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1.
Rev. Asoc. Odontol. Argent ; 109(3): 158-163, dic. 2021. tab
Article in Spanish | LILACS | ID: biblio-1370768

ABSTRACT

Objetivo: El objetivo del presente estudio fue analizar el grado de concordancia entre alumnos y docentes de dife- rentes unidades académicas en la evaluación radiográfica de tratamientos endodónticos realizados en dientes humanos "ex vivo". Materiales y métodos: Un docente y un alumno de grado pertenecientes a siete unidades académicas, dos cáte- dras de Endodoncia de Argentina y una de México, Ecuador, España, Chile y Portugal evaluaron radiográficamente 357 tratamientos endodónticos realizados "ex vivo" por estu- diantes de grado. De acuerdo con su criterio individual, de- terminaron si cada uno de esos tratamientos podía ser con- siderado como correcto o incorrecto. El coeficiente Kappa fue utilizado para el análisis estadístico. Resultados: El valor de Kappa fue entre 0,04 y 0,30 considerado como indicador de escasa concordancia y varió según la unidad académica en la que se habían registrado los datos. Conclusión: El nivel de concordancia en la categoriza- ción del resultado de la evaluación radiográfica de tratamien- tos endodónticos varía entre alumnos de grado y docentes de las distintas unidades académicas (AU)


Aim: To analyse the degree of agreement between stu- dents and teachers at different academic units regarding the radiographic evaluation of endodontic treatments performed on human teeth "ex vivo". Materials and methods: One teacher and one student from seven Academic units, two Departments of Endodontics in Argentina and one each in Mexico, Ecuador, Spain, Chile and Portugal conducted a radiographic evaluation of 357 endodontic treatments performed by undergraduate students. According to their individual criteria, they determined wheth- er the treatments were adequate or inadequate. Kappa coeffi- cient was used for statistical analysis. Results: The Kappa value was between 0.04 and 0.30, considered as an indicator of poor agreement, and varied ac- cording to the academic institution where the data had been recorded. Conclusion: The level of agreement in classifying the re- sults of the radiographic evaluation of endodontic treatments varies between undergraduate students and teachers at the different academic units (AU)


Subject(s)
Root Canal Therapy/statistics & numerical data , Students, Dental/psychology , Education, Predental , Educational Measurement , Faculty, Dental , Argentina , Portugal , Schools, Dental , Spain , Bicuspid , Chile , Ecuador , Mexico
2.
Rev. cuba. estomatol ; 58(3): e3605, 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1347442

ABSTRACT

Introducción: En la educación médica superior cubana la superación profesional es la vía para el perfeccionamiento de la preparación didáctica del claustro y un programa, que parte de las necesidades determinadas, se considera un resultado científico pertinente. Objetivo: Proponer un programa de superación en didáctica elaborado para los docentes de la carrera de Estomatología. Métodos: Se trata de una investigación de desarrollo para contribuir a la superación profesional en didáctica en los docentes de Estomatología de la Universidad de Ciencias Médicas de Villa Clara. Se utilizó una metodología que asume como método general el dialéctico-materialista, que en la especificidad de la etapa investigativa que se reporta es predominantemente cualitativa y empleó los métodos histórico-lógico, analítico-sintético, inductivo-deductivo, sistémico-estructural y análisis documental. Resultados: Se presentaron las ideas fundamentales del programa, los cuales se adecuaron a las necesidades de superación profesional pedagógica en el contexto investigado. Se establecieron las exigencias y el manejo de las diversas formas organizativas que se combinan dentro de las acciones del programa. Conclusiones: La propuesta de un programa de superación profesional en didáctica para los docentes de Estomatología incluye diversidad de formas organizativas, responde a necesidades locales y está contextualizado a las particularidades del proceso de enseñanza-aprendizaje de la estomatología en Cuba(AU)


Introduction : in Cuban higher medical education, professional improvement is the way to perfect the teaching preparation of the faculty and a program that, based on the determined needs, is considered a pertinent scientific result. Objective : to propose the main ideas about a program of improvement in didactics prepared for the odontology teachers. Methods : a development investigation was carried out at Dentistry Faculty of Villa Clara´s Medical Sciences University. Some methods were used: historical-logical, analytical-synthetic, inductive-deductive systemic-structural and documentary analysis. Results : The program was adapted to the needs of professional pedagogical improvement in the investigated context. A synthesis of each aspects presented: introduction, general objective, foundation, structural components and evaluation. The structural components in each one of the areas are described in more details. It is pointed out on the novelty: the establishment of demands and the management of the various organizational forms that are combined within their actions. Conclusions : a professional improvement program is proposed for the preparation in teaching of dentistry teachers, which differs in its conception from what had traditionally been offered to them. It includes a diversity of complementary organizational forms, responds to local needs for pedagogical improvement and is contextualized to the particularities of the dentistry teaching-learning process in Cuba, among other attributes(AU)


Subject(s)
Humans , Professional Training , Faculty, Dental/trends
3.
Edumecentro ; 13(3): 180-195, jul.-sept. 2021. graf
Article in Spanish | LILACS | ID: biblio-1286261

