Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Outros Autores: | , , , , |
| Tipo de documento: | Artigo |
| Idioma: | por eng |
| Título da fonte: | Revista da ABENO (Online) |
| Texto Completo: | https://revabeno.emnuvens.com.br/revabeno/article/view/1785 |
Resumo: | The objective of the study was to evaluate, based on sight of teachers and students, an undergraduate course in Dentistry, based on the DCN. This is an observational and transversal study, with an exploratory, descriptive and evaluation methodology. The approach used was quantitative, through the application of online questionnaire, through an instrument with validated criteria. The sample used was census of professors and students of a Dentistry course. The dimension Teaching-and service integration got the best relative performance between the dimensions evaluated by both students and teachers. Most students considered the course appropriate to DCN (50.2%), while the majority of teachers considered it to be partially adequate (56.36%). The students were more satisfied with the formation provided in the course assigning higher mean values for all dimensions and sub-dimensions. Regarding the Profile of graduates, teachers and students attributed the worst performance to the sub-dimension "Autonomous", the best performance was attributed to the subdimensions "Generalist" and "Able to understand social reality". In the dimension health care guidance, teachers and students attributed better performance to the sub-dimension "Dental treatment", while the worst performance was attributed to "Multiprofessionality" and "Epidemiological Approach". In the Pedagogical Approach dimension, the best performance was attributed to the sub-dimensions "Teacher's Role" and "Teaching-Research-Extension Articulation", the worst performance was attributed by teachers and students to the sub-dimension "Curriculum Flexibilization". The dimension Teaching-and service integration and related sub-dimensions were well evaluated by both teachers and students. It was noticed that the main fragilities found are related to dimensions that approach the professional patient relationship and the relations between the dentist and the health team during the professional training. It is necessary to create reorientation strategies of training aimed at new teaching and learning methodological concepts for the implementation of DCN in the Dentistry course. |
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Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional studyEvaluación por profesores y estudiantes del curso de Odontología basada en las Directrices del Currículo Nacional: un estudio seccional Avaliação de um curso de Odontologia com base nas Diretrizes Curriculares Nacionais: um estudo seccionalEducation DentalCompetency-Based EducationHealth Human Resource TrainingCurriculumEducación en OdontologíaEducación Basada en CompetenciasCapacitación de Recursos Humanos en SaludCurriculumEducação em OdontologiaEducação Baseada em Competências Capacitação de Recursos Humanos em SaúdeCurrículoThe objective of the study was to evaluate, based on sight of teachers and students, an undergraduate course in Dentistry, based on the DCN. This is an observational and transversal study, with an exploratory, descriptive and evaluation methodology. The approach used was quantitative, through the application of online questionnaire, through an instrument with validated criteria. The sample used was census of professors and students of a Dentistry course. The dimension Teaching-and service integration got the best relative performance between the dimensions evaluated by both students and teachers. Most students considered the course appropriate to DCN (50.2%), while the majority of teachers considered it to be partially adequate (56.36%). The students were more satisfied with the formation provided in the course assigning higher mean values for all dimensions and sub-dimensions. Regarding the Profile of graduates, teachers and students attributed the worst performance to the sub-dimension "Autonomous", the best performance was attributed to the subdimensions "Generalist" and "Able to understand social reality". In the dimension health care guidance, teachers and students attributed better performance to the sub-dimension "Dental treatment", while the worst performance was attributed to "Multiprofessionality" and "Epidemiological Approach". In the Pedagogical Approach dimension, the best performance was attributed to the sub-dimensions "Teacher's Role" and "Teaching-Research-Extension Articulation", the worst performance was attributed by teachers and students to the sub-dimension "Curriculum Flexibilization". The