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1.
Rev. ABENO ; 21(1): 974, dez. 2021.
Article in Portuguese | LILACS, BBO | ID: biblio-1370628

ABSTRACT

As universidades têmse transformado ao longo dos tempos. O foco principal no ensino foi sendo ampliado com ações de pesquisa e de extensão. Esta vem ganhando cada vez mais espaço nas instituições de ensino superior, fazendo parteda tríade que sustenta a formação universitária. O objetivo desta revisão de literatura foi mostrar a importância da extensão universitária na formação profissional de cirurgiões-dentistas e para a sociedade. A estratégia de busca de artigos se deu por palavras-chave relacionadas à Odontologia e à extensão universitária em bases de dados eletrônicas, no período de agosto a outubro de 2019. A prática da extensão,em comunidades diversas, fortalece a compreensão dos estudantes quanto ao processo saúde-doença, permite conhecer arealidade econômica e social em diferentes cenários, permite vivenciar a rede deserviços públicos de saúde, assim comoparticipar da prestação de serviços à população, tornando-osmais humanizadose capacitados a promover a saúde da comunidade em que estão inseridos. A extensão universitária tem um importante papel na formação profissional do cirurgião-dentista, colaborando para que atue deforma competente para contemplar as diversas necessidades da população, estimulando ações de promoção de saúde e informação à população emgeral, que também se torna beneficiada com estas ações, e fortalecendo o compromisso da universidade com a sociedade (AU).


Universities have transformed over time. The main focus of teachingstarted to expandwith research and extension activities. Extensioncourseshavebeen increasingly introducedin higher education institutions, participating inthe triad that sustains university education. Thisliterature review aimed to show the importance of university extension in the professional training of dental surgeons and society. The strategy for searching articles was based on keywords related to dentistry and university extension,in electronic databases, from August to October 2019. In different communities, the practice of extension strengthens the understanding of students about the health-disease processandallows knowing the economic and social realitiesof different scenarios, experiencing the public health care network, and participating in the provision of services to the population, which makesstudents more humanized and able to promote health to theircommunities. University extension plays an important role in the professional training of dental surgeons, helping them to workcompetently assisting in the diverse needs of the population, stimulating health promotion and information tothe general population who also benefitsfrom these activities, andstrengthening the commitmentof the universityto society (AU).


Subject(s)
Community Dentistry/methods , Community-Institutional Relations , Dentists , Education, Dental, Continuing/methods , Health-Disease Process , Education, Dental/methods , Professional Training
2.
J. oral res. (Impresa) ; 10(5): 1-10, oct. 31, 2021. tab
Article in English | LILACS | ID: biblio-1396492

ABSTRACT

Introduction: The active learning process is certainly one of the most complex challenges in dental education. It is essential for the development of critical thinking and clinical skills. There is evidence of the need for teacher professionalization, but there is scarce literature reporting on the positive changes in the teaching profession based on such professionalization. The aim of the present study is to explore the experiences of the pedagogical performance of professionalized educators in dentistry. Material and Methods: A qualitative study was conducted using a design based on content analysis. The sample was selected for convenience and included dentists who have completed a master's degree in teaching in higher education, who were part of the teaching staff of a dental university program and with a career experience of at least 5 years. Semi-structured interviews were conducted, with three initial dimensions: Teaching Career, Motivation for Teacher Professionalization, and Impact on the teaching-learning process. The interviews were verbatim transcribed and content analysis was performed by the researchers using data triangulation. The research was approved by the research and ethics committee. Results: Six categories were established: Generational clash, Motivations to practice teaching, Motivations to professionalize teaching, Competences acquired after professionalization, Effects of professionalization in the classroom context, and Shortcomings of the professionalized educator. Conclusion: Professionalized dental educators show comprehensive improvements in their performance. They have developed practical competences for the specific needs of the courses they give.


