursos estudados, identificando diretrizes que apontam para formação de profissionais que atendam a demanda do SUS no eixo da APS. Trata-se de pesquisa exploratória descritiva, de natureza qualitativa. Os participantes foram 48 alunos do último ano dos cursos de graduação estudados. A amostra foi intencional por saturação teórica. Os alunos foram entrevistados e seus relatos audiogravados, transcritos e realizada Análise de Conteúdo de Bardin. Também realizou-se a análise documental dos PPPs dos cursos, da qual emergiu uma discussão teórica: \"Projetos Políticos Pedagógicos: uma aproximação das escolhas de princípios norteadores\", em que se percebeu que os três cursos apresentam concepções e princípios com enfoque no SUS e no fortalecimento da APS. Das falas, emergiram quatro categorias empíricas: \"Conhecimentos relevantes para atuar em Atenção Primária à Saúde\", em que os alunos reconhecem a articulação de saberes diversificados para atuação em APS, não se restringindo à perspectiva biológica; \"Inserção dos alunos nas equipes de Atenção Primária à Saúde\", identificou-se que os estudantes têm contato desde as séries iniciais com os serviços de APS, com predomínio de atividades como territorialização e visitas domiciliares; na categoria \"Possibilidades e limites vivenciados nos estágios curriculares\" os alunos apontaram os aspectos que influenciaram na vivência do estágio curricular supervisionado, que se destaca como experiência de grande valor para a formação, e na categoria \"Percepção sobre a formação para atuar em Atenção Primária à Saúde: atingiu as expectativas?\" foram discutidos os aspectos que colaboraram para a percepção do aluno em se sentir bem formado para atuar na APS. Mesmo diante de mudanças ocorridas nos currículos dos cursos, para os alunos de medicina e enfermagem, ainda há um predomínio das vivências no contexto hospitalar, o que dificulta a aprendizagem para a APS. Os alunos de odontologia sentem-se satisfeitos com a formação para atuação nesse contexto. A aproximação da percepção dos alunos acerca da própria formação e a análise dos Projetos Políticos Pedagógicos apontaram para a relevância das intervenções legais, com destaque para as Diretrizes Curriculares Nacionais, e do potencial que há em bons encontros, marcados pelo diálogo entre professores, profissionais de saúde e alunos. Acredita- se que o estudo poderá ser um disparador para reflexões acerca da formação em saúde, considerando que o aprimoramento das práticas educacionais na APS poderá colaborar para a mudança desejada para o fortalecimento do SUS e garantia de acesso à saúde da população brasileira / The aim of this research was to investigate how senior undergraduate students majoring in Nursing, Medicine and Odontology at University of São Paulo, campus Ribeirão Preto, understand their education to work as members of Primary Health Care (APS) teams. Furthermore, the aim was to analyze the Politic and Pedagogic Programs (PPP) of these courses, in order to identify the guidelines that point to professional education that suit the Universal Health Care System (SUS) principles regarding APS. This is a descriptive and exploratory research with a qualitative approach. 48 senior undergraduate students took part in the study. The sample was intentionally chosen until theoretical saturation was achieved. The students were interviewed and had their speeches recorded, transcribed and analyzed using Bardin´s content analysis. A documental analysis of the courses PPPs was conducted, from which a theoretical discussion emerged: \"Politic and Pedagogic Programs: an approach to choose guiding principles\", in which it was determined that the three majors present conceptions and principles that focus on SUS and in strengthening the APS. From the speeches, four empirical categories emerged: \"Relevant knowledge to perform in Primary Health Care\", in which the students recognized how to articulate diversified knowledge to perform in APS not restricted to the biologic perspective; \" Introducing students into Primary Health Care teams\", which elucidated that students are introduced to the APS services in the early years of the courses, mainly in territory activities and home visits; in the category \"Possibilities and limits experienced in curricular internships\", the students pinpointed the aspects that influenced the experience of supervised curricular internship which holds great value to their education and at last, the category \"Perception on the education to perform in Primary Health Care: did it meet the expectations?\" discussed the aspects that corroborated to the student´s perception about being well educated to perform in APS. Even though some changes were made in the Medicine and Nursing programs, hospital experiences are still predominant, which is onerous to learning focused in APS. Odontology students are satisfied with their education to perform in that context. The approach to the students´ perception regarding their education and the PPPs analysis show the relevance of legal interventions, highlighting the National Curricular Guidelines and the potential for good encounters, featured by dialogues among teachers, health professionals and students. We believe this study may be a trigger to reflect about health education, considering that the improvement of educational practices in APS may contribute to the expected change to strengthen the SUS and guarantee access to health to the Brazilian population