ABSTRACT

RESUMEN Fundamento: en la educación médica superior cubana, la superación profesional constituye una vía importante para lograr el perfeccionamiento y/o completamiento de la preparación en Didáctica del claustro de profesores. Objetivo: socializar los resultados obtenidos en la implementación del programa de superación en Didáctica. Métodos: se realizó una investigación de desarrollo en la Facultad de Estomatología de Villa Clara durante los años 2016 a 2019. Se emplearon métodos teóricos: analítico-sintético e inductivo-deductivo; empíricos: prueba pedagógica, triangulación y prexperimento pedagógico; y estadísticos y/o de procesamiento matemático: cálculo de frecuencias y prueba de Wilcoxon. Resultados: la evaluación de la variable dependiente por niveles en el prexperimento pedagógico mostró que la totalidad de los docentes transitó de nivel en ambas dimensiones. La prueba estadística seleccionada permitió comparar los valores de frecuencias y como p = 0,000 < 0,05 se puede afirmar con un alto nivel de confiabilidad que el programa de superación causó diferencias entre los resultados al inicio y al final en su preparación Didáctica. Conclusiones: se manifestó la viabilidad de este programa y sus posibilidades de provocar cambios positivos en la preparación en Didáctica en los docentes, en correspondencia con las particularidades del proceso enseñanza aprendizaje de la Estomatología.


ABSTRACT Background: in Cuban higher medical education, professional development constitutes an important way to achieve the improvement and / or completion of the teaching staff's preparation in Didactics. Objective: to socialize the results obtained in the implementation of the program of improvement in Didactics. Methods: a development investigation was carried out at the Dentistry Faculty of Villa Clara during from 2016 to 2019. Theoretical methods were used: analytical-synthetic and inductive-deductive; empirical ones: pedagogical test, contrast of information and pedagogical pre-experiment; and statistical and / or mathematical processing: frequency calculation and Wilcoxon test. Results: the evaluation of the dependent variable by levels in the pedagogical pre- experiment showed that all the teachers went through the level in both dimensions. The selected statistical test allowed comparing the frequency values ​​and as p = 0.000 <0.05 it can be stated with a high level of reliability that the improvement program caused differences between the results at the beginning and at the end in its Didactic preparation. Conclusions: the viability of this program and its possibilities of causing positive changes in the preparation of Didactics in teachers were expressed, in correspondence with the particularities of the teaching-learning process of Dentistry.


Subject(s)
Teaching , Training Courses , Professional Training , Faculty, Dental
5.
Odontol. Clín.-Cient ; 20(3): 70-74, jul.-set. 2021.
Article in Portuguese | LILACS, BBO | ID: biblio-1371996

ABSTRACT

No presente estudo, os autores se propõem a avaliar o conhecimento e a postura dos docentes de uma universidade pública do Nordeste do Brasil frente aos artigos 34 e 35 do Código de Ética Odontológica, relativos ao magistério. Por meio de um questionário com quesitos discursivos, os docentes efetivos que se dispuseram a participar (61%) demonstraram em grande parte conhecer a legislação ética e adotar uma postura adequada, havendo, todavia, divergência quanto à possibilidade de flexibilização para a participação de graduandos em cursos de pós-graduação, o que contraria a legislação do ensino e pode demonstrar interesse na prática como forma de incentivar o mercado do ensino odontológico... (AU)


In the present study, the authors propose to evaluate the knowledge and posture of professors at a public university in the Northeast of Brazil in relation to articles 34 and 35 of the Dental Code of Ethics, related to teaching. The research was made by means of a questionnaire with discursive questions and the effective professors who were willing to participate (61%) demonstrated to have a large knowledge of the ethical legislation and to adopt an adequate posture, however, there was disagreement as to the possibility of flexibility for the participation of undergraduates in post-graduation courses, which goes against the teaching legislation and may show interest in practice as a way to encourage the dental education market... (AU)


Subject(s)
Humans , Male , Female , Schools, Dental , Liability, Legal , Ethical Theory , Codes of Ethics , Education, Dental , Faculty, Dental
8.
Rev. medica electron ; 43(2): 3202-3211, mar.-abr. 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1251937

ABSTRACT

RESUMEN La preparación del personal docente en las universidades exige un alto nivel científico y de maestría pedagógica. Todo esto requiere un esmerado trabajo metodológico que garantice una planificación organización, regulación y control del proceso docente educativo. Para esto se diseñó una clase metodológica instructiva sobre mucosa oral, de la asignatura Sistema Masticatorio, en la disciplina Histología, con el objetivo de instruir al profesor en la utilización de la vinculación básico-clínica. Se indicó a los profesores cómo relacionar el contenido de la clase con la clínica, desde el punto de vista de las lesiones precancerosas y sus factores de riesgo. Se logró la instrucción de los docentes en la utilización del contenido de las asignaturas y disciplinas de las Ciencias Básicas con la relación básico-clínica, y así se contribuyó a ampliar el espectro científico metodológico de los docentes en la Universidad de Ciencias Médicas de Matanzas (AU).