Introducción: El proceso activo de aprendizaje es sin duda uno de los desafíos de mayor complejidad en la educación dental, el cual resulta imprescindible para el desarrollo del pensamiento crítico y habilidades clínicas. Existe evidencia de la necesidad de profesionalización docente, pero escasa literatura en odontología que exprese los cambios positivos desde el quehacer docente a partir de dicha profesionalización. El presente estudio tiene el objetivo de explorar las experiencias del quehacer pedagógico a los docentes profesionalizados de la carrera de Odontología Material y Métodos: Estudio cualitativo con un diseño basado en el análisis de contenido. La muestra fue seleccionada por conveniencia, buscando seleccionar cirujano-dentistas que hayan cursado un magíster en docencia para la educación superior, que sean parte del plantel docente de la carrera de odontología y que posean trayectoria de al menos 5 años. Se realizaron entrevistas semi-estructuradas, con tres dimensiones iniciales: Trayectoria Docente, Motivación de Profesionalización Docente e impacto en el proceso de enseñanza-aprendizaje. Las entrevistas se transcribieron verbatim y se realizó análisis de contenido, realizando triangulación entre los investigadores. La investigación contó con la aprobación del comité de ética e investigación. Resultados: Se generaron 6 categorías: Choque generacional, Motivaciones para ejercer la docencia, Motivaciones para profesionalizar la docencia, Competencias adquiridas tras la profesionalización, Efectos de la profesionalización en el contexto de aula y Falencias como docente profesionalizado. Conclusion: Los docentes profesionalizados de odontología evidencian mejoras integrales en sus quehaceres; desarrolladas de forma específica para la singularidad de cada curso.


Subject(s)
Humans , Education, Dental , Education, Dental, Continuing , Chile , Qualitative Research , Education, Professional , Learning
3.
Rev. Fac. Odontol. (B.Aires) ; 36(83): 41-47, 2021. ilus, graf
Article in Spanish | LILACS | ID: biblio-1343473

ABSTRACT

Durante la pandemia COVID-19, la Cátedra de Cirugía y Traumatología Bucomaxilofacial I, de la Facultad de Odontología de la Universidad de Buenos Aires (FOUBA), ha implementado la educación virtual como alternativa a las clases presenciales, con el fin de continuar con los procesos formativos educacionales. El objetivo del presente trabajo fue describir y analizar la estrategia de enseñanza virtual implementada a través del campus virtual de la FOUBA. Un total de 172 estudiantes fueron evaluados mediante un examen oral de tipo coloquial por videoconferencia. Se consideró aprobado a quienes obtuvieron una nota igual o mayor a 4 (cuatro). Para el análisis, se realizó una comparación entre las notas obtenidas durante la evaluación parcial del año 2020 correspondiente a la cursada virtual, y las del año 2019 correspondiente a la cursada presencial. Se obtuvo como resultados que: año 2019: total 155 alumnos (5 libres y libre no aprobado). En la primer fecha de examen se presentó el 72,26% del alumnado (112 estudiantes). Aprobó el 82,14% (92 aprobados y 20 desaprobados), La media fue 4,46 (DS+-2,27). Año 2020: total 172 alumnos (8 libres y 1 libre no aprobado). En la primera fecha de examen se presentó el 86,05% del alumnado (148 estudiantes). Aprobó el 95,27% (141 aprobados y 7 desaprobados). La media fue 6,81% (DS+-1,73) (AU)


Subject(s)
Humans , Male , Female , Education, Distance/methods , Education, Dental, Continuing , COVID-19 , Argentina , Schools, Dental , Students, Dental , Telecommunications , User-Computer Interface , Data Interpretation, Statistical , Educational Measurement
5.
Article in English | LILACS, BBO | ID: biblio-1250458

ABSTRACT

ABSTRACT Since the 1980s, the development of neoliberalism has been observed in Brazil, which has led to the progressive weakening of public policies (including those of education) and the population's impoverishment. In the field of education, there was an increase in the privatization of higher education, inadequate to the requirements of national development, characterizing it more as a commodity than as a right. This article aims to discuss some challenges, risks, and possible strategies to face the impact of the COVID19 pandemic in undergraduate dental education. This pandemic had an immediate and dramatic impact on dental education in more than 130 countries, prompting teachers and students to adopt remote teaching activities. In Brazil, theoretical classes were offered remotely, mainly in private institutions where there was an intensification of academic work for both teachers and students. This process requires support in technological and pedagogical aspects, including tools, resources, and training courses. In the resumption of clinical education, changes in biosafety actions are being proposed to preserve the health of the actors involved. The application of these measures will imply a great mobilization of students, teachers, and technicians and extra attention so that the constitutive dimensions of the teaching-learning process in health are not minimized or forgotten.


