Exploring the knowledge and awareness on applications of virtual reality and augmented reality technology among dental healthcare professionals - a crosssectional survey.

OBJECTIVE: To assess the knowledge and awareness of Virtual Reality (VR) and Augmented Reality (AR) technology in dentistry. METHODS: A questionnaire survey-based study was conducted using Google forms on a sample of 273 dental healthcare professionals (DHCP) from October- November 2023, after obtaining ethical approval. A validated questionnaire, divided into three sections, was used to assess the knowledge and awareness of dental healthcare professionals on virtual and augmented reality. Section A was about demographic statistics, section B assessed knowledge and awareness regarding VR and AR and section C consisted of future acceptability of VR and AR among DHCP. The frequency of each question was reported in percentages. To assess the difference of knowledge and awareness of AR and VR among different specialties of DHCP, one-way ANOVA test was applied and in case of significant results pairwise comparison was performed by post-hoc Tukey test. RESULTS: There was a statistically significant difference of knowledge (1.40 ± 0.49) among different dental healthcare professionals. On pairwise comparison, a statistically significant difference (p = ˂0.05) of knowledge and awareness of AR and VR was found among dental specialist and other dental health professionals. CONCLUSIONS: A concerning lack of knowledge and awareness among dental healthcare professionals regarding AR and VR technology in dentistry was found. Interestingly, within the spectrum of specialties, dental specialists demonstrated a comparatively higher awareness than their counterparts in other specialties. Addressing barriers, notably a lack of knowledge, is crucial for successful technology adoption in dental education and practice.

Factors of pre-war educational migration: an investigation of polish medical and dental students in Ukraine.

BACKGROUND: Low admission rates at Polish medical universities led many students to study abroad. Ukraine provided an appealing option for years. The purpose of the study is to investigate the most important factors that motived Polish students enrolled at I. Horbachevsky Ternopil National Medical University in Ukraine to pursue medical and dentistry studies in lower middle-income countries, just before the outbreak of the war. It has become incredibly important to determine crucial economic and non-economic factors. METHODS: The paper draws on a quantitative survey (N = 94) conducted among medical and dental students from Poland who had studied at I. Horbachevsky Ternopil National Medical University in Ukraine using a semi-structured questionnaire. To test whether there was a relationship between the importance of the motives, Pearson's chi-square independence test was employed. RESULTS: The study found the key economic and non-economic factors for pursuing Ukrainian studies were rejection from Polish tuition-free programs, lower Ukrainian tuition and living costs compared to Poland and to other European Union countries. Determining reasons for choosing Ternopil University were recruiter and friend recommendations and its prestige among Ukrainian medical schools. Gender influenced the ranking of motives. CONCLUSION: The article examines the unique pre-war educational migration from Poland to Ukraine - occurring counter to typical flows from lower to higher a lower income country. The study showed that universities should strengthen recruiting efforts and highlight competitive tuition and living costs to attract international students, especially from relatively more developed nations.

Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation.

BACKGROUND: The Students Training in Academia, Health, and Research (STAHR) Program at the University of Missouri-Kansas City (UMKC) strives to help students from low-income families that have experienced educational challenges due to poverty and prepare them to enter, persist, and graduate from a health sciences degree program at UMKC. Students in the program participated in fuzzy cognitive mapping (FCM) sessions to ensure that all voices of the program were heard to improve program implementation, and student success, and contribute to an equitable educational environment. METHODS: Fuzzy Cognitive Mapping sessions for the 2020-2021 cohort of students (n = 52) were conducted to assess the strengths and weaknesses in program implementation, especially through the beginning of the COVID-19 pandemic. Students' maps were coded by a team of researchers and then confirmed using confirmatory factor analysis. RESULTS: Statistical analyses reveal that mentorship, workshops, and social support helped students to work toward their goal of obtaining a professional health sciences degree, while a lack of time, remote learning, and outside stressors inhibited their opportunities for success. CONCLUSIONS: The findings from a multipronged analysis of mapping data demonstrate the value of this innovative approach to the field, especially when looking to incorporate student voices.

Exploring academic teachers perspectives regarding the impact of using medical simulation in dentistry pre- and post-COVID-19 pandemic: a qualitative study.

BACKGROUND: Medical simulation allows for the achievement of many educational goals and the continued education of some practical skills. The COVID-19 pandemic's restrictions have led to a major increase in dental education simulations. The aim of this study was to analyse the perspectives of academic teachers towards dental simulation, their concerns and evaluation of this teaching method, as well as their opinion on the use of medical simulation during the COVID-19 pandemic. METHOD: A focus study was conducted in a group of 5 academic teachers, comprising 10% of academic teachers of a Dental Faculty using simulation techniques. Prior to and during the COVID-19 pandemic, the interviewed teachers had expertise with medical simulation in dentistry education methods. A facilitator used pre-planned, open-ended questions about the use of simulation in dentistry also with regard to the COVID-19 pandemic period. The group discussion has been managed, monitored, and recorded. The data analysis model was based on Braun and Clarke's six phases of thematic analysis. Five thematic domains/fields were evaluated: (1) Simulation as a didactic method; (2) Simulation during COVID-19 pandemic; (3) General observations and expectations with regard to simulation; (4) Teachers in simulation; (5) Concerns in relation to simulation. Two researchers analysed the data. RESULTS: Based on interviewed teachers' perspective the simulation allows students to learn basic and complex skills providing the repeatability of the procedures performed. During Covid-19 the simulation methods undoubtedly filled the gap in the training of future dentists. However, interviewed teachers pointed out the high cost of the methods dictated by the need to prepare the simulation environment at a high level, in order to reflect the real clinical situation. CONCLUSIONS: The use of simulation methods requires adequate preparation of academic teachers, continuous education and updating of knowledge in the field of medical simulation. The COVID-19 pandemic significantly influenced the growth of dental education simulation techniques as well as staff knowledge of the usage of medical simulation.