ABSTRACT Training the teaching staff in the universities demands a high scientific level and pedagogical expertise. All of these requires a careful methodological work guaranteeing the teaching-learning process planning, organization, regulation and control. For that the authors designed an instructive methodological lesson aimed to train the teaching staff in the use of the basic-clinical link during a lesson of the subject Masticatory System about Oral Mucosa, in the subject Histology. They indicate to professors how to relate the lesson content to clinic from the point of view of pre-cancer lesions and its risk factors. Training the teaching staff in the use of subjects and disciplines of the Basic Sciences with the basic-clinical relation, the authors contribute to widening the scientific methodological spectrum of the teaching staff of the Matanzas University of Medical Sciences (AU).


Subject(s)
Humans , Male , Female , Stomatognathic System/anatomy & histology , Lecture , Universities , Practice Guidelines as Topic/standards , Scientific Domains , Faculty, Dental/education , Faculty, Dental/standards , Mouth Mucosa/anatomy & histology
9.
Rev. Asoc. Odontol. Argent ; 109(1): 28-33, ene.-abr. 2021. tab
Article in Spanish | LILACS | ID: biblio-1280923

ABSTRACT

Objetivo: Describir una experiencia de capacitación de alumnos de grado en la evaluación radiográfica de tratamientos endodónticos realizados ex vivo. Material y métodos: Participaron un docente y 13 alumnos, cada uno de los cuales evaluó radiográficamente 100 tratamientos endodónticos realizados ex vivo para determinar si estos eran correctos o incorrectos. Posteriormente, el mismo docente, en una clase teórica, presentó a los alumnos otras imágenes radiográficas a fin de calibrar qué debería considerarse correcto o incorrecto. Luego fueron proyectadas nuevamente las radiografías de los 100 casos, y los alumnos efectuaron una nueva valoración. Para cada alumno, se determinó la frecuencia de concordancia con el docente en los 100 casos, antes y después de la calibración. Se categorizó cada observación como sin cambio, positiva (precalibración sin concordancia y poscalibración con concordancia) y negativa (precalibración con concordancia y poscalibración sin concordancia). En cada caso se calcularon la frecuencia para cada categoría, la frecuencia de concordancia entre cada alumno y el docente antes y después de la calibración, y la diferencia entre frecuencias. Resultados: La frecuencia absoluta de casos con concordancia alumno/docente sin cambios fue entre 65 y 85; con cambio positivo, entre 14 y 29; y con cambio negativo, entre 1 y 8. La concordancia antes y después de la calibración resultó entre 37% y 79,2%. Conclusión: La calibración mejoró parcialmente la capacitación de los alumnos para la evaluación radiográfica de los tratamientos endodónticos (AU)


Aim: To describe one experience of calibration in the radiographic evaluation of 100 endodontic treatments performed ex vivo in undergraduate students. Material and methods: One professor and 13 undergraduate students participated in this study, who independently radiographically evaluated 100 ex vivo endodontic treatments and determined whether each case was correct or incorrect. Later, the same professor presented a theoretical class to the students with other radiographic images in order to calibrate the difference between correct and incorrect treatments. Then the radiographs of the same 100 cases were projected and the students made a new evaluation. The frequency of agreement with the teacher was determined for each student in the 100 cases before and after the calibration. Each observation was categorized as without change, with positive change (pre-calibration without agreement and post-calibration with agreement) and with negative change (pre-calibration with agreement and post-calibration without agreement). The frequency for each category was calculated for each student. In each of the cases, the frequency of students in which concordances with the teacher were observed before and after calibration, and the difference between both frequencies were calculated. Results: The absolute frequency of cases with agreement of the students/teacher without changes varied between 65 and 85, with a positive change between 14 and 29 and a negative change between 1 and 8. The concordance before and after calibration varied between 37.0% and 79.2%. Conclusion: Calibration partially improved the training of students in radiographic evaluation of endodontic treatments (AU)


Subject(s)
Humans , Male , Female , Root Canal Therapy/statistics & numerical data , Education, Predental , Educational Measurement , Argentina , Schools, Dental , Students, Dental/psychology , Calibration , Radiography, Dental/methods , Tooth, Nonvital/diagnostic imaging , Faculty, Dental
10.
Rev. cuba. estomatol ; 58(1): e3712, ene.-mar. 2021. graf
Article in Spanish | LILACS, CUMED | ID: biblio-1156421

ABSTRACT

Objetivo: Determinar la presencia de acercamientos a la mínima intervención en cariología en los temas sobre el proceso caries dental de los programas de asignaturas del plan de estudios D de la carrera de Estomatología. Métodos: Se realizó una investigación cualitativa, documental, analítica, a través de una lectura crítica y valorativa de los 20 programas de las asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología. Se realizó un análisis del contenido de cada uno de los programas de asignatura en busca de indicios de la inclusión en los mismos de temas relacionados con la caries dental y si estos se correspondían con los principios de la mínima intervención en cariología. Los datos extraídos fueron el nombre de la asignatura, año académico, total de horas del programa, inclusión de la temática del proceso caries dental, inclusión de temas relacionados con el proceso caries dental según la mínima intervención en cariología, literatura básica recomendada, especificidad de los temas tratados referentes al proceso caries dental. Resultados: De las 13 referencias básicas de los programas de estudio el 54 % se remontan a publicaciones del pasado siglo y el resto a inicios del presente. Los programas incluyen temas relacionados con la prevención y curación del proceso caries dental, factores de riesgo, etiología, conceptos, clasificaciones y características clínicas y en 3.er año la asignatura Epidemiología. Ese mismo año, y posteriores, los temas referentes se hacen redundantes y se repiten en asignaturas consiguientes. Conclusiones: Los programas de asignaturas de la disciplina integradora del plan de estudios D de la carrera de Estomatología carecen de la presencia de preceptos sobre la mínima intervención para el tratamiento de la caries dental excepto la de Odontopediatría(AU)


