ABSTRACT
RESUMEN Introducción: En el proceso de enseñanza aprendizaje de los estudiantes de Estomatología se hace necesario constatar el dominio de los conocimientos, acciones, operaciones y actitudes para la prevención del cáncer bucal. Objetivo: Confeccionar un instrumento metodológico que permita la evaluación del desarrollo de la habilidad de diagnóstico precoz del cáncer bucal a los estudiantes de quinto año de Estomatología. Método: Se realizó una investigación educativa, descriptiva con enfoque mixto, en la Universidad de Ciencias Médicas de Guantánamo. El universo lo constituyeron los estudiantes y docentes de quinto año de Estomatología, de ellos se escogió una muestra probabilística de 95 estudiantes y 20 profesores. Para la recogida de la información fueron utilizados métodos del nivel teórico: histórico-lógico, análisis y síntesis, inductivo-deductivo y del nivel empírico: el análisis documental y el criterio de especialistas para validar la propuesta. Resultados: El instrumento mostró un diseño claro y flexible para la evaluación del desarrollo de la habilidad de diagnóstico precoz del cáncer bucal al estudiante de quinto año de Estomatología. Los especialistas en su totalidad consideraron que el mismo es pertinente, útil y factible. Conclusiones: El instrumento permitirá evaluar al estudiante de quinto año de Estomatología la habilidad adquirida para el diagnóstico precoz del cáncer bucal, considerándose un aporte para elevar la calidad del proceso de formación, y garantizar que una vez egresados cumplan con su encargo social según los objetivos del Programa de Detección Precoz del Cáncer Bucal.
ABSTRACT Introduction: In the teaching-learning process for the students of Stomatology, it is necessary to verify the mastery of knowledge, actions, operations and attitudes for the prevention of oral cancer. Objective: Performing a methodological instrument that allows the evaluation of the development of the skill of early diagnosis of oral cancer in fifth year Stomatology students. Method: An educational, descriptive research with a mixed approach was carried out at the University of Medical Sciences in Guantánamo. The universe was constituted by the teachers and students of the fifth year of stomatology, from which a probability sample of 95 students and 20 teachers was chosen. For gathering the information some theoretical methods were used: historical-logical, analysis and synthesis, inductive-deductive, whereas empirical methods were also used: documentary analysis and the criteria of specialists to validate the proposal. Results: This methodological instrument showed a clear and flexible design for the evaluation of the development of the skill of early diagnosis of oral cancer in fifth year Stomatology students. Specialists as a whole considered it to be relevant, useful and feasible. Conclusions: The proposal will allow to evaluate the acquired ability of the fifth year Stomatology students for the early diagnosis of oral cancer, being considered a contribution for increasing the quality of the training process, and to guarantee that once they graduated they fulfill their social task according to the objectives of the Program for the Early Detection of Oral Cancer.
RESUMO Introdução: No processo de ensino-aprendizagem dos estudantes de estomatologia, é necessário verificar o domínio dos conhecimentos, ações, operações e atitudes para a prevenção do câncer oral. Objetivo: Desenvolver um instrumento metodológico para avaliar o desenvolvimento da capacidade de diagnóstico precoce do câncer oral em estudantes de odontologia do quinto ano. Método: Uma pesquisa educacional descritiva com uma abordagem mista foi realizada na Universidade de Ciências Médicas de Guantánamo. O universo foi formado por estudantes e professores no quinto ano de Estomatologia, do qual foi escolhida uma amostra de probabilidade de 95 estudantes e 20 professores. Para a coleta de informações, foram utilizados métodos teóricos: histórico-lógico, análise e síntese, indutivo-dedutivo, e métodos empíricos: análise documental e os critérios de especialistas para validar a proposta. Resultados: O instrumento mostrou um projeto claro e flexível para a avaliação do desenvolvimento da habilidade de diagnóstico precoce do câncer oral em estudantes de odontologia do quinto ano. Os especialistas, como um todo, o consideraram relevante, útil e viável. Conclusões: O instrumento permitirá ao estudante de Estomatologia do quinto ano avaliar as habilidades adquiridas para o diagnóstico precoce do câncer oral, e é considerado uma contribuição para melhorar a qualidade do processo de treinamento e garantir que, uma vez formado, cumpra suas responsabilidades sociais de acordo com os objetivos do Programa de Detecção Precoce do Câncer Oral.
ABSTRACT
Objective: To discusse the application effect of mindmapping on the construction of stomatology students' spatial memory on dental anatomy by integrating into a system's internal knowledge framework based on staged mindmapping. Methods: This study was performed among 121 Grade 2016 students majoring in oral medicine in our school. The dental anatomy chapter of the course of oral anatomy and physiology was selected, and Mindjet MindManager 2019 software was used to make a staged mind map of dental anatomy. The mindmapping experimental group (60 students) was divided into three stages during the teaching process: preview before class stage (focus on the summary of key knowledge points), theory teaching stage (focus on the detailing of knowledge points), and review after class stage (focus on the linking of knowledge points). The conventional teaching group (61 students) adopted method conventionally used in lectures. After the lecture, students scores in theoretical written and practical training examinations were compared and analyzed between the two groups, and the clinical memory scale was used to test the memory ability of the two groups of students. Results: The total scores and subjective question scores of the mindmapping experimental group in the theoretical examination were better than the conventional teaching group (P0.05). According to the testing items of the clinical memory scale, after implementing the staged mindmapping teaching method in the two groups, students scores in the free memory of images, the recognition of meaningless figures and the portrait-feature associated recall were compared between the two groups. The scores of the mindmapping experimental group were all significantly higher than the conventional teaching group (P 0.05) in directed memory scores and associative learning scores. Conclusion: Compared with conventional teaching method, staged mindmapping plays a role in strengthening logical memory in students' spatial thinking construction, which can help students explore the relevance among knowledge points and construct a relatively complete knowledge system.