Percepção e conduta de acadêmicos de odontologia frente aos casos de violência contra a mulher / Perception and conduct of academics of Dentistry in front of cases of violence against women / Percepción y conducta de académicos de Odontología frente a casos de violenciacontra la mujer

A violência contra a mulher é um fenômeno social complexo que traz danos reais à saúde das vítimas, incluindo o trauma facial, cuja abordagem deveser feita porcirurgiões-dentistas devidamente capacitados para atuar neste cenário. Objetivo:Analisar a conduta e percepção dos acadêmicos do terceiro ao quinto ano do curso de Odontologia de uma Faculdade privada do Recife-PE frente aos casos de violência contra a mulher. Metodologia:Tratou-se de um estudo descritivo e exploratório, sem intenção de generalizar os resultados para outros universos, realizado com estudantes do terceiro ao quinto ano cuja coleta de dados ocorreu entre setembro e outubro de2020, através de um questionário eletrônico encaminhado através dos grupos de Whatsapp.Resultados:Boa parte dos estudantes já presenciou algum caso de violência contra mulher (44,1%). Para eles, as causas da violência são impunidade (61,0%), dependênciaquímica e alcóolica (55,9%) e problemas psiquiátricos (54,2%), como também machismo (11,9%). A maioria (96,6%) afirmou que mulheres são mais acometidas e 72,9% consideram que cabeça e pescoço são as regiões maisafetadas. A maioria (61,0%) afirmater recebido orientação sobre como agir por algum meio de comunicação (45,8%) e 10,2% receberam orientação na graduação. Alguns alunos (3,4%) afirmaram já ter identificado casos de violência contra a mulher na clínica da faculdade. Entretanto, 44,1% afirmaram não saber do que se trata uma notificação compulsória. Conclusões:Os estudantes de Odontologia reconhecem as mulheres como as principais vítimas da violência, consideram que a cabeça e o pescoço são as regiões mais afetadas, sendo necessários os registros documentais das lesões examinadas e do atendimento efetuado para que laudos e prontuários possam ser utilizados como prova (AU).

Violence against women is a complex social phenomenon that brings real damage to the health of victims, including facial trauma, which must be addressed by dentists who are duly trained to act in this scenario. Objective:To analyze the conduct and perception of students from the third to fifth year of the Dentistry course at a private college in Recife-PE regarding cases of violence against women. Methodology:This was just a descriptive and exploratory study, with no intention of generalizing the results to other universes, carried out with students from the third to the fifth year whose data collection took place between September and October 2020, through an electronic questionnaire sent through the groups from Whatsapp. Results:For them, the causes of violence are impunity (61.0%), chemical and alcoholic dependence (55.9%) and psychiatric problems (54.2%), as well as machismo (11.9%). The majority (96.6%) stated that women are more affected and 72.9% consider that the head and neck are the most affected regions. Most (61.0%) claim to have received guidance on how to act through some means of communication (45.8%) and 10.2% received guidance during graduation. Some students (3.4%) stated that they had already identified cases of violence against women at the university clinic. However, 44.1% said they did not know what a compulsory notification was about. Conclusions:Dentistry students recognize women as the main victims of violence, considering that the head and neck are the most affected regions, requiring documentary records of the injuries examined and the care provided so that reports and medical records can be used as evidence (AU).

Para abrir a ciência odontológica: buscas epistêmicas para uma formação mais plural e democrática, humana e mundana / To open up the dental science: epistemic searches for a more plural and democratic, human and worldly education

O propósito desse texto é relatar a experiência iniciada em 2016 de giro epistêmico da disciplina Práticas de Saúde (DSC/UnB) para alinhá-la ao esforço pragmático de formar estudantes mais capazes de atribuir sentido e valor à sua presença futura em cenários complexos de prática, tais como os campos de estágio no SUS. O artigo considera que sem a Ciência Moderna não seria possível consolidar as profissões da saúde como profissões igualmente modernas, mas problematiza a perspectiva epistêmica (reducionista e positivista) que suporta suas teorizações, e compreende a cultura científica vigente como obstáculo, seja para a atualização dos referenciais epistêmicos, seja para uma formação democrática que considere a pluralidade dos discursos no interior da cultura. Apresenta as dificuldades institucionais nos cursos de saúde da UnB para introduzir os estudantes dos períodos iniciais em atividades de campo no SUS, e justifica a opção de apostar na pragmática como antecipação à práxis, de fazer a ação do discurso como acumulação para ações subsequentes de intervenção em campo. Nesse contexto, optou-se pela estratégia de extensão ao contrário (extensão inversa, reversão da extensão) para abrir o diálogo de saberes com outras comunidades epistêmicas na formação profissional universitária. O artigo descreve o processo e faz uma análise crítico-reflexiva do mesmo (AU).

The purpose of this text is to report the experience started in 2016 regardingan epistemic twistof the Health Practices discipline (DSC/UnB) to align it with the pragmatic effort to train students to become more able to assign meaning and value to their future presence in complex practice settings, such as the internship fields in the SUS.The article considers that without Modern Science it would not be possible to consolidatethe Health professions as equally modern professions, but it problematizes the epistemic perspective (reductionist and positivist) that supports its theorizations, and understands the current scientific culture as an obstacle, either for the updating of epistemic references or for a democratic training that considers the plurality of discourses within the culture.It presents the institutional difficulties in the Health courses at UnB to introduce students of the initialyearsin field activities in the SUS, and it justifies the option of betting on pragmatics as an anticipation to the praxisandmaking ofthe action of discourse anaccumulation for subsequent actions of intervention in the field. Withinthis context,the option selected was the strategy ofconverselyextension (reverse extension, reversal of extension) to open the dialogue of knowledge with other epistemic communities in the university professional training. The article describes the process and makes a critical-reflexive analysis of it (AU).

Perspectives on the teaching of Occupational Dentistry according to university curricula in Southeast Brazil.