Objective: To determine the presence of the minimum intervention in cariology in the topics on the dental caries process of the subject programs of the Study Plan of the Stomatology career. Methods: A qualitative analytical documentary research was carried out through a critical and evaluative reading of the 20 programs of the subjects of the integrating discipline of the Study Plan D of the Stomatology career. An analysis of the content of each of the subject programs was carried out in search of indications of the inclusion in them of topics related to dental caries and if these were related to the principles of Minimum Intervention in Cariology. The data extracted were the name of the subject, academic year, total hours of the program, inclusion of the topic of dental caries process, inclusion of topics related to the dental caries process according to the minimal intervention in cariology, recommended basic literature, specificity of the topics covered referring to the dental caries process. Results: Of the 13 basic references of the study programs, 54% go back to publications of the last century and the rest to the beginning of the present. The programs include topics related to the prevention and cure of the dental caries process, risk factors, etiology, concepts, classifications and clinical characteristics and in the 3rd year the subject Epidemiology. That same year and later, the reference topics become redundant and are repeated in subsequent subjects. Conclusions: The subject programs of the integrating discipline of the Stomatology Career Curriculum lack the presence of precepts on the minimum intervention for the treatment of dental caries except that of Pediatric Dentistry(AU)


Subject(s)
Humans , Risk Factors , Dental Caries/epidemiology , Education, Medical/standards , Faculty, Dental/education , Curriculum , Qualitative Research
11.
Arq. odontol ; 57: 274-286, jan.-dez. 2021.
Article in Portuguese | LILACS, BBO | ID: biblio-1353040

ABSTRACT

Objetivo: Comparar as opiniões de professores do curso de Odontologia das seguintes especialidades: Dentística, Periodontia, Endodontia, Prótese Dentária, Ortodontia, Cirurgia e Traumatologia Buco-maxilo-facial a respeito da percepção estética do sorriso e o padrão Diagrama de Referências Estéticas Dentárias (DRED). Métodos:A coleta de dados foi realizada dentro da faculdade de Odontologia da Universidade do Estado do Amazonas (UEA), na cidade de Manaus, Amazonas, Brasil, por meio de um questionário. Foram 42 professores avaliados, sendo sete de cada especialidade, que analisaram 12 fotografias coloridas de sorrisos frontais e as pontuaram de 0 a 10, sendo 0 menos estético e 10 mais estético. Foi aplicado o teste de Coeficiente de Correlação Intraclasse (ICC), misto de duas vias e Teste de Kruskal-Wallis. Resultados: Verificou-se que 88,9% dos avaliados, apresentaram concordância de seus resultados em relação ao consenso de seu grupo de especialidade. Todavia, quando comparados individualmente 47,6% dos professores não obtiveram correlação alguma e 23,8% deles apresentaram uma correlação que pode ser atribuída ao acaso. A especialidade que apresentou a maior discrepância entre os examinadores e o gabarito foi a de Ortodontia com 87,5%. Conclusão: Desse modo, foi notável que os professores dentro da mesma especialidade apresentaram relativa concordância, porém, quando analisado a assertividade dos avaliadores individualmente houve uma correlação extremamente baixa. É possível inferir ainda, que após avaliação entre as especialidades, o grupo que apresentou maior discrepância estatística em relação ao padrão DRED de análise foi a especialidade de Ortodontia.


Aim: To compare the opinions of the professors of the Dentistry course regarding the following specialties: Dentistry, Periodontics, Endodontics, Prosthodontics, Orthodontics and Bucco-maxillo-facial Surgery and Traumatology regarding the aesthetic perception of the smile and the standard Diagrams of Dental Aesthetic References (DDAR). Methods: Data collection was carried out within the School of Dentistry of the State University of Amazonas (UEA), in the city of Manaus, Amazonas, Brazil, using a questionnaire. This study evaluated 42 teachers, seven from each specialty, who analyzed 12 color photographs of frontal smiles, and scored them from 0 to 10, where 0 was the least aesthetic and 10 was the most aesthetic. The Intraclass Correlation Coefficient test (ICC), two-way mixed test and Kruskal-Wallis test were applied. Results: It was found that 88.9% of those evaluated showed agreement in the results as regards the consensus of their specialty group. However, when compared individually, 47.6% of the teachers did not obtain any correlation, while 23.8% of them presented a correlation that can be attributed to chance. The specialty that had the greatest discrepancy among the examiners and the template was Orthodontics, at 87.5%. Conclusion:Thus, it is remarkable that professors from the same specialty showed relative agreement, but when the assertiveness of the evaluators was analyzed individually, an extremely low correlation was found. It is also possible to assume that after evaluation among the specialties, the group that showed the highest statistical discrepancy in comparison to the DDAR was the Orthodontic specialty.