Subject(s)
Public Policy , Problem-Based Learning/methods , Education, Dental/methods , Education, Dental, Continuing/methods , COVID-19 , Brazil , Education, Distance/methods , Pandemics
6.
Braz. dent. sci ; 23(4): 1-6, 2020. tab, ilus
Article in English | LILACS, BBO | ID: biblio-1121563

ABSTRACT

Objective: this questionnaire aimed to evaluate the approval of a new pictograph system for endodontic diagnosis by undergraduate and graduate students/endodontist instead of a conventional method. Methods: after a presentation to a total of 224 participants explaining the pictograph system, the participants (166 undergraduate students and 58 graduate students/endodontist) received a standardized questionnaire with three questions. The data were analyzed using the mult prop macro basing on Tukey's test for multiple comparison with (P ≤ 0.05). The first question was to define the education level of the participants; the second question about which diagnosis method is preferred; and the third question about the intention of using one of the methods in the future. The questionnaire was realized in May 2019. The response rate was 97.7%. Results: the first question showed that 74.10% and 25.90% were under graduate and graduate students/endodontist respectively. After statistical analysis there was no significant difference between the groups in the second and the third questions. In the second question (71.08% and 62.06%) of undergraduate and graduate student/endodontists respectively preferred the pictograph method over the conventional method. In the third question (60.24% and 51.72%) of undergraduate and graduate student/endodontists respectively showed interest in using the pictograph method in their professional career. Conclusion: the pictograph method in endodontic diagnosis is accepted by the majority of undergraduate and graduate students/endodontists. Training and experience affect the diagnosis making. (AU)


Objetivo: este questionário teve como objetivo avaliara aprovação de um novo sistema de imagem para diagnóstico endodôntico por estudantes de graduação e pós-graduação/endodontista, em vez de um método convencional. Métodos: após uma apresentação a um total de 224 participantes explicando o sistema de pictograma, os participantes (166 estudantes de graduação e 58 de pós graduação/endodontista) receberam um questionário padronizado com três perguntas. Os dados foram analisados usando a macro multi propósito baseada no teste de Tukey para comparação múltipla com (P ≤ 0,05). A primeira pergunta foi definir o nível de escolaridade dos participantes; a segunda pergunta sobre qual método de diagnóstico é preferido; e a terceira pergunta sobre a intenção de usar um dos métodos no futuro. O questionário foi realizado em maio de 2019. A taxa de resposta foi de 97,7%. Resultados: a primeira pergunta mostrou que 74,10% e 25,90% eram estudantes de graduação e pós-graduação / endodontista, respectivamente. Após análise estatística, não houve diferença significativa entre os grupos na segunda e na terceira questões. Na segunda questão (71,08% e 62,06%) dos estudantes de graduação e pós-graduação / endodontistas, respectivamente, preferiram o método de pictograma ao método convencional. Na terceira questão (60,24% e 51,72%) dos estudantes de graduação e pós-graduação /endodontistas, respectivamente, demonstraram interesse em utilizar o método de pictograma em sua carreira profissional. Conclusão: o método do pictograma no diagnóstico endodôntico é aceito pela maioria dos estudantes de graduação e pós-graduação / endodontistas. Treinamento e experiência afetam a elaboração do diagnóstico (AU)


Subject(s)
Humans , Education, Dental, Continuing , Endodontics
7.
Acta odontol. Colomb. (En linea) ; 10(Supl. Covid-19): 10-20, 20200000.
Article in Spanish | LILACS, COLNAL | ID: biblio-1141071

ABSTRACT

La pandemia por COVID-19 y las medidas de distanciamiento social para mitigar su propagación han provocado una disrupción social generalizada, cuyos impactos son amplios dentro de las instituciones de educación superior y entornos de aprendizaje. Docentes e instituciones de todo el mundo se han visto obligados a replantear sus propuestas educativas, implementando formas alternativas en el proceso enseñanza-aprendizaje. Al respecto de estas transformaciones, este artículo de reflexión discute la experiencia en la formación y enseñanza de la cirugía oral en tiempos de COVID-19 y el papel de la educación virtual como medida emergente ante esta situación. La educación de los odontólogos en las actuales circunstancias exige una adaptación de los programas académicos, en donde algunos de sus componentes teóricos y prácticos podrán ser impartidos desde la virtualidad y la simulación, sin olvidar, que, para la formación clínica continúa siendo esencial la actividad quirúrgica en situaciones reales.