Introduction: Occupational Dentistry is a specialty recently acknowledged by the Federal Council of Dentistry that seeks to prevent work-related oral health issues. It aims to improve workers' quality of life and promote a more efficient productive development. Objectives: This study aimed to investigate whether the subject of Occupational Dentistry was included in the curriculum of undergraduate Dentistry courses in Southeast Brazil. Methods: The curriculum of universities registered on the Brazilian Ministry of Health's website (e-MEC) were analyzed regarding type of university administration (private or public), inclusion of Occupational Dentistry in the curriculum of Dentistry courses, whether the subject was compulsory or not, and subject workload. Universities that did not make the course curriculum available on their website were excluded from the analysis. Results: Of 176 universities registered on e-MEC, 144 were included in the study. Most universities (86.9%) were private, whereas only 13.1% were public. Occupational Dentistry was available in 10 universities. The subject was compulsory in 4 and optional in another 4 universities, with a total mean workload of 37.5 hours. Two universities did not disclose this information. Conclusions: Our analysis allowed the investigation of the overall inclusion of Occupational Dentistry in the curriculum of Dentistry courses in Southeast Brazil. Only a small percentage of universities (6.9%), mostly private, included the subject in the course curriculum, usually on a compulsory basis.

Introdução: A Odontologia do Trabalho é uma especialidade recentemente reconhecida pelo Conselho Federal de Odontologia e ocupa-se em combater agravos à saúde bucal do trabalhador decorrentes de seu ambiente de trabalho. Ela busca melhorar a qualidade de vida do profissional e propiciar o desenvolvimento produtivo mais eficiente. Objetivos: Este trabalho se propõe a apresentar um panorama da disciplina de Odontologia do Trabalho nas instituições de ensino superior que possuem o curso de graduação em Odontologia na região Sudeste do Brasil. Métodos: Foi realizada uma análise das grades curriculares de todas as instituições cadastradas no portal eletrônico do Ministério da Educação (e-MEC), analisando quantas eram privadas e públicas, quais tinham a disciplina, se era obrigatória ou optativa e a carga horária. Foram excluídas da análise as instituições que não disponibilizaram a grade curricular em seus sítios eletrônicos. Resultados: Foram encontradas 176 instituições, sendo que, destas, 144 foram incluídas no estudo. Entre as incluídas, 86,9% foram particulares e 13,1% foram públicas. A disciplina foi encontrada em 10 instituições, sendo que é ofertada como obrigatória em quatro e como optativa em outras quatro, totalizando uma carga horária média de 37,5 horas, desconsiderando duas universidades que não forneceram essas informações adicionais. Conclusões: A partir desta análise, foi possível traçar um cenário da inserção da Odontologia do Trabalho, demonstrando que a oferta da disciplina se encontra bastante reduzida (6,9%), sendo mais prevalente em universidades privadas e de forma obrigatória.

How is working length determination taught? A survey to assess what is recommended in undergraduate Schools of Dentistry in Brazil.

INTRODUCTION: To analyse what are the methods for working length (WLD) determination taught for undergraduate students in Brazilian Dental Schools and the perception of professors about the use of electronic WL determination in the clinical practice. METHODS: An online questionnaire with eighteen closed questions was sent to 209 Schools of Dentistry in Brazil using the Google Forms Platform. The questionnaire was structured to analyse the perception of professors in the department of endodontics about the method of working length determination taught in undergraduate courses in Dentistry. The data collected in the questionnaires were transferred to an Excel® spreadsheet and analysed using absolute and relative frequencies. The non-parametric Mann-Whitney test was used to compare groups. RESULTS: Of the 209 schools contacted, 41 (19.61%) returned answers to the questionnaire. According to professors, electronic working length (WL) determination had a shorter length of time to perform it (p < .001), WL measurement accuracy (p < .001) and ease of performance (p < .001). Professors felt safer when maintaining patency when using electronic WL determination (p = .0020). CONCLUSIONS: Both radiographic and electronic methods of WL determination are taught in Brazilian Schools of Dentistry. The electronic method was used more frequently, especially in undergraduate clinical courses.

Possíveis limitadores da prática de remoção seletiva do tecido cariado no dia a dia de cirurgiões-dentistas / Possible limiters of practice selective removal of carious tissue practice on daily basis of dentists

Esta pesquisa teve o objetivo de identificar se há falta de difusão do conhecimento e possíveis vieses cognitivos que estejam sendo limitadores para que o que se conhece em ciência sobre a Remoção Seletiva do Tecido Cariado (RSTC) não seja transmitido para a prática clínica. Ela foi composta por duas séries de perguntas de elaboração própria, online (via 'Formulários Google'). A série de perguntas 1 foi aplicada a cirurgiões-dentistas e estudantes do último ano de Odontologia, e buscou investigar seus conhecimentos sobre a técnica de Remoção Seletiva, se eram a favor e estavam usando na prática clínica, e possíveis fatores relacionados à tomada de decisão sobre qual técnica utilizar. A série de perguntas 2 foi aplicada a coordenadores e/ou colaboradores de disciplinas relacionadas a cariologia, dentística ou materiais dentários; esta buscou investigar se os respondentes eram a favor e estavam usando a técnica, pesquisou possíveis fatores relacionados à tomada de decisão sobre qual técnica utilizar, e se estavam transmitindo conhecimentos sobre a mesma durante suas aulas. Para o recrutamento de voluntários, foram usadas estratégias de comunicação através de Entidades de Classe de Odontologia, de Secretarias Municipais de Saúde, de Universidades públicas e privadas, de redes sociais e por meio de comunicação presencial. Ao final da coleta dos dados, estes foram descritos por porcentagem de frequência e analisados por testes de associação (5%). De um total de 568 dentistas, 319 afirmaram sentirem-se inseguros quanto a seus conhecimentos sobre a RSTC. Dos 568, 406 erraram sobre quanto deve-se remover de tecido cariado em paredes pulpares de cavidades muito profundas, enquanto 410 acertaram o principal critério clínico para decidir até onde remover. Dos 568, 89 afirmaram que não usavam a RSTC. Destes 89, 54 não estudaram a técnica, 59 eram de especialidades não relacionadas à cariologia e apenas 7 eram especialistas em áreas relacionadas. 07 dos 53 professores afirmaram desacreditar na RSTC como melhor técnica. Concluiuse que há falta de difusão do conhecimento a respeito da RSTC e que há vieses cognitivos relacionados, os quais diminuem a adesão de cirurgiões-dentistas à RSTC (AU)