dimension Teaching-and service integration and related sub-dimensions were well evaluated by both teachers and students. It was noticed that the main fragilities found are related to dimensions that approach the professional patient relationship and the relations between the dentist and the health team during the professional training. It is necessary to create reorientation strategies of training aimed at new teaching and learning methodological concepts for the implementation of DCN in the Dentistry course.El estudio tuvo como objetivo evaluar, desde la perspectiva de profesores y estudiantes, un curso de pregrado en Odontología, con base en la DCN. Se trata de un estudio observacional y transversal, con metodología exploratoria, descriptiva y de evaluación. El enfoque utilizado fue cuantitativo, mediante la aplicación de un cuestionario en línea, a través de un instrumento con criterios validados. La muestra utilizada fue un censo de profesores y estudiantes de un curso de Odontología. La dimensión de integración enseñanza-servicio tuvo el mejor desempeño relativo entre las dimensiones evaluadas tanto por estudiantes como por docentes. La mayoría de los estudiantes consideró el curso adecuado para la DCN (50,2%), mientras que la mayoría de los profesores lo consideró parcialmente adecuado (56,36%). Los estudiantes se mostraron más satisfechos con la formación ofrecida en el curso, atribuyéndose valores medios más altos para todas las dimensiones y subdimensiones. En cuanto al perfil de egreso, docentes y alumnos atribuyeron el peor desempeño a la subdimensión “Autónoma”, el mejor desempeño se atribuyó a las subdimensiones “Generalista” y “Capaz de comprender la realidad social”. En la dimensión Orientación Sanitaria, docentes y estudiantes atribuyeron el mejor desempeño a la subdimensión “Tratamiento odontológico”, mientras que el peor desempeño se atribuyó a “Multiprofesionalidad” y “Enfoque epidemiológico”. En la dimensión Enfoque pedagógico, el mejor desempeño se atribuyó a las subdimensiones “Rol docente” y “Articulación enseñanza-investigación-extensión”, el peor desempeño fue atribuido por docentes y estudiantes a la subdimensión “Flexibilidad curricular”. La dimensión de integración enseñanza-servicio y las sub-dimensiones relacionadas fueron bien evaluadas tanto por profesores como por estudiantes. Se notó que las principales debilidades encontradas están relacionadas con dimensiones que abordan la relación profesional / paciente y la relación entre el odontólogo y el equipo de salud durante la formación profesional. Es necesario crear estrategias de reorientación formativa orientadas a nuevos conceptos metodológicos de enseñanza y aprendizaje para la realización de la DCN en el curso de Odontología.O estudo teve por objetivo avaliar, a partir da visão de professores e estudantes, um curso de graduação em Odontologia, com base nas Diretrizes Curriculares Nacionais (DCN). Trata-se de um estudo observacional e transversal, com metodologia exploratória, descritiva e de avaliação. A abordagem utilizada foi quantitativa, por meio da aplicação de questionário online, por meio de instrumento com critérios validados. A amostra de professores e estudantes do curso foi censitária. A Integração ensinoserviço obteve o melhor desempenho relativo entre as dimensões avaliadas tanto por estudantes quanto por professores. A maior parte dos estudantes considerou o curso adequado às DCN (50,2%), enquanto a maioria dos professores o consideraram parcialmente adequado (56,36%). Os estudantes mostraram-se mais satisfeitos com a formação ofertada no curso atribuindo maiores valores de média para todas as dimensões e subdimensões. Referente ao perfil do egresso, professores e estudantes atribuíram o pior desempenho à subdimensão “Autônomo”, o melhor desempenho foi atribuído às subdimensões “Generalista” e “Capaz de compreender a realidade social”. Na dimensão Orientação do cuidado em saúde professores e estudantes atribuíram melhor desempenho à subdimensão “Tratamento odontológico”, enquanto o pior desempenho foi atribuído à “Multiprofissionalidade” e “Enfoque epidemiológico”. Na dimensão Abordagem pedagógica, o melhor desempenho foi atribuído às subdimensões “Papel do professor” e “Articulação ensino-pesquisa-extensão”, o pior desempenho foi atribuído por professores e estudantes à subdimensão “Flexibilização curricular”. A dimensão Integração ensino-serviço e subdimensões relacionadas foram bem avaliadas tanto por professores quanto por estudantes. As principais fragilidades encontradas estão relacionadas com dimensões que abordam as relações profissional/paciente e a as relações entre o cirurgião-dentista e a equipe de saúde durante a formação profissional. Faz-se