The COVID-19 pandemic and social distancing measures to mitigate its spread have caused widespread social disruption with major impacts within higher education institutions and learning environments. Teachers and institutions around the world have been forced to rethink their educational proposals, implementing alternative forms in the teaching-learning process. In response to this, this reflection article discusses the experience in the training and teaching of oral surgery in times of COVID-19 and the role of virtual education as an emergent measure in this educational situation. The education of dentists in the current circumstances requires an adaptation of academic programs, where some of its theoretical and practical components could be taught from virtuality and simulation, without forgetting that surgical activity continues to be essential for clinical training in real situations.


Subject(s)
Humans , Coronavirus Infections , Education, Dental, Continuing , Surgery, Oral , Teaching , Adaptation to Disasters , Faculty
10.
Rev. ABENO ; 19(3): 153-162, 2019. tab, graf
Article in English | LILACS, BBO | ID: biblio-1048175

ABSTRACT

Building the rationale to critically appraise scientific evidence on the best approach for each patient requires incorporating the Evidence-Based Dentistry (EBD) model, preferably into undergraduate dental courses. This approach would favor the diffusion of EBD culture amongst dental professionals. Therefore, this study aimed to characterize the relationship of dental faculty members with the EBD model. The study was conducted in 2018 with all 23 dental faculty members (100% response rate) of a community university. They responded the Evidence-Based Practice Questionnaire (EBPQ) and a set of supporting questions involving sociodemographics, search for information, proficiency of foreign languages, and perceived need for knowledge on issues related to EBD. The data were analyzed by descriptive statistics. A total of 73.9% of faculty members claimed having been prepared to search for scientific evidence and 69.5% are aware of connected computer systems for research. Scientific journals, the internet, courses, and colleague opinions were the main sources of information. Reading and comprehension of foreign languages was limited to 30%. The practice and attitudes towards EBD by dental faculty members were positive, with the lowest mean value of 4.85. Knowledge and skills related to EBD had lower mean values, which coincided with a relatively high perceived need for knowledge on EBD. Dental faculty members present a positive attitude towards the EBD model, have been trained to search for scientific information and acknowledge the existence of institutional structure for applying and teaching EBD. On the other hand, knowledge and skills associated with EBD may require improvement (AU).


A construção do raciocínio para avaliar criticamente a evidência científica sobre a melhor abordagem para cada paciente requer a incorporação do modelo de Odontologia Baseada em Evidências (OBE), preferencialmente ainda no ensino de graduação. Essa abordagem favorece a difusão da cultura da OBE entre os profissionais de Odontologia. Assim, este estudo teve como objetivo caracterizar a relação de docentes de um curso de Odontologia com o modelo OBE. O estudo foi conduzido em 2018 com todos os 23 professores de uma universidade comunitária. Eles responderam o EvidenceBased Practice Questionnaire (EBPQ) e algumas perguntas complementares envolvendo fatores sociodemográficos, busca por informação, proficiência em idioma estrangeiro e necessidade percebida de conhecimento sobre aspectos relacionados à OBE. Os dados foram analisados descritivamente. Aproximadamente 74% dos professores afirmaram ter sido preparados para pesquisar por evidência científica e 69,5% reconheceram a existência de computador conectado para essa finalidade. Periódicos, internet, cursos e opinião de colegas foram as principais fontes de informação. Leitura e compreensão de idiomas estrangeiros foram limitadas a 30%. A prática e as atitudes voltadas à OBE pelos professores foram positivas, com um valor mínimo de 4,85. O conhecimento e as habilidades relacionadas à OBE tiveram valores mais baixos, que coincidiram com alta necessidade percebida de informação sobre OBE. Os professores apresentaram uma atitude positiva com relação ao modelo da OBE, foram treinados para buscar informação científica e reconhecem a estrutura institucional para fazê-lo e ensiná-lo. Por outro lado, o conhecimento e as habilidades relacionadas à OBE requerem melhorias (AU).


Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Education, Dental , Education, Dental, Continuing/methods , Faculty, Dental , Evidence-Based Dentistry/methods , Brazil , Epidemiology, Descriptive , Surveys and Questionnaires , Data Interpretation, Statistical
12.
Braz. j. oral sci ; 18: e191636, jan.-dez. 2019. ilus
Article in English | LILACS, BBO | ID: biblio-1095339

ABSTRACT

Aim: The aim of this study was to evaluate knowledge and attitudes regarding potentially malignant oral lesions and oral cancer among undergraduate dental students with or without training in the oral medicine. Methods: A cross-sectional study was undertaken to assess all undergraduate dental student (1st to 5th year) in two private universities in the state of Paraná, Brazil. A structured questionnaire about knowledge regarding potentially malignant oral lesions, continuing education, and different approaches to diagnosis was administered to dental students with or without training in the oral medicine discipline between May and July 2015. Descriptive statistics were obtained, and the data were analyzed using a chi-square test to compare knowledge in dental students. Results: A total of 662 undergraduate dental students were invited to participate, and the response rate was 97.6% (n = 646). Of the responders, 472 were female (73.1%), 168 were male (26.0%), and 6 did not declare what sex they were (0.9%). Undergraduate dental students who had previously studied oral medicine tended to report that they always perform complete intraoral examination (76.3%) and identified alcohol (87%) and tobacco consumption (97%) and sun exposure (80%) as major risk factors for developing oral cancer. While students who had not yet studied oral medicine poorly identified these factors. Students who had previously studied the discipline did not identify cheilitis actinica (26%) and erythroplakia (32%) as potentially malignant lesions. Only, 32.6% of dental students participate in continuing education during the past year. Conclusions: Dental students trained in the oral medicine discipline exhibited satisfactory knowledge necessary for the prevention and early identification of potentially malignant oral lesions and oral cancer. Continuing education during undergraduate and after academic training is very important


Subject(s)
Humans , Male , Female , Adult , Students, Dental , Mouth Neoplasms , Oral Medicine , Knowledge , Education, Dental, Continuing
15.
Rev. Soc. Odontol. La Plata ; 26(52): 31-37, jun. 2016. ilus, tab
Article in Spanish | LILACS | ID: lil-795820

ABSTRACT

En las últimas décadas los adelantos en las Tecnologías de la Información y Comunicación permitieron que las Bases de Datos Biomédicas (BDB) se conviertan en la herramienta más impor-tante para la búsqueda y recuperación de información. La formación permanente y continua de los profesionales de la salud requiere para mantenerse actualizado de un conocimiento teórico-práctico de las diferentes BDB. Una BD es una colección de información en uno o más archivos que permiten una búsqueda y posterior recuperación de la misma mediante el empleo de una computadora. Existen diversos tipos de BD, en el área biomédi-ca las BD Documentales Bibliográficas o a Texto Completo, son las más ampliamente usadas. En esta quinta entrega de Educación Continua se analizarán las características generales, clasificación y estructura de las principales BD...


Subject(s)
Databases as Topic , Databases, Bibliographic , Databases, Factual , Education, Dental, Continuing/trends , Information Storage and Retrieval , PubMed
17.
Article in English | WPRIM | ID: wpr-173091

ABSTRACT

PURPOSE: Decision-making by dental and medical experts can be influenced by their biases, interests, and experiences, and academic arguments about controversial issues may additionally be considered indirect experiences capable of affecting decision-making. This study reports on the use of interactive communication devices to evaluate preferences and flexibility in decision-making among dental care providers who attended two distinct academic conferences. METHODS: Two debates were presented by a team of two lecturers at two academic conferences (focusing on periodontology and implant dentistry, respectively) and the audience members of each session were surveyed. Before each lecture, two case modules about the diagnosis and treatment of multirooted molar lesions were provided, and interactive communication devices were used to collect responses about decision-making preferences in treatment planning immediately before and after a debate about treatment strategies. RESULTS: In total, 81 and 84 completed answers from both conferences were obtained for the first and second case modules, respectively. The preferred treatment plan differed significantly according to the focus of the conference, and a tendency emerged for the clinicians participating in each conference to express uniform preferences. However, attending the debates resulted in significant changes in decision-making preferences regardless of the conference focus or the characteristics of the participants. CONCLUSIONS: Our findings suggest that providing continuing education via debates on controversial issues may be effective in widening conceptual knowledge and reducing biases among experts in the dental and medical fields.