Subject(s)
Smiling , Surveys and Questionnaires , Esthetics, Dental , Faculty, Dental , Assertiveness
12.
Edumecentro ; 12(4): 155-169, oct.-dic. 2020. tab
Article in Spanish | LILACS | ID: biblio-1142855

ABSTRACT

RESUMEN Fundamento: la opinión de los estudiantes es solo un elemento entre varios a considerar al evaluar el desempeño docente, pero contribuye a la rendición de cuentas y a la elevación de la calidad de la formación profesional en la educación médica. Objetivo: valorar la percepción de los estudiantes de cuarto año de la carrera Estomatología sobre el desempeño docente en el curso optativo Actividad Deportiva y Salud Bucodental en la Adolescencia. Métodos: se realizó un estudio observacional descriptivo de corte transversal, entre los meses de febrero a julio del curso 2018-2019, en la Universidad de Ciencias Médicas de Sancti Spíritus. Se aplicaron métodos teóricos para la fundamentación de la investigación; empíricos: encuesta en forma de cuestionario y métodos estadísticos. Se aplicó una escala adictiva tipo Likert constituida por 11 ítems ante los cuales se solicitó al estudiante su opinión sobre el profesor en el desarrollo del proceso enseñanza aprendizaje. Resultados: el desempeño docente del profesor en el curso optativo Actividad Deportiva y Salud Bucodental en la Adolescencia fue valorado favorablemente según la percepción de los alumnos, con predominio de las categorías Muy de acuerdo y De acuerdo en cada uno de los ítems, solo la literatura científica suficiente y actualizada proporcionada por el profesor mostró algunas opiniones En desacuerdo. Conclusiones: esta experiencia constituyó una herramienta para el perfeccionamiento continuo del profesor y la formación con calidad de los estudiantes, lo que repercute en una mejor atención estomatológica a la población.


ABSTRACT Background: the opinion of the students is only one element among several to consider when evaluating teaching performance, but it contributes to accountability and to raising the quality of professional training in medical education. Objective: to assess the perception of fourth-year students of the Dentistry degree on the teaching performance in the elective course Sports Activity and Oral Health in Adolescence. Methods: a cross-sectional descriptive observational study was carried out from February to July of the 2018-2019 academic year, at the Sancti Spíritus University of Medical Sciences. Theoretical methods were applied to support the research work; empirical ones: survey in the form of a questionnaire and statistical methods. An addictive Likert-type scale was applied, consisting of 11 items before which the student was asked his opinion about the teacher in the development of the teaching-learning process. Results: the teacher's teaching performance in the elective course Sports Activity and Oral Health in Adolescence was favorably evaluated according to the perception of the students, with a predominance of the categories Strongly agree and Agree in each of the items, only the sufficient and updated scientific literature provided by the professor showed some opinions of disagreement. Conclusions: this experience constituted a tool for the continuous improvement of the teacher and the quality training of the students, which has repercussions in better dental care for the population.


Subject(s)
Students, Dental , Education, Medical , Faculty, Dental , Motor Activity
13.
Medisan ; 24(6) tab
Article in Spanish | LILACS, CUMED | ID: biblio-1143265

ABSTRACT

Introducción: El profesor, docente o enseñante es quien se dedica profesionalmente a la enseñanza y, además, a la transmisión de valores de conducta, técnicas y conocimientos; facilita el aprendizaje para que el alumno lo alcance de la mejor manera posible. Objetivo: Describir las características fundamentales de las funciones y el trabajo de profesores consultantes. Métodos: Se realizó un estudio descriptivo en la Clínica Estomatológica Provincial Docente Mártires del Moncada de Santiago de Cuba, durante diciembre de 2018, cuyo universo estuvo formado por los 29 profesores consultantes, adjuntos a la Facultad de Estomatología hasta ese año. Como variables de interés se consideraron la edad, el sexo, la especialidad, la categoría docente y su año de otorgamiento, así como los grados académico y científico. Resultados: Los años con mayor asignación de profesores titulares y auxiliares fueron 1998 y 2009, respectivamente. En general, la mayoría de los docentes correspondieron al grupo etario de 65-70 años y al sexo femenino, en tanto la categoría de profesor auxiliar la ostentaban 82,8 % y la de titular 17,2 %. En cuanto al grado académico, el mayor número de profesores titulares y auxiliares eran especialistas de segundo grado, muy pocos de los docentes titulares habían cursado maestrías y ninguno de los profesores auxiliares había optado por el doctorado. Conclusiones: La condición especial de profesor consultante representa y continúa siendo un reconocimiento a la labor académica desplegada en la asesoría de las tareas docentes, asistenciales e investigativas durante la vida profesional.