Este trabalho teve como objetivo analisar a tendência de mudanças na educação odontológica no Brasil em face à necessidade de implantação das Diretrizes Curriculares Nacionais para cursos de graduação em odontologia, aprovadas em 2002. O referencial teórico inclui as perspectivas da educação superior no Brasil em um contexto neoliberal, incluindo a área da saúde e a odontologia em particular apontando para a contradição da formação em saúde bucal no país que convive com um número crescente de faculdades de odontologia em todo o território nacional sem, contudo, responder às necessidades de atenção em saúde bucal de parcelas significativas da população brasileira. A metodologia partiu dos resultados da análise quantitativa obtidos pelo instrumento de avaliação utilizado durante as oficinas realizadas pela Associação Brasileira de Ensino Odontológico (ABENO) durante os anos de 2005 e 2006. O instrumento permitiu que cada participante avaliasse a instituição e o grau de inovação frente aos pressupostos das diretrizes curriculares segundo 3 eixos : orientação teórica do curso, abordagem pedagógica e cenários de prática. Cada eixo continha 3 vetores correspondendo ao tema analisado e cada participante avaliava o mesmo segundo 3 estágios possíveis (1- mais conservador; 2- intermediário e 3- mais inovador). Foram analisadas 48 faculdades (23 públicas e 25 privadas) de odontologia totalizando 1229 participantes entre professores (total de 711), alunos (228) e funcionários (14). Os resultados apontam para um alto grau de inovação incipiente (52,9%) seguido pelo grau de inovação parcial (40,2%), Estes resultados se confirmam para todas as variáveis analisadas ( tipo de instituição, região do país, tipo de ocupação e área de docência). O instrumento permite afirmar que a maioria das escolas mantém uma proposta pedagógica tecnicista, sem integração das disciplinas e com poucos cenários de práticas que permitem ao aluno conhecer e se formar na lógica do Sistema Único de Saúde (SUS), mantendo uma abordagem clássica da educação odontológica conforme as concepções de Gies e Charles Godon,no princípio do século XX. A análise qualitativa dos relatórios dos facilitadores, que teve como objetivo analisar os discursos apontados durante as oficinas destacou o desconhecimento, por parte da comunidade acadêmica odontológica, das diretrizes curriculares bem como dos princípios do SUS; a ausência de integração com o serviço e cenários de prática no SUS; a pouca formação pedagógica do corpo docente bem como uma resistência a mudanças que direcionem a formação para uma lógica de saúde coletiva. A discussão foi elaborada a partir de um arcabouço teórico advindo da teoria crítica da educação e currículo que aborda, de forma dialética, questões como ideologia, hegemonia, reprodução social, relações políticas de poder e dominação bem como o currículo oculto considerando que a resistência a transformações e inovações na educação odontológica provém de um projeto político e ideológico desta voltado à uma lógica capitalista, predominantemente voltada a classes dominantes numa perspectiva de tecnicismo direcionado à prática individual e mercantil da profissão, contrapondo-se e distanciando-se das perspectivas das diretrizes curriculares atuais e, portanto, mantendo-se resistente e em graus incipiente e parcial de inovação conforme demonstrou a análise quantitativa das oficinas.A necessidade de se transformar a educação odontológica impõe mudanças nos projetos político-pedagógicos das instituições, que devem ser construídos de forma coletiva com os diversos atores do processo educativo envolvidos; criação de espaços de formação docente dos professores de odontologia e ampliação da integração do SUS com as instituições formadoras permitindo uma real e signioficativa transformação do currículo, revisão de conteúdos ministrados, permitindo a adoção da integralidade do processo saúde/doença como eixo transversal do currículo dos cursos de graduação em odontologia. / The objective of this research was to make an analysis of the changes trends in dental education in Brazil facing the necessity of implementation of the curricular guidelines for undergraduate dental schools, which were approved in 2002. The theoretical reference includes the perspectives of higher education in Brazil in a neoliberal context, including health education and particularly dental education pointing out the contradiction of the formation in this field in a country that has a crescent number of schools in all its territory without responding to the oral health necessities of significant portions of the Brazilian population. The methodology used the results of a quantitative analysis obtained from the evaluation instrument used during the workshops carried out by the Brazilian Dental Education Association (ABENO) during 2005 and 2006. This instrument enabled each participant to evaluate his institution and the innovation degree in face of the curricular guidelines according to 3 axes: the theoretical orientation of the course; its pedagogical approach and practice sceneries. Each axis had 3 variables corresponding to the theme analyzed and each participant could evaluate it according to three possible stages (1-more conservative, 2-intermediate and 3-more innovative). 