Combining learning strategies for developing abilities and competencies in a preclinical Removable Partial Denture course: an experience report

• Autor(a) principal: Campos, Débora Silva
• Data de Publicação: 2022
• Outros Autores: Muniz, Isis Araújo Ferreira, Perez, Luciano Elias da Cruz, Cosme-Trindade, Dúcia Caldas
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/1586
• topic: Educação em Odontologia; Prótese Parcial Removível; Aprendizagem; Education Dental; Denture Partial Removable; Learning

Active methodologies in dental education have been highly recommended by the National Curricular Guidelines in developing students’ abilities and competency, and directly impact on the reflective capacity of new professionals. Some studies on Removable Partial Dentures (RPD) have pointed out benefits of the student-centered method by using different strategies such as ProblemBased Learning (PBL), Case-Based Learning (CBL) and Team-Based Learning (TBL), with positive results in the teaching and learning processes. This article aims to report the experience of using active methodologies such as CBL, Inverted Classroom and Brainstorming techniques as a strategy in the RPD Preclinical Course of the Federal University of Paraíba, focusing on the development of students’ critical thinking for planning partial edentulous arches. As a result of this change, instructional materials such as a checklist of questions and a flowchart were developed and have started to be implemented as important tools during the laboratory classes. Adapting teaching strategies with the active participation of students can be a valuable tool to verify difficulties during prosthesis planning. As a result, it can improve self-confidence in determining the mechanical components prior to clinical care. The instructional materials developed can help professors to reflect on different forms of methodologies in RPD teaching and insert students in their own knowledge construction.