Introduction: The professor, teaching staff or teacher is the one professionally devoted to teaching and, also, to the transmission of behavior values, techniques and knowledge; that facilitates learning so that the student reaches it in the best possible way. Objective: To describe the fundamental characteristics of consultant professors functions and work. Methods: A descriptive study was carried out in Mártires del Moncada Teaching Provincial Stomatologic Clinic in Santiago de Cuba, during December, 2018, which universe was formed by the 29 consultant professors, associated to the Stomatology Faculty until that year. The age, sex, specialty, teaching category and granting year were considered as variables of interest, as well as the academic and scientific degrees. Results: The years with more assignment of associate or instructor professors were 1998 and 2009, respectively. In general, most of the teaching staff corresponded to the 65-70 age group and the female sex, as long as instructor professor category constituted the 82.8 % and associate professor 17.2 %. As for the academic degree, the highest number of associate and instructor professors was second degree specialists, very few of the associate professors had studied masters degrees and none of the instructor professors had applied for the doctorate. Conclusions: The special condition of consultant professor represents and still is a recognition to the academic work showed in the consultancy of the teaching, assistance and investigative tasks during the professional life.


Subject(s)
Faculty, Dental , Teacher Training , Universities
15.
Arq. odontol ; 56: 1-8, jan.-dez. 2020. tab, graf
Article in Portuguese | LILACS, BBO | ID: biblio-1087990

ABSTRACT

Objetivo: descrever e comparar as práticas em biossegurança frente aos acidentes ocupacionais entre profissionais da Odontologia, em uma Clínica Escola.Métodos: estudo quantitativo, de caráter transversal realizado com cirurgiões-dentistas docentes (CDs) e Técnicos em Saúde Bucal (TSBs). Para coleta dos dados foi utilizado questionário semiestruturado autoaplicável com questões objetivas e relacionadas ao tema proposto. A comparação dos dados das duas categorias profissionais foi feita pelo teste qui-quadrado de Pearson, com p < 0,05 considerado estatisticamente significante. Resultados: dos 51 pesquisados, 36 eram CDs e 15 TSBs. A maioria não realizou nenhum curso de atualização sobre biossegurança, com maior proporção entre TSBs (p = 0,022). O uso de Equipamentos de Proteção Individual (EPIs) foi maior entre CDs (p < 0,001). Acidentes com perfurocortantes ocorreram nas duas categorias profissionais, envolvendo mais TSBs que CDs (p = 0,004). Os CDs não sofreram acidentes com material biológico, diferentemente dos TSBs (p < 0,001). A maioria dos TSBs não recebeu treinamento para monitorar acidentes com material biológico, ao contrário dos CDs (p < 0,001). Conclusão: a maioria dos participantes não se capacitou, nos últimos anos, quanto aos acidentes ocupacionais no âmbito da Odontologia. As práticas em biossegurança entre TSBs apresentaram resultados mais desfavoráveis comparados aos CDs.


Aim: To describe and to compare biosafety practices regarding occupational accidents among dental professionals, in a dental school clinic. Methods: This research was a qualitative and transversal study, conducted with dental school professors and dental assistants. The data was collected through a self-administered, semi-structured questionnaire with closed questions related to the proposed theme. The comparison of data from two professional categories were performed using Pearson's chi-squares test, with p < 0.05. Results: Of the 51 subjects, 36 were dental professors, and 15 were dental assistants. The majority had not taken any update course on biosafety, with a larger proportion found among dental assistants (p = 0.022). The use of individual protection equipment (IPE) was greater among dental professors (p < 0,001). Accidents with sharp materials have happened with both professional categories, with more cases reported among dental assistants than among dental professors (p = 0.004). The dental professors did not report any accidents with biological hazards, different from the dental assistants (p < 0.001). The majority of the dental assistants have not received any training to monitor accidents with biological hazards, which runs in direct contrast with the dental professors (p < 0.001). Conclusion:the majority of subjects did not receive any training in the years preceding this study regarding occupational accidents in the field of dentistry. The practices in biosafety among dental assistants showed less favorable results when compared to that among dental professors.


Subject(s)
Occupational Risks , Accidents, Occupational , Occupational Exposure , Occupational Health , Containment of Biohazards , Dental Auxiliaries , Dentists , Faculty, Dental , Surveys and Questionnaires
17.
Int. j. odontostomatol. (Print) ; 14(3): 424-429, 2020. tab, graf
Article in Spanish | LILACS | ID: biblio-1114917

ABSTRACT

Determinar el nivel de conocimiento respecto al procedimiento de consentimiento informado que presenta una muestra de docentes, estudiantes y pacientes odontológicos. Se aplicó un cuestionario anónimo a 271 estudiantes, 58 docentes y 260 pacientes de una Clínica Odontológica Universitaria. El análisis de datos se realizó aplicando el test chi-cuadrado. Los estudiantes, en su mayoría, presentan un conocimiento alto sobre CI. Un 60,61 % de los docentes muestran un grado de conocimiento regular y un 39,39 % presenta conocimiento alto. Los pacientes, en su mayoría, presentan un conocimiento regular (58,41 %). Es importante aumentar la investigación del tema y la formación continua que introduzca conocimientos sobre autonomía del paciente. De esta manera, crearemos conciencia en los docentes del área y fortaleceremos el conocimiento de las nuevas generaciones, contribuyendo al cumplimiento de nuestro mandato legal y la contribución al ejercicio pleno del derecho a la autonomía de nuestros pacientes.