Subject(s)
Bias , Clinical Protocols , Congresses as Topic , Decision Making , Dental Care , Dental Implants , Dentistry , Diagnosis , Education, Continuing , Education, Dental, Continuing , Molar , Periodontics , Pliability , Tooth
18.
Rev. ABENO ; 16(2): 7-15, 2016. ilus
Article in Portuguese | LILACS, BBO | ID: biblio-881589

ABSTRACT

A Educação Permanente em Saúde (EPS) é aprendizagem no trabalho, onde aprender e ensinar incorporam-se às organizações e processos de trabalho. Assim, iniciou-se uma proposta de EPS no município de Fortaleza/CE, objetivando induzir mudanças nas diversas maneiras de agir dos profissionais da Estratégia de Saúde da Família (ESF). Foi realizado um curso de atualização em Saúde Bucal para trezentos cirurgiões dentistas (CD). Trata-se de um relato de experiência, onde são descritos planejamento, execução e avaliação do curso, que foi dividido em dois módulos: Atenção Primária e Secundária em Saúde. Concluíram o curso 207 CD, 69% dos matriculados. Como resultados, obteve-se a construção do Manual de Promoção em Saúde Bucal e do Manual de Encaminhamentos para a Atenção Secundária em Odontologia. As ações de EPS são importantes para os profissionais de saúde, motivando-os diante dos desafios do cotidiano (AU).


The Permanent Health Education (EPS) is learning at work, where learning and teaching are incorporated into the organization and work processes. Thus began an EPS proposal in Fortaleza/CE, aiming to induce changes in the various courses of action of the professionals of the Family Health Strategy (FHS). A refresher course in Oral Health for three hundred Dental General Practioners (DGP) was performed. This is an experience report that describes planning, implementation and evaluation of the course, which was divided into two modules: Primary and Secondary Health, concluded the course 207 CD, 69% of enrolled. As a result, we obtained the construction of the Promotion Manual on Oral Health and Referral Guide for Secondary Care in Dentistry. EPS actions are important for health professionals, motivating them before the everyday challenges (AU).


Subject(s)
Humans , Male , Female , Dentists , Education, Dental, Continuing/methods , National Health Strategies , Oral Health , Brazil , Problem-Based Learning/methods
19.
Acta odontol. latinoam ; 29(3): 206-213, 2016. tab
Article in English | LILACS | ID: biblio-868692

ABSTRACT

Temporomandibular disorders (TMDs) is an umbrella term that embraces a group of musculoskeletal and neuromuscular conditions that involve the temporomandibular joints, muscles and all associated tissues. Because of the relatively high number of patients with TMDs in the population, instruction in this area of health care should be included on all dental curricula. Although levels of knowledge among dentists have been evaluated in several countries, they have not been in Mexico. This study evaluates the dental faculty's range of knowledge about TMD at five dental schools in Puebla, Mexico. Using an observational design, a survey was administered to 161 educators in order to assess their knowledge of TMD. Four domains were assessed, including: a) pathophysiology; b) psychophysiology; c) psychiatric disorders; and d) chronic pain. Overall knowledge of TMD was measured using a consensus of TMD experts' answers as a reference standard1The results show that educators' overall knowledge had 55% agreement with the reference standard. Individually, the psychophysiological domain was correctly recognized by 77.7% of the educators; correct responses on the other domains ranged from 38% to 56%. This study demonstrates the need to incorporate standardized TMDs instruction into the dental curricula at Mexican Universities, without which graduating dentists will lack the necessary knowledge or experience to diagnose and manage their TMD patients.


Los Trastornos Témporomandibulares (TTM) incluyen un grupo de condiciones musculoes que léticas y neuromusculares que afectan a la Articulación Temporomandibular (ATM), los músculos masticadores y otros tejidos asociados. Debido al número relativamente alto de pacientes con TTM en la población, la educación en esta área de la salud debe ser incluida en las currículas de las escuelas de odontología. A pesar de que el nivel de conocimiento sobre TTM ha sido evaluado en diversos países, esto no ha sido realizado en México, por lo que el objetivo del presente estudio fue evaluar el nivel de conocimiento sobre los TTM de los profesores de odontología en cinco universidades de Puebla, México. Bajo un diseño observacional, se administró una encuesta a 161 docentes de odontología para evaluar el nivel de conocimiento sobre los TTM. La encuesta incluyó cuatro dominios: a) patofisiología; b) psicofisiología; c) trastornos psiquiátricos y d) dolor crónico. Se usaron las respuestas otorgadas con un consenso de expertos como estándar de referencia1 para evaluar el nivel global de conocimiento sobre los TTM. Los resultados mostraron que los docentes tuvieron un nivel global de conocimiento del 55% de acuerdo al estándar de referencia. El dominio psicofisiológico indivi dualmente fue el mejor reconocido con el 77% de acuerdo con los expertos; las respuestas correctas en los otros dominios oscilaron entre el 38% y el 56%. El presente estudio demostró la necesidad de incorporar educación sobre los TTM estandarizada en la currícula de las escuelas o facultades de odontología en las universidades mexicanas. Hasta que esto suceda, las generaciones de odontólogos no tienen el conocimiento ni la experiencia necesarios para diagnosticar y manejar a los pacientes con Trastornos Temporomandibulares.