48 dental schools were analyzed (being 23 public and 25 private) with a total of 1229 participants (711 professors; 228 students and 14 functionaries. The results showed a high degree of incipient innovation (52, 9%) followed by a degree of partial innovation (40, 2%). These results were confirmed for all variables analyzed (type of institution, region in the country, type of occupation and faculty field). The instrument allows the affirmation that most dental schools maintain a technicist pedagogical approach, without integration between disciplines and with a few number of practice sceneries which would allow the student to be formed in the logic of the Brazilian Unified health System (SUS), keeping a classical approach of the dental education according to the conceptions of Gies and Charles Godon in the beginning of the XX Century. The qualitative analysis of the facilitators reports of the workshops which has as objective to analyze the discourse of the participants during the workshops which were pointed out by the facilitator showed the unknowing of the curricular guidelines by the dental academic community as well as the principles of the Brazilian Health System (SUS) ; the absence of integration between the public health service network and the schools and low number of practice sceneries in the public health system; the low level of pedagogical formation of dental faculties as well as resistance to changes that tend toward a formation in a logic of community health. The discussion was carried out from the perspective of the critical theory of education and curriculum which deals in a dialectical manner with concepts like ideology, hegemony, social reproduction, political relations of power and domination and hidden curriculum considering that resistance to transformations and changes in dental education are linked to a political and ideological project of it and it is very connected to a capitalist logic, mostly addressed to the dominant classes in a perspective of technical development leading to private and commercial practice of the profession opposing and maintaining a distance from the perspectives of the actual curricular guidelines and therefore keeping it resistance in incipient and partial levels of change as showed by the quantitative analysis of the workshops. The necessity of transforming dental education impose changes in the political and pedagogical projects of the schools and these must be built in a collective manner with the various actors of the educational process involved; a pedagogical formation of the faculty; extension of integration between the public health system and dental schools permitting a real and significant transformation of the curriculum and revision of contents taught leading to a transversal axis of the curriculum of undergraduate dental schools focusing the integrality of the health/disease process.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-07-31T13:54:36Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Mayara Vitorino Gevert.pdf: 10710918 bytes, checksum: 0a9ab86c4ed010941fdd105c8b55404e (MD5) / Made available in DSpace on 2018-07-31T13:54:36Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Mayara Vitorino Gevert.pdf: 10710918 bytes, checksum: 0a9ab86c4ed010941fdd105c8b55404e (MD5) Previous issue date: 2018-02-25 / Alternativas menos invasivas de tratamento da doença cárie vem sendo propostas, como o tratamento restaurador atraumático (ART). Porém, tem sido identificadas barreiras à aceitação da técnica, normalmente vinculadas à deficiência de formação profissional. Sendo assim, o objetivo desta pesquisa foi avaliar a influência de diferentes estratégias pedagógicas na qualificação e treinamento de acadêmicos de Odontologia para realização de restaurações atraumáticas (RAs). Para tanto, delineou-se um estudo experimental autocontrolado, com amostra composta por acadêmicos do 2º ano de Odontologia da Universidade Estadual de Ponta Grossa que nunca haviam entrado em contato com a técnica. Os sujeitos de pesquisa receberam capacitação por meio de diferentes estratégias pedagógicas, na seguinte ordem: aula expositiva dialogada, ensino socializado-individualizante com cartilha desenvolvida para este fim e aula prática (workshop). As estratégias foram avaliadas por meio de um questionário pré-testado, desenvolvido para detectar mudanças no aprendizado ao longo das etapas a partir de 4 domínios: conceitos gerais, protocolo clínico, indicações