The objective of this study was to determine the level of knowledge regarding the Informed Consent procedure presented in a sample of teachers, students and dental patients. An anonymous questionnaire was applied to 271 students, 58 teachers and 260 patients of a Teaching Dental Clinic. The data analysis was performed by applying the chi-square test. The majority of the students have a high knowledge. 60.61 % of the teachers show a level of regular knowledge and 39.39 % show a high knowledge. Most of the patients show a regular knowledge (58.41 %). It is important to increase both the research of the subject and the continuous training that introduces knowledge about patient autonomy. In this way, we will raise awareness among teachers in the area and strengthen the knowledge of new generations, contributing our legal mandate and the full exercise of the right to autonomy of our patients.


Subject(s)
Humans , Male , Female , Adolescent , Adult , Middle Aged , Young Adult , Students, Dental/psychology , Health Knowledge, Attitudes, Practice , Faculty, Dental/psychology , Informed Consent , Patients/psychology , Chile , Cross-Sectional Studies , Surveys and Questionnaires , Personal Autonomy , Patient Rights
18.
Rev. ABENO ; 20(2): 57-63, 20200600. ilus
Article in Portuguese | LILACS, BBO | ID: biblio-1354571

ABSTRACT

O estudo teve por objetivo avaliar a percepção de docentes de Odontologia em relação à utilização de dentes humanos extraídos e dentes artificiais em atividades pré-clínicas. Utilizou-se um questionário com perguntas objetivas e subjetivas aplicado aos professores cirurgiões-dentistas do Curso de Odontologia Centro Universitário de Anápolis -UniEVANGÉLICA. Dos 50 professores que correspondiam aos critérios de elegibilidade, obteve-se taxa de resposta de 76%. A média do tempo de formado dos docentesé de 20±9,7 anos e a média do tempo de docência de 17±10,5 anos. Quando questionados se dentes humanos deveriam ser utilizados como recursos educativos, a maioria (89,4%) respondeu que sim e em relação à aquisição de habilidades psicomotoras dos estudantes 68,4% acreditam que os dentes humanos são mais vantajosos. Citaram como desvantagem do uso aspectos relacionados à biossegurança (36,8%), dificuldade para obtenção dos dentes (21%), riscos de comercialização (15,7%) e aspectos éticos (15,7%). A maioria dos docentes de Odontologia do cursoavaliado entendem que o uso de dentes humanos em atividades pré-clínicas tem maior potencial pedagógico, além de favorecer o desenvolvimento de habilidades motoras em comparaçãoao uso de dentes artificiais (AU).


The present study aimed toassess the dental professor perception in relation to the use of extracted human teeth and artificial teeth in pre-clinical activities.A questionnaire was used with objective and subjective questions applied to professors of dental surgeons from the Dentistry Course Centro Universitário de Anápolis -UniEVANGÉLICA. Of the 50 professorswho met the eligibility criteria, a response rate of 76% was obtained. The average length of time for professorsto graduate is 20 ± 9.7 years andthe average teaching time is 17 ± 10.5 years. When asked whether human teeth should be used as educational resources, the majority (89.4%) answered yes, and concerning the acquisition of psychomotor skills by students, 68.4% believe that human teeth are more advantageous. He mentioned the disadvantage of using aspects related to biosafety (36.8%), difficulty in obtaining teeth (21%), risks of commercialization (15.7%), and ethical aspects (15.7%). Most dental professors in the evaluated course understand that the use of human teeth in pre-clinical activities has greater pedagogical potential, in addition to favoring the development of motor skills compared to the use of artificial teeth (AU).


Subject(s)
Humans , Male , Female , Students, Dental , Tooth , Tooth, Artificial , Dentists , Education, Dental , Faculty, Dental , Brazil/epidemiology , Surveys and Questionnaires , Dentistry
19.
Rev. ABENO ; 20(2): 111-118, 20200600. ilus
Article in Portuguese | LILACS, BBO | ID: biblio-1358269

ABSTRACT

Este artigo objetivourelataraexperiência de um projeto de ensino multidisciplinar deOdontologia Legal e Ciências Forenses,voltado aosestudantes universitários e à comunidade acadêmica em geral. O projeto,por meio de encontros quinzenais comminicursos, grupo de estudos de livros didáticoseartigos científicos, além de outras atividades, estimuloua discussão e o aprendizado dessasáreas temáticas que estão cada vez mais em foco.Com fins didáticos,foi montada uma sequência deassuntos de Odontologia Legal e Ciências Forenses, possibilitando aos estudantes a experiência da perícia criminal, a partir docontato com ensaios simples,cujos conceitos jurídicos e forenses envolvidos estão presentes no currículo vivenciado emdiferentes cursos universitários.As palestras realizadas quinzenalmentepossibilitaram ao público (graduandos e professores)a troca de conhecimento sobre asdiferentesáreas que abrangiam o projeto. Os assuntos abordados nas palestras foram especialmente importantes nas áreas que englobam as Ciências Forenses, principalmente a Química Forense e a Odontologia. O projeto de ensino intitulado: "Odontologia Legal e Forense"pode exercerum papel fundamental na formação acadêmica,tanto de futuros cirurgiões-dentistas quanto defuturos peritos, possibilitando vasto conhecimento em diferentes áreas das Ciências Forenses (AU).