This research aimed to identify if there is diffusion failure of the knowledge and possible cognitive biases that are been limiters to what is known in science about Selective Removal of Carious Tissue (SRCT) is not being transmitted to clinical practice. It was based on two question series elaborated by the authors, online (by 'Google Forms'). Question series 1 was applied to dentists and Dentistry students of last year of graduation, and aimed to search their knowledges about SRCT, if They were in favor of and were using the technique on their clinical practice, and possible factors related to their decision-making of what technique to use. Question series 2 was Applied to coordinators and/or collaborators of disciplines related to cariology, dentistry or dental materials; it tried to investigate if the respondents were in favor of and if They were using the technique, searched possible factors related to decisionmaking of what technique to use, and if They were transmitting the knowledges about SRCT in their classes. To voluntary recruitment, communication strategies were used through Entities of Dentistry Class, Municipal Health Departments, public and private Universities, social media and face communication. At the end of data collection, date was described by frequency percentage and analyzed by association tests (5%). From 568 dentists, 319 said They feel insecure about their understanding regarding SRCT. Of these 568, 406 were wrong about how many the carious tissue must be removed from Pulp walls of very deep cavities, while 410 were right about the main clinical parameter to decide how far to remove the carious tissue. Of the same 568, 89 said They did not use the SRCT. From these 89, 54 did not study the technique, 59 were specialized in areas not related to cariology and only 7 dentists were specialized in cariology areas. 07 of 53 professors said they not believe SRCT as the best approach. It was concluded there is failure on SRCT knowledge and there are cognitive biases related, which decrease the dentist adherence to SRCT (AU)

Os dentistas estão preparados para a promoção da amamentação e alimentação complementar saudável? / Are dentists prepared to promote breastfeeding and healthy complementary food?

Resumo O aleitamento materno (AM) e a introdução adequada da alimentação complementar (AC) são estratégias que comprovadamente melhoram a saúde bucal e previnem doenças. Por isso, atividades de promoção dessas práticas devem ser realizadas por todos os profissionais de saúde. Buscou-se, através da metodologia quantitativa, analisar o resultado de um inquérito realizado com dentistas cadastrados no Conselho Regional de Odontologia de São Paulo sobre sua formação acadêmica e profissional nestes temas. Os conteúdos mais recebidos na graduação foram sobre os benefícios do AM para a prevenção da saúde geral (74,6%). Entre os profissionais que receberam capacitação em serviço, foram 27,8% (AM) e 21,5% (AC), sendo que mais de 80% conseguiram aplicar o conhecimento no dia a dia. Quando solicitados a dar orientação sobre AM, apenas 15% responderam se sentir preparados. Sobre se consideram ser atribuição do dentista o apoio ao AM e AC, 92,3% responderam que sim e 85% reconhecem precisar de atualização. Conclui-se que há uma lacuna a ser preenchida com a formação acadêmica e capacitações/atualizações para que o dentista possa efetivamente atuar na promoção e apoio ao AM e AC.

Abstract Breastfeeding (BF) and the adequate introduction of complementary feeding (CF) are strategies that have been shown to improve oral health and prevent diseases. Therefore, activities to promote these practices must be carried out by all health professionals. This article addresses the opinion of the dentist about his or her education, knowledge and role in supporting and encouraging BF and CF. It was sought, through quantitative methodology, to analyze the result of a survey carried out with dentists registered with the Regional Dentistry Council of São Paulo about their academic and professional training in these themes. The major academic contents received at college were about the benefits of breastfeeding for the prevention of general health (74.6%). Among the professionals, 27.8% of them received in-service training on BF and 21.5% on CF, with more than 80% being able to apply their knowledge on a daily basis. When asked about providing guidance on BF, only 15% responded feeling prepared to do so. Regarding whether they consider it to be the dentist's responsibility to support BF and BF, 92.3% answered yes and 85% said they needed updating. It is concluded that there is a gap to be filled with academic training and training / updates so that the dentist can effectively act in the promotion and support of BF and CF.

Conhecimento e utilização do Biobanco de Dentes Humanos pela comunidade acadêmica do curso de Odontologia da UFPR / Knowledge and use of the Human Teeth Biobank by the academic community of the UFPR Dentistry course

Oobjetivo desteestudofoianalisaro perfil dos usuários do Biobanco de Dentes Humanos da Universidade Federal do Paraná (BDH-UFPR), os serviços mais procurados, se háutilização de dentes obtidos externamentee o grau de satisfaçãodos usuários.Para isso,foi aplicado um questionário eletrônico semiestruturado à comunidade interna do curso de Odontologia daUFPR, entre agosto edezembro de 2019. Um total de 300 questionários foram respondidos, sendo263 por estudantes degraduação, 4 por pós-graduandos, 24 por professores e 9 por servidores técnico-administrativos.A maioria dos estudantes erado sexo feminino entre 17e 22 anos, enquantopara osservidores (professores e técnicos) houve uma distribuição semelhante entre os sexosna faixa etária entre 40e 59 anos. Embora 80,99% dos discentes afirmaram conhecer oBDH-UFPR, apenas 50,19%usaram seus serviçose59,32% relataram játerembuscadodentesexternamente.O serviço mais utilizado foi o empréstimo de dentes para atividades de ensino, porém apenas 42,15% os devolveram após ouso.Os dentes obtidos externamente foram provenientes,principalmente, deconsultórios particulares e apenas 56,33% dos alunosrelataram sempre ter submetido-os à desinfecção/esterilização, sendo a autoclave o método mais indicado. Todos os servidores conheciam o BDH-UFPR e,dentre os professores,a maioria realizoutanto empréstimos quanto doações. Os empréstimostiveram como principal finalidade a pesquisae 63,6% relataramterem devolvido os dentes.Quanto à satisfação, a comunidade acadêmica mostrou-se predominantemente totalmente satisfeita.Por fim, ressalta-se a necessidade de ampliar as ações de conscientização para a comunidade acadêmica quanto aos aspectos éticos, legais e de biossegurança na aquisição e manipulação de dentes humanos (AU).