Subject(s)
Humans , Male , Female , Educational Measurement , Education, Dental, Continuing/trends , Temporomandibular Joint Disorders/etiology , Temporomandibular Joint Disorders/physiopathology , Temporomandibular Joint Disorders/psychology , Cross-Sectional Studies , Data Collection , Dentists , Facial Pain/etiology , Facial Pain/physiopathology , Facial Pain/psychology , Mexico , Observational Study , Data Interpretation, Statistical
20.
Acta odontol. latinoam ; 29(1): 14-22, 2016. tab
Article in English | LILACS, BNUY, BNUY-Odon | ID: lil-790202

ABSTRACT

Dentistry increasingly uses Information and CommunicationTechnology (ICT), which has impact on teaching, research, the profession and dental care in general. However, there is alack of valid information on ICT resources and use in LatinAmerica. This was a descriptive, cross-sectional, multi-center,interdisciplinary study, the aim of which was to conduct asurvey on how extensively ICT is used in Dentistry in LatinAmerican countries by enquiring into two primary components:1) use of ICT in student training and 2) use of ICT by professionalsin consulting rooms and services. Two questionnaires on ICTwere prepared: one for teachers/researchers and another for students/professionals. We received 94 answers fromteachers/researchers at universities in the region providinginformation on ICT resources for teaching (type andimplementation) and 221 answers from professionals (personaluse and use in healthcare). Data are presented as absoluterelative frequencies and analyzed quantitatively as percentages.Results: 1) Teachers highlight ICT as an instrument fordevelopment, democratization and fairness in access toknowledge for higher education. 2) ICT supports collaborativelearning and generates other innovative resources (e.g.simulators). 3) Innovations in telemedicine and experienceswith electronic clinical history were identified in Brazil,Uruguay and Colombia. These results are a basis upon whichto reach a consensus regarding a set of ICT indicators whichare comparable at regional level and serve as input to unifythe design and implementation of ICTs experiences in bothteaching and dental care in Latin America.


La Odontología utiliza en forma creciente las Tecnologías de la Información y la Comunicación (TIC) impactando en la enseñanza, la investigación, la profesión y la atenciónodontológica en general. Sin embargo, no se cuenta con información válida sobre los recursos e utilización de las TIC en latinoamérica. La investigación representó un estudio descriptivo, de corte transversal, multicéntrico e interdisciplinario, cuyo objetivo fue realizar un relevamiento del gradode informatización en Odontología en países latinoamericanos indagando dos componentes principales en el empleo de las TIC: 1) en la formación de estudiantes y 2) por parte de losprofesionales en consultorios y servicios. Se realizaron cuestionarios a referentes TIC: uno para docentes/investigadores y otro para estudiantes /profesionales. Se recibieron 94 respuestas de docentes /investigadores de universidades de la región dando cuenta de los recursos TIC para la enseñanza (tipo e implementación) y 221 de profesionales (personal y en la asistencia clínica). Los datos recogidos fueron analizados cuantitativamente con tabulación en porcentaje y se presentan en frecuencia relativa absoluta. Resultados: 1) Los docentes enfatizan a las TIC como instrumento de desarrollo, democra tiza ción y equidad en el acceso al conocimiento en educación superior. 2) Las TIC apoyan el aprendizaje colaborativo y generan otros recursos innovadores (ej: simuladores). 3) Se identificaron innovaciones en telemedicina y experiencias con historia clínica electrónica en Brasil, Uruguay y Colombia. Los resultados constituyenuna base para consensuar un conjunto de indicadores TIC comparables a nivel regional y sirven como insumo paraunificar el diseño e implementación de las experiencias TIC tanto en enseñanza como en la asistencia odontológica enLatinoamérica.


Subject(s)
Humans , Male , Female , Adult , Young Adult , Dental Informatics/methods , Internet , Communications Media , Information Technology/methods , Latin America , Faculty, Dental , Education, Dental, Continuing/trends , Epidemiology, Descriptive , Students, Dental , Multicenter Study , Cross-Sectional Studies , Surveys and Questionnaires , Dental Research/trends , Telemedicine
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