Most effective learning experiences for dental students

• Autor(a) principal: Zaroni, Fabio Marzullo
• Data de Publicação: 2016
• Outros Autores: Strujak, Guilherme, Magrin, Gabriel Leonardo, Assunção, Luciana Reichert da Silva, Soares de Lima, Antônio Adilson, Fernandes, Ângela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/199
• topic: Learning. Teaching. Dental Education.; Aprendizagem. Ensino. Educação em Odontologia.

The teacher-centered method is still widely used in most universities in Brazil. This method does not prioritize the active participation of the student in the knowledge construction process. The objective of this research was to identify the most significant learning experience according dental students. A quantitative study, with descriptive and analytical analysis using pre-tested questionnaire was conducted. Of the total students, 209 (76.3%) were female, with a mean age of 21.3±2.5 years. The results showed that the teaching strategy that most contributed to student learning activities were developed in practical classes, 186 (67.9%), contributing for 171 (92.3%) students, intensively for their training. The second most cited teaching strategy by dental students was to participate in extension projects (17 / 6.2%). There was a trend in preference for extracurricular activities among female dental students. There was no statistically significant difference between learning experience preference and age (p=0.211). Activities in practical lessons were the ones that most contributed to learning for dental students. It is expected that the results of this study, together with the National Curriculum Guidelines could contribute in the discussion about the need of improvement and innovation in dental education.