Thisstudy aimed toanalyze the profile of users of the Human Teeth Biobank at the Federal University of Paraná (HTB-UFPR), the most sought-after services, whether externally obtained teeth are used and the degree of user satisfaction. For this, a semi-structured electronic questionnaire was applied to the internal community of the Dentistry course at UFPR, between August and December 2019. A total of 300 questionnaires were answered, 263 by undergraduate students, 4 by graduate students, 24 by professors and 9 by technical-administrative employees. Most students were female between 17 and 22 years old, while for employees(teachers and technicians) there was a similar distribution between the sexes in the age group between 40 and 59 years old. Although 80.99% of the students claimed to know the HTB-UFPR, only 50.19% used its services and 59.32% reported having already looked for teeth externally. The most used service was the withdrawalfor teaching activities, but only 42.15% returned them after use. The teeth obtained externally came mainly from private offices and only 56.33% of the students reported having always submitted them to disinfection/sterilization, with the autoclave being the most indicated method. All employees knew the HTB-UFPR and, among the teachers, most made both withdrawaland donations. The main purpose of the withdrawals was the research and 63.6% reported having returned their teeth. As for satisfaction, the academic community was predominantly fully satisfied. Finally, it emphasizes the need to expand awareness actions for the academic community regarding ethical, legal and biosafety aspects in the acquisition and manipulation of human teeth (AU).

Odontologia para Pacientes com Necessidades Especiais no ensino de graduação: percepção de discentes e docentes em uma instituição do Piauí e um panorama brasileiro / Dentistry for Special Needs Patients in undergraduate teaching: perception of students and professors at a university in Piaui and a Brazilian overview

A inexperiência do graduando em Odontologia no manejo de Pacientes com Necessidades Especiais (PNE) gera lacunas na formação e pode contribuir para a barreira de acesso desses indivíduos aos serviços de saúde bucal. Este estudo analisou a percepção de discentes e docentes do curso de Odontologia da Universidade Federal do Piauí (UFPI)sobre a inclusão de atendimento a PNE no ensino de graduação e o panorama nacional da oferta de disciplina de PNE na estrutura curricular de cursos de Odontologia. Foi realizado um estudo transversal, descritivo e exploratório, com aplicação de questionários a discentes e docentes do curso de Odontologia da UFPI. As matrizes curriculares dos cursos foram consultadas em endereços eletrônicos institucionais. Foi realizada análisedescritiva dos dados e teste Exato de Fisher foi aplicado. A maioria dos discentes relataram nunca ter atendido um PNE (54,8 %) e,destes, 67,7% não se sentem preparados para este atendimento. A maioria dos discentes (84,7%) e docentes (53,8%) aprova a obrigatoriedade da disciplina de PNE na estrutura curricular. Insegurança foi a reação mais comum dos discentes ao atendimento odontológico fictício a um paciente PNE. Entre os docentes participantes do estudo, 73,1% informaram já ter atendido PNE. Em 67,8% dos cursos de Odontologia pesquisados há oferta de disciplina de PNE. Em conclusão, a ausência de atendimento a PNE gera insegurança aos graduandos em Odontologia. A inclusão do tema PNE na matriz curricular é apoiada por discentes e docentes. A disciplinaestá presente na maioria dos cursos de Odontologia do Brasil (AU).

Dentistry undergraduates do not acquire much experience managing Patients with Special Needs (PSN) during their university training. This knowledge deficit contributes to the situation where PSNs face barriers to accessing oral health services. This study was a cross-sectional, descriptive and exploratory study about the perception of Dentistry students and professors at the Federal University of Piaui (UFPI -Brazil) on whether care of PSN should be included in their course. The reactions ofstudents facing a simulated situation of dental care for PSN was also analyzed. A survey of the situation regarding PSN inclusion at other universities in Brazil was alsocarried out. Professors and students filled out questionnaires and information regarding university curriculums was collected from their websites. Descriptive data analysis was performed, and Fisher's exact test was applied. Most UFPI students reported never having treated a PSN (54.8%) and, of these, 67.7% did not feel confident to providethis treatment. Most professors (73.1%) reported having treated PSN. Most students (84.7%) and professors(53.8%) agree that Dentistry for PSN should be mandatory in the curricular structure. Lack of confidencewas the most common reaction of students to a simulation ofdental care for a PSN. Dentistry for PSN is part of the curriculum of 67.8% of the Dentistry courses surveyed. In conclusion, the lack of Dentistry for PSN during student training can makedentists-to-be unsure about how to treat PSN in real-life situations. The inclusion of dental care for PSN in the curriculum is supported by students and teachers. The topic is present in most Dentistry courses in Brazil (AU).

Digital technology in dental education during COVID-19 pandemic: worldwide experience of professors and students / Tecnología digital en la educación odontológica durante la pandemia por COVID-19: experiencia mundial de profesores y estudiantes

ABSTRACT: The objective of this study was to assess the use and experience with digital communication tools among dentistry professors and students to adapt to distance learning during the Covid-19 pandemic. Nine hundread and ninety five participants (479 dentistry professors and 516 students) from countries in North America, Latin America, Brazil, Europe, Asia, Oceania, and the Middle East answered a questionnaire about motivation/stress/anxiety; practice with digital technologies; synchronous/asynchronous communication technologies (difficulties/benefits), and which ones would they prefer using when returning to college. Data were analyzed by the Chi-square test and Fisher's exact (α=0.05). Motivation was more affected among the female professors, male students, and Brazilians (p<0.05). Concern about the academic future, was higher among female students, up to 30 years old, from Latin America and Brazil, and lower for European professors (p<0.05). Anxiety and stress were higher for undergraduate students up to 20 years old from Latin America and Brazil (p<0.05). European professors used more synchronous videoconferencing services for lectures/questions, while Brazilians used more text messaging applications for answering questions (p<0.05). Latin American professors used more surveys for evaluation (p<0.05). Brazilian professors indicated that they would use "online meetings" and "survey administration services" when returning to face-to-face activities and European professors/students would use "email" (p<0.05). Professors from Asia/Oceania/Middle East and professors/students from Brazil indicated "remote activities were important for students not to be inactive" (p<0.05). Efforts were made to adapt Dentistry's teaching to distance learning during the COVID-19 pandemic. However, the technologies used for this, feelings, and experiences differed between professors and students.