e instrumentais/materiais. O questionário foi aplicado no momento inicial e 30 dias após cada intervenção pedagógica. Paralelamente, grupos focais foram realizados para se conhecer a percepção dos sujeitos de pesquisa em relação ao método. Os dados qualitativos obtidos foram apresentados por meio da estatística descritiva; comparações entre as intervenções foram realizadas com o teste Kruskall-Wallis (pós teste de Tukey) com nível de significância de 5%. Os dados qualitativos foram transcritos e verificados os padrões e tendências das concepções manifestadas pelos sujeitos. Os resultados demonstraram uma melhor assimilação dos conteúdos após a realização da aula prática em todos os domínios, em índices superiores a 80%. Todavia, houve conceitos bem assimilados logo após a primeira intervenção, como o conceito do tratamento ser minimamente invasivo, a indicação para restauração de cavidades de classe I e a utilização de colheres de dentina para remoção do tecido cariado. Tópicos que não foram bem assimilados imediatamente obtiveram melhora após a estratégia socializado-individualizante como a boa aceitação da técnica entre pacientes e a utilização do cimento de ionômero de vidro de alta viscosidade. Os sujeitos de pesquisa afirmaram que a aula prática foi a estratégia que mais os estimulou, todavia veem as outras duas intervenções como fundamentais para seu aprendizado. Concluiu-se que as três estratégias pedagógicas testadas se mostraram eficazes para a qualificação de acadêmicos de Odontologia à realização de restaurações atraumáticas; conceitos teóricos tendem a ser bem assimilados em aulas expositivas-dialogadas, todavia questões de caráter mais prático como indicações, instrumentais/materiais e protocolo técnico precisam de abordagens metodológicas que estimulem a participação ativa dos acadêmicos, como o ensino socializado-individualizante e aulas práticas; a melhor situação alcançada na capacitação dos acadêmicos se deu com a associação de diferentes métodos pedagógicos. / Less invasive approaches to treating caries disease have been proposed, such as atraumatic restorative treatment (ART). However, barriers to acceptance of the technique have been identified, usually linked to the lack of professional training. Thus, the objective of this research was to evaluate the influence of different teaching strategies in thequalification and training of dental academics for performing atraumatic restorations (RAs). For that, a self-controlled experimental study was drawn up, with a sample composed of 2nd year undergraduate dentistry students from the Ponta Grossa State University who had never come into contact with the technique. The research subjects received training through different pedagogical strategies, in the following order: expository-dialogue class, socialized-individualized teaching with a booklet developed for this purpose and a practical class (workshop). The strategies were evaluated through a pre-tested questionnaire, developed to detect changes in learning along the stages from 4 domains: general concepts, clinical protocol, indications and instrumental / materials. The questionnaire was applied at the initial moment and 30 days after each pedagogical intervention. At the same time, focus groups were held to know the perception of the research subjects regarding the method. The qualitative data obtained were presented through descriptive statistics; comparisons between the interventions were performed using the Kruskall-Wallis test (post Tukey test) with a significance level of 5%. The qualitative data were transcribed and verified the patterns and tendencies of the conceptions manifested by the subjects. The results showed a better assimilation of the contents after the practical class in all domains, in indexes above 80%. However, there were concepts well assimilated shortly after the first intervention, as the concept of the treatment was minimally invasive, the indication for restoration of class I cavities and the use of dentine spoons to remove the carious tissue. Topics that were not well assimilated immediately obtained improvement after the socializedindividualizing strategy such as the good acceptance of the technique between patients and the use of high viscosity glass ionomer cement. The research subjects affirmed that the practical class was the strategy that most stimulated them, nevertheless they see the other two interventions as fundamental for their learning. It is concluded that the three pedagogical strategies tested proved effective for the qualification of dental academics to perform atraumatic restorations; theoretical concepts tend to be well assimilated in expository-dialogue classes, however, questions of a more practical nature such as indications, instrumental / material and technical protocol need methodological approaches that stimulate the active participation of academics, such as socialized-individualizing teaching and practical classes; the best situation achieved in the training of academics was the association of different pedagogical methods.