It is the purpose of this paper to report the experience of a multidisciplinary teaching project of Legal Dentistry and Forensic Sciences, aimed at university students and the academic community in general. The project, through biweekly meetings with short courses, a group of textbook studies and scientific articles as well as other activities, stimulated the discussion and learning of these thematic areas that are increasingly in focus. For didactic purposes, a sequence of subjects of Legal Dentistry and Forensic Sciences was set up, allowing students to experience criminal expertise, through contact with simple essays, whose legal and forensic concepts involved are present in the curriculum experienced in different university courses. The biweekly lectures enabled the public (undergraduates and teachers) to exchange knowledge about the different areas that comprise the project. The subjects covered in the lectures are especially important in the areas that encompass Forensic Sciences, especially Forensic Chemistry and Dentistry. The teaching project entitled "Legal and Forensic Dentistry" can play a fundamental role in the academic formation, both for future dental surgeons and future experts, enabling vast knowledge in different areas of Forensic Sciences (AU).


Subject(s)
Humans , Male , Female , Students, Dental , Dentists , Forensic Sciences , Education, Dental , Forensic Dentistry , Audiovisual Aids , Brazil/epidemiology , Case Reports , Interdisciplinary Communication , Dentistry , Expert Testimony , Faculty, Dental
20.
Rev. ABENO ; 20(1): 13-25, 2020. ilus, tab, graf
Article in Portuguese | LILACS, BBO | ID: biblio-1103608

ABSTRACT

O estudo verificou o nível de conhecimento do corpo docente e discente de um curso de Odontologia acerca dos aspectos éticos e legais envolvidos na obtenção e manipulação de elementos dentários humanos extraídos. Foi aplicado um questionário semiestruturado aos docentes e discentes a partir do 2º período, por se constituírem os usuários de dentes humanos nas atividades de ensino pré-clínico e de pesquisa. Os dados foram analisados utilizando-se a estatística descritiva para as perguntas fechadas, além do Discurso do Sujeito Coletivo para as perguntas abertas. Participaram 51 docentes de um total de 55 e 201 discentes do total de 288, dos quais 72,55% e 72,60%, respectivamente, reconheceram o elemento dentário como um órgão. Quanto à forma de obtenção, 39,49% dos discentes relataram obter os dentes em consultórios odontológicos e 33,76% em unidades de saúde, sendo que 91,04% destes e 80,39% dos docentes desconhecem qualquer tipo de comercialização. Em relação à biossegurança, tanto os discentes (78,61%) quanto os docentes (90,20%) reconhecem o risco biológico na manipulação desses elementos e realizam algum tipo de desinfecção. Considerando-se os aspectos legais, 68,63% dos docentes e 20,10% dos discentes afirmaram ter conhecimento da existência de uma regulamentação, o que não se refletiu de forma explícita nas respostas obtidas. Do material textual gerado pelas perguntas abertas emergiram três categorias (forma de obtenção dos dentes utilizados, comercialização de dentes e risco biológico), interpretadas à luz de discursos agregados dos segmentos (docentes e discentes) entrevistados. Pode-se concluir que tanto docentes quanto discentes apresentaram conhecimento incipiente sobre os aspectos legais que envolvem a obtenção e manipulação de elementos dentários humanos extraídos (AU)


This study assessed the level of knowledge of teachers and students of a Dentistry Course about the ethical and legal aspects involved in the acquisition and handling of extracted human dental elements. We applied a semistructured questionnaire to the teachers and students from the 2nd period, since they constitute the users of human teeth in preclinical teaching and research activities. Data were analyzed using the descriptive statistics for the closed questions, in addition to the Collective Subject Speech for the open questions. We interviewed 51 teachers from the total of 55 and 201 students from the total of 288, of which 72.55% and 72.60%, respectively, recognized the dental element as an organ. As for the way to obtain the teeth, 39.49% of the students reported that they acquired teeth in dental offices and 33.76% in health units, where 91.04% of the students and 80.39% of the teachers are unaware of any commercialization. Regarding biosafety, both students (78.61%) and teachers (90.20%) recognize the biological risk in the handling of these elements and perform some type of disinfection. When considering the legal aspects, 68.63% of the teachers and 20.10% of the students stated that they were aware of the existence of a regulation, although this statement was not explicitly reflected in the obtained responses. From the textual material generated by the open questions, we raised three categories (way to obtain the used teeth, commercialization of teeth and biological risk), which were interpreted in the light of speeches added by the interviewed segments (teachers and students). We can conclude that both teachers and students have shown little knowledge about the legal aspects involved in the acquisition and handling of extracted human dental elements (AU).


Subject(s)
Humans , Students, Dental , Tooth , Bioethics , Legislation , Faculty, Dental , Brazil , Biological Factors , Cross-Sectional Studies/methods , Surveys and Questionnaires , Data Interpretation, Statistical , Qualitative Research , Dentistry
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