RESUMEN: El objetivo de este estudio fue evaluar el uso y la experiencia con herramientas de comunicación digital entre profesores y estudiantes de odontología para adaptarse al aprendizaje a distancia durante la pandemia Covid-19. Novecientos noventa y cinco participantes (479 profesores y 516 estudiantes de odontología) de países de diferentes regiones de América del Norte, América Latina, Brasil, Europa, Asia, Oceanía y Oriente Medio respondieron un cuestionario sobre motivación/ estrés/ansiedad; práctica con tecnologías digitales; tecnologías de comunicación sincrónicas/asincrónicas (dificultades/beneficios), y cuáles continuarían usando al regresar a la universidad. Los datos se analizaron mediante las pruebas Chi-cuadrado y exacta de Fisher (α=0,05). La motivación se vio más afectada entre las profesoras, estudiantes y brasileños (p<0,05). La preocupación por el futuro académico fue mayor entre las estudiantes, hasta los 30 años, de América Latina y Brasil, y menor para el profesorado europeo (p<0,05). El estrés fue mayor para el estudiantado de pregrado de Latinoamérica y Brasil hasta los 20 años (p<0.05). El profesorado europeo utilizó más servicios de videoconferencia sincrónica para clases y consultas, mientras que el brasileño utilizó más aplicaciones de mensajería de texto para consultas (p<0,05). El profesorado latinoamericano utilizó más encuestas para evaluación (p<0.05). El profesorado brasileño indicó que utilizaría "reuniones en línea" y "servicios de encuestas" cuando regresaran a la presencialidad, mientras que el profesorado/ estudiantado europeo utilizaría "correo electrónico" (p<0,05). El profesorado de Asia/ Oceanía/Medio Oriente y profesorado/estudiantado de Brasil indicó que "las actividades remotas eran importantes para que el estudiantado no estuviera inactivo" (p<0,05). Se relizaron esfuerzos para adaptar la enseñanza de la Odontología al aprendizaje a distancia durante la pandemia de COVID-19. Sin embargo, las tecnologías utilizadas y las experiencias difirieron entre profesores y estudiantes.

Avanços e desafios da formação no Sistema Único de Saúde a partir da vivência dos docentes da área de Saúde Coletiva nos cursos de Odontologia / Advances and challenges of training in the Unified Health System based on teachers' experience in the area of Public Health in Dentistry courses

Resumo A formação direcionada para o Sistema Único de Saúde (SUS) tem sido um dos pressupostos mais desafiadores no desenvolvimento dos cursos de Odontologia no Brasil. Para isso, docentes com formação em saúde coletiva desempenham papel fundamental na proposição curricular que privilegie tal abordagem. O objetivo do estudo foi identificar em cursos de Odontologia os possíveis avanços alcançados e os desafios a serem enfrentados na formação para o SUS. Trata-se de uma pesquisa quantitativa, com desenho transversal, cuja amostra foi composta por 119 docentes por meio da técnica probabilística do Snowball. Os participantes responderam a uma matriz de critériosvalidada, sendo realizada a análise fatorial exploratória para análise dos dados, a qual definiu cinco fatores responsáveis pela formação para o SUS: Atenção Básica; Responsabilidade Social e Trabalho em Equipe; Gestão em Saúde; Sistemas de Informação e Educação Permanente/Humanização.O estudo permitiu identificar avanços significativos na perspectiva de uma maior adequação da proposta formativa voltada para o SUS, todavia, existem desafios colocados para os professores que exigem um amplo aprofundamento na perspectiva de enfrentar as barreiras ainda impostas pela tradicional formação na área da saúde.

Abstract The training directed at the Unified Health System (SUS) has been one of the most challenging assumptions in the development of Dentistry courses in Brazil. In this regard, public health educated teachers play a fundamental role in the curricular proposition favoring such an approach. This study aimed to identify the possible advances achieved in Dentistry courses and the challenges in training for the SUS. This is a quantitative, cross-sectional research with a sample of 119 teachers employing the probabilistic Snowball technique. Participants responded to a validated criteria matrix, and an exploratory factor analysis was performed for data analysis, which defined five factors responsible for training for the SUS: Primary Care; Social Responsibility and Teamwork; Health Management; Information Systems, and Continuing Education/Humanization. The study allowed identifying significant advances in the perspective of greater adequacy of the training proposal aimed at the SUS. However, some challenges to teachers require expanding the prospect to face the barriers still imposed by traditional health training.

Experiencias y percepciones de los graduados de Odontología sobre la culminación de la tesis en una universidad del Perú / Experiences and perceptions of dentistry graduates on the culmination of the thesis at a university in Peru

La tesis universitaria representa un trabajo académico donde el estudiante demuestra las competencias investigativas aprendidas; sin embargo, su culminación requiere habilidades específicas y sujetas a limitantes. Objetivo. Identificar las percepciones de un grupo de graduados de Odontología sobre sus experiencias al desarrollar su tesis de licenciatura. Métodos. Estudio fenomenológico que entrevistó a través de grupos focales a 32 estudiantes egresados de la Facultad de Odontología (Universidad Nacional Mayor de San Marcos, Lima, Perú) que culminaron satisfactoriamente su tesis de grado. Se exploraron las categorías de factores personales, relaciones e institucionales. El análisis se realizó de forma inductiva a través de las opiniones, búsqueda de similitudes y síntesis de hallazgos. Resultados. La responsabilidad laboral a futuro (factor personal) fue percibida como uno de los principales estimulantes para culminar la tesis; la motivación del asesor de tesis (factor relacional) fue percibida como una característica que influyó en la culminación mientras que el apoyo institucional y la consecución de datos (factores institucionales) fueron percibidas como condiciones negativas y difíciles de sobrellevar. Conclusiones. Diversos factores influyen en la culminación de la tesis universitaria como: la motivación del tema de tesis, el apoyo del asesor y contar con recursos para financiar la ejecución fueron características resaltadas como factores que promueven el desarrollo de la tesis universitaria. Estas experiencias se fundamentan en la obtención de un grado académico para insertarse en un sistema laboral.