INTRODUÇÃO: A partir das Diretrizes Curriculares Nacionais para os cursos de graduação na área da saúde, incluindo a Odontologia, as experiências curriculares passaram a contemplar o Sistema Único de Saúde (SUS). Nesse contexto de ênfase na formação a partir da integração ensino-serviço-comunidade e com a transformação dos serviços de saúde em espaços de ensino-aprendizagem, cria-se uma demanda aos profissionais dos serviços que, além de suas atividades de rotina, acompanham e orientam o aprendizado dos estudantes de graduação, atuando como preceptores. OBJETIVO: Compreender o papel do preceptor cirurgião-dentista trabalhador do SUS - Atenção Primária à Saúde (APS) - na formação em Odontologia, analisando as características para a preceptoria. METODOLOGIA: O método de investigação foi o estudo de caso, numa forma predominantemente qualitativa. A pesquisa aconteceu em Porto Alegre, Rio Grande do Sul e envolveu o curso de graduação em Odontologia da Universidade Federal do Rio Grande do Sul (UFRGS) e os serviços de APS, locais de realização do estágio curricular supervisionado do 9º semestre do curso. A coleta de dados aconteceu em três momentos: preenchimento de questionário on-line sobre o perfil dos preceptores (n= 18), entrevista (10 estudantes e 10 preceptores) e observação participante. O método de amostragem utilizado para as entrevistas foi o da saturação. As informações do questionário foram digitadas no software IBM SPSS Statistics e analisadas por meio da distribuição de frequência. A interpretação dos dados qualitativos utilizou a estratégia da análise de conteúdo de Bardin, contando com o auxílio do software ATLAS.ti. A pesquisa foi aprovada pelo Comitê de Ética em Pesquisa da Universidade. RESULTADOS: Estudantes e cirurgiões-dentistas compreendem que o papel do preceptor é o de orientar, explicar, auxiliar e ouvir o estudante em seu período de estágio curricular, inserindo-o e estimulando-o para o trabalho interdisciplinar em equipe multiprofissional de saúde. A postura do preceptor e o modo como ele se relaciona com a equipe de saúde e com os pacientes, possibilita o vínculo do estudante à equipe e o conhecimento do processo de trabalho dos diferentes profissionais nos diversos espaços de atuação da Atenção Primária. As características recomendadas para a preceptoria nos serviços de Atenção Primária contemplaram a receptividade e o acolhimento do preceptor na chegada do estudante ao serviço de saúde, o querer ser preceptor, a comunicação com o estudante e com a equipe de saúde, a flexibilidade do preceptor na conduta com o estudante e no planejamento das atividades do estágio curricular e o bom relacionamento interpessoal com estudante e equipe; também sua característica didático-pedagógica para o ensino na saúde e a atuação clínica qualificada, além de postura profissional, perfil e formação para atuação no SUS e para a preceptoria. CONSIDERAÇÕES FINAIS: A análise dos resultados encontrados possibilitou a compreensão do papel do preceptor, cirurgião-dentista do estágio curricular nos serviços de APS, na formação em Odontologia, bem como das características para a preceptoria. Recomenda-se que os achados dessa pesquisa sejam apresentados e discutidos no curso de Odontologia da UFRGS, junto a seus gestores, professores e estudantes e com os gestores dos serviços de APS do município de Porto Alegre. / INTRODUCTION: Based on the National Curriculum Guidelines for graduation courses in the health area, including the dentistry, curricular experiences now include the Unified Health System (SUS). In this context of emphasis on formation from the integration of service-learning-community and with the transformation of health care services in spaces of teaching-learning, it creates a demand for the professional services that, in addition to their routine activities, monitor and guide the learning of undergraduate students, acting as preceptors. OBJECTIVE: To understand the role of the preceptor dentist that work on SUS - in the Primary Health Care (PHC) – in the formation in dentistry, analyzing the characteristics for the preceptorship. METHODS: The method of investigation was the case study, in a predominantly qualitative form. The research took place in Porto Alegre, Rio Grande do Sul and involved the graduate dentistry course at the Federal University of Rio Grande do Sul (UFRGS) and PHC services, places of the realization of supervised curricular training in the 9th semester of the course. Data collection happened in three stages: completing a online questionnaire about the preceptors profile (n=18), interviews (10 students and 10 preceptors), and participant observation. The sampling method used for the interviews was the saturation. The information from the questionnaire were entered on IBM SPSS Statistics software and analyzed by means of frequency distribution. The interpretation of qualitative data has used the strategy of content analysis of Bardin, with the aid of ATLAS.ti software. The study was approved by the Ethics Committee in Research of the University. RESULTS: Students and dentists understand that the role of the teacher is to guide, explain, listen and assist the student in her period of curricular training, inserting it and encouraging them for interdisciplinary work in a multidisciplinary health care team. The posture of the preceptor and how it relates with the health care team and with the patients, allows the bond of the student with the team and the knowledge of the process of working from the different professionals in various spaces of action on Primary Health Care. Recommended characteristics for a preceptorship in Primary Care services contemplated the receptivity and the acceptance of the preceptor at the arrival of the student in the health care service, the want to be preceptor, the communication with the student and with the health team, the flexibility of the preceptor in the conduct with the student in planning the activities of the curricular training and the good interpersonal skills with student and the health team; also their didactic-pedagogic characteristic for teaching in health and the qualified clinical performance, as well as professional behavior, profile and training for operations in SUS and for the preceptor. FINAL REMARKS: The analysis of the results allowed understanding the role of the dentistry preceptor of the curriculum stage of PHC services, in the dentistry formation, as well as characteristic for the preceptorship. It is recommended that the research findings are presented and discussed in the UFRGS course of Dentistry, with the managers, teachers and students and with managers of PHC services in the city of Porto Alegre.