The university thesis represents an academic work where the student demonstrates the research learned skills; however, its completion requires specific skills and subject to limitations. Objective. To identify the perceptions of a group of dental graduates about their experiences while the undergraduate students develop their thesis Methods. Phenomenological study that interviewed 32 students graduated from the Faculty of Dentistry (Universidad Nacional Mayor de San Marcos, Lima, Peru) through focus groups who successfully completed their degree thesis. The categories of personal, relationship and institutional factors were explored. The analysis was carried out inductively through opinions, search for similarities and synthesis of findings. Results. Three categories of analysis were found: personal, relational and institutional factors. Future job responsibility (personal factor) was perceived as one of the main stimulants to complete the thesis, the motivation of the thesis advisor (relational factor) was perceived as a characteristic that influenced completion while institutional support and data acquisition (institutional factors) were perceived as negative conditions and difficult to cope with. Conclusions. Various factors influence the completion of the university thesis such as: The motivation of the thesis topic, the support of the advisor and having resources to finance the execution were characteristics highlighted as factors that promote the development of the university thesis. These experiences are based on obtaining an academic degree to enter a labor system.

Contribuições da Educação Interprofissional ao Ensino odontológico no Brasil: uma revisão sistemática / Interprofessional education contributions to dental education in Brazil: a systematic review

A Educação Interprofissional (EIP) é caracterizada pelo compartilhamento de aprendizado entre estudantes de duas ou mais profissões diferentes, que resulta na melhoria da condição de saúde da população. No contexto do ensino odontológico, mudanças significativas têm ocorrido nos últimos anos. Diante disso, torna-se importante analisar as características das experiências em EIP entre os acadêmicos de odontologia, bem como suas contribuições para a formação dos novos cirurgiões-dentistas. Trata-se de uma revisão sistemática da literatura acerca da EIP no ensino odontológico no Brasil. A busca dos estudos primários foi realizada nos idiomas inglês, português e espanhol nas bases de dados: Lilacs, Scielo, BBO e Medline através da BVS; e nos repositórios de dissertações e teses: Portal de Dissertações e Teses da Capes e BDTD. Adicionalmente, foi realizada a busca manual em anais de congressos das Escolas de Odontologia no Brasil e das reuniões da ABENO utilizando o termo "interprofissional" para publicações dos últimos 10 anos. A busca foi conduzida por duas pesquisadoras, de forma independente, utilizando-se os descritores: educação em saúde, ensino em odontologia, educação interprofissional, prática interprofissional colaborativa, relações interprofissionais, colaboração interprofissional e trabalho em equipe. Foram filtradas as publicações dos últimos 10 anos (relatos de experiência, relatos de caso, estudos observacionais e estudos comparativos) que apresentaram intervenções associadas ao tema. Os resultados apontam que os estudos são em maioria relatos de experiência, exigindo maior evidência científica; o PET-Saúde desempenha importante influência em EIP, aliando-se ao maior engajamento das IES públicas; as UBS representam o maior cenário para prática da EIP. Os principais benefícios das experiências consistiram na troca de saberes, valorização de cada profissional, respeito entre os profissionais, desconstrução de estereótipos e despertamento de novas habilidades. Diante disso, conclui-se que a EIP parece contribuir positivamente para a formação do cirurgião-dentista; as experiências apontaram aspectos que permitem a consolidação de uma visão integral de saúde e melhoria da assistência. Verificou-se a necessidade de esforços contínuos da comunidade odontológica para investigação e aplicação da EIP no Brasil

Interprofessional Education (IPE) occurs when two or more students of different professions share learning with each other, which results in improvement for the population's health condition. In dental education, significant changes have occurred in latest years. Therefore, it is important to analyze the characteristics of IPE experiences among dentistry students, and their contributions to dentist´s graduation. This is a systematic review of the literature about IPE in dental education in Brazil. The search for primary studies was conducted in English, Portuguese and Spanish in the databases: Lilacs, Scielo, BBO and Medline through the BVS; and in the repositories of dissertations and theses: Portal of Dissertations and Theses of Capes and BDTD. In addition, a manual search was conducted in the congresses proceedings of the Dentistry Schools in Brazil and ABENO meetings using the term "interprofessional" for publications from the last 10 years. The search was conducted by two researchers, independently, using the descriptors: health education, dentistry education, interprofessional education, collaborative interprofessional practice, interprofessional relationships, interprofessional collaboration and teamwork. It was selected publications of the last 10 years (experience reports, case reports, observational studies and comparative studies) that presented interventions related to the theme. The results indicated that the studies are mostly experience reports, requiring greater scientific evidence; PET-Saúde develop an important influence in IPE, there is a bigger involvement of public dentistry schools than private; the UBS represent the biggest scenario for the practice of IPE. The main benefits of the experiences consisted in the sharing of learning, appreciation of each professional, respect among professionals, deconstruction of stereotypes and awakening of new skills. Thus, it is concluded that IPE seems to contribute positively to the dentist´s graduation; the experiences show aspects that allow the consolidation of an integral vision of health and, consequently, improvement in assistance. This study verified a need for continued efforts by the dental community to investigate and apply IPE in Brazil

Teaching rapid oral health deterioration risk assessment: A 5-year report.

PURPOSE/OBJECTIVES: The purpose of this study was to present a 5-year report about the outcomes of using a teaching tool that guides dental students through the thought process of the expert about how to assess the risk of rapid oral health deterioration (ROHD) among older adults and provide viable treatment alternatives. METHODS: A teaching tool was previously developed using ROHD risk factors identified in the literature and the steps that experts apply in their treatment decision making, summarized in 10 questions. During 5 years, 188 senior dental students were introduced to the teaching tool and asked to use the 10-question set to present a case they have treated during their Geriatric and Special Needs Program. Two evaluators were asked to grade the students on each question. Students were graded "G" if they answered the question and grasped the principles behind it, "A" if they only answered the question, or "M" if they missed the question. Additionally, the students were given a form to grade the importance of and comment on the exercise. RESULTS: More than 75% of the students had an A or G for most questions, agreement between the 2 evaluators was above 85%, and students' performances improved during the 5-year period. Additionally, 94.4% of the students considered the teaching tool as important or very important for the general dentist. CONCLUSION: The vast majority of the students had an A or G grade, examiner agreement was high, and the students appreciated the importance of this teaching tool for the general dentist.

Percepção de estudantes de graduação sobre a importância da disciplina Odontologia para pacientes com necessidades especiais / Perception of graduation students about the importance of Dentistry's discipline for patients with special needs

Pessoascom necessidades especiais (PNE) representam 10% da população mundialesuas particularidades,somadasàfalta de conhecimentosteóricose experiência clínica,fazemcom que os cirurgiões-dentistas se sintam inaptos para atendê-los. Sendo assim, o objetivo desse estudo foi identificar a importância percebida pelos estudantes de Odontologia sobre a disciplina Odontologia para Pacientes com Necessidades Especiais(OPNE). Trata-se de um estudo exploratório, descritivo e qualitativo, que realizou a coleta de dados por meio de questionáriosaplicados a29estudantes ao final da disciplinaoptativade OPNE da Faculdade de Odontologia de Bauru (FOB). Os estudantes reconhecem que a ausência de contato com PNE durante o cursoacarretará insegurança profissional para realizar o atendimento odontológico desses pacientes, dificultando assim o acesso a saúde bucal desta população. A disciplina de OPNE, neste estudo, possibilitouao estudantede aprender, conviver e realizar atendimento odontológico adequado e humanizado ao PNE (AU).

People with special needs (PSN) represent 10% of the world population and their particularities, added with the lack of theoretical knowledge and clinical experience, make dentists feel unable to attend to them.Therefore, the objective of this study was to identify the importance of dentistry students in the discipline of dentistry for patients with special needs (DPSN).This is an exploratory, descriptive, and qualitative study, for which data were collectedthrough a questionnaire administeredto 29students at the end of the DPSNdiscipline atthe Bauru School of Dentistry(BSD).Students recognizedthat the lack of contact with PSN during the course may cause professional insecurity in providingdental care to these patients, thus making access to oral healthcaredifficult for this population. The DPSN discipline in this study enabled studentsto learn, live with,and provide adequate and humanized dental care to the PSNpopulation (AU).

Avanços e desafios na formação do cirurgião-dentista para sua inserção nas práticas de promoção da saúde / Advances and challenges in training the dentist for its insertion in health promotion practices

Resumo A formação dos recursos humanos em saúde deve preparar um profissional para atuar multi- e interdisciplinarmente, de forma integral em todos os níveis de atenção. O objetivo desta pesquisa foi analisar avanços e desafios na formação do cirurgião-dentista após a promulgação das Diretrizes Curriculares Nacionais (DCN) no que diz respeito à promoção da saúde, focando a abordagem do aleitamento materno (AM) e alimentação complementar saudável (ACS). Utilizou-se pesquisa qualitativa, com análise documental dos projetos pedagógicos (PP), ementas e planos de ensino e entrevistas semiestruturadas com professores das disciplinas de Odontopediatria e Ortodontia de seis faculdades paulistas, de março a maio de 2018. As análises mostraram que os PP estão alinhados com as DCN, mas há pouca abordagem destinada ao AM e ACS como promotores de saúde bucal. O estudo concluiu que houve avanços na formação dos recursos humanos em saúde baseados em sólido arcabouço formado pela legislação brasileira. Há, no entanto, desafios a serem considerados, sendo necessário avançar no desenvolvimento de habilidades e competências preconizadas pelas DCN em temas que ampliem a promoção da saúde. As instituições de ensino superior precisam favorecer que os PP se concretizem formando profissionais alinhados com suas propostas e as novas demandas do sistema de saúde.

Abstract The training of human resources in health should prepare a professional to act multi- and interdisciplinarily, in a comprehensive manner at all levels of care. This worked aimed to analyze advances and challenges in the training of dentists after the promulgation of the National Curricular Guidelines (NCG) regarding health promotion, focusing on the approach to breastfeeding (BF) and healthy complementary feeding (HCB). Qualitative research was used, with documentary analysis of pedagogical projects (PP), menus and teaching plans and semi-structured interviews with professors in the disciplines of Pediatric Dentistry and Orthodontics from six São Paulo colleges, from March to May 2018. The analyses showed that the PP are aligned with the NCG, but there is little approach aimed at BF and HCB as promoters of oral health. The study concluded that there were advances in the training of human resources in health based on a solid framework formed by Brazilian legislation. There are, however, challenges to be considered, and it is necessary to advance in the development of skills and competencies advocated by the NCG in themes that expand health promotion. Higher education institutions need to encourage the PP to take shape by training professionals in line with their proposals and the new demands of the health system.

Innovative Trends in Implant Dentistry Training and Education: A Narrative Review.

BACKGROUND: The field of implant dentistry education is rapidly evolving as new technologies permit innovative methods to teach the fundamentals of implant dentistry. METHODS: Literature from the fields of active learning, blended learning, augmented reality, artificial intelligence, haptics, and mixed reality were reviewed and combined with the experience and opinions of expert authors. Both positive and negative aspects of the learning methods are presented. RESULTS AND CONCLUSION: The fundamental objectives of teaching and learning remain unchanged, yet the opportunities to reach larger audiences and integrate their learning into active experiences are evolving due to the introduction of new teaching and learning methodologies. The ability to reach a global audience has never been more apparent. Nevertheless, as much as new technology can be alluring, each new method comes with unique limitations.