necessária a criação de estratégias de reorientação da formação direcionadas a novos conceitos metodológicos de ensino e aprendizagem para a efetivação das DCN no curso de Odontologia avaliado.Associação Brasileira de Ensino Odontológico2022-02-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revabeno.emnuvens.com.br/revabeno/article/view/178510.30979/revabeno.v22i2.1785Revista da ABENO; Vol. 22 No. 2 (2022); 1785Revista da ABENO; Vol. 22 Núm. 2 (2022); 1785Revista da ABENO; v. 22 n. 2 (2022); 17852595-02741679-5954reponame:Revista da ABENO (Online)instname:Associação Brasileira de Ensino Odontológico (ABENO)instacron:ABENOporenghttps://revabeno.emnuvens.com.br/revabeno/article/view/1785/1149https://revabeno.emnuvens.com.br/revabeno/article/view/1785/1150http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Rodrigues Galvão, Maria HelenaGil de Farias Morais, Hannah Delano Soares Forte, Franklin Soares de Morais Freitas, Cláudia Helena Guedes de Brito, Geraldo Eduardo Rodrigues Ribeiro Fernandes Pessoa, Talitha 2022-12-21T02:13:25Zoai:ojs.revabeno.emnuvens.com.br:article/1785Revistahttps://revabeno.emnuvens.com.br/revabeno/indexONGhttps://revabeno.emnuvens.com.br/revabeno/oairevabeno@gmail.com2595-02741679-5954opendoar:2023-01-13T09:48:34.057222Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO)false |
| dc.title.none.fl_str_mv |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study Evaluación por profesores y estudiantes del curso de Odontología basada en las Directrices del Currículo Nacional: un estudio seccional Avaliação de um curso de Odontologia com base nas Diretrizes Curriculares Nacionais: um estudo seccional |
| title |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study |
| spellingShingle |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study Rodrigues Galvão, Maria Helena Education Dental Competency-Based Education Health Human Resource Training Curriculum Educación en Odontología Educación Basada en Competencias Capacitación de Recursos Humanos en Salud Curriculum Educação em Odontologia Educação Baseada em Competências Capacitação de Recursos Humanos em Saúde Currículo |
| title_short |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study |
| title_full |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study |
| title_fullStr |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study |
| title_full_unstemmed |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study |
| title_sort |
Evaluation of a Dentistry course based on the National Curricular Guidelines: a sectional study |
| author |
Rodrigues Galvão, Maria Helena |
| author_facet |
Rodrigues Galvão, Maria Helena Gil de Farias Morais, Hannah Delano Soares Forte, Franklin Soares de Morais Freitas, Cláudia Helena Guedes de Brito, Geraldo Eduardo Rodrigues Ribeiro Fernandes Pessoa, Talitha |
| author_role |
author |
| author2 |
Gil de Farias Morais, Hannah Delano Soares Forte, Franklin Soares de Morais Freitas, Cláudia Helena Guedes de Brito, Geraldo Eduardo Rodrigues Ribeiro Fernandes Pessoa, Talitha |
| author2_role |
author author author author author |
| dc.contributor.author.fl_str_mv |
Rodrigues Galvão, Maria Helena Gil de Farias Morais, Hannah Delano Soares Forte, Franklin Soares de Morais Freitas, Cláudia Helena Guedes de Brito, Geraldo Eduardo Rodrigues Ribeiro Fernandes Pessoa, Talitha |
| dc.subject.por.fl_str_mv |
Education Dental Competency-Based Education Health Human Resource Training Curriculum Educación en Odontología Educación Basada en Competencias Capacitación de Recursos Humanos en Salud Curriculum Educação em Odontologia Educação Baseada em Competências Capacitação de Recursos Humanos em Saúde Currículo |
| topic |
Education Dental Competency-Based Education Health Human Resource Training Curriculum Educación en Odontología Educación Basada en Competencias Capacitación de Recursos Humanos en Salud Curriculum Educação em Odontologia Educação Baseada em Competências Capacitação de Recursos Humanos em Saúde Currículo |
| description |
The objective of the study was to evaluate, based on sight of teachers and students, an undergraduate course in Dentistry, based on the DCN. This is an observational and transversal study, with an exploratory, descriptive and evaluation methodology. The approach used was quantitative, through the application of online questionnaire, through an instrument with validated criteria. The sample used was census of professors and students of a Dentistry course. The dimension Teaching-and service integration got the best relative performance between the dimensions evaluated by both students and teachers. Most students considered the course appropriate to DCN (50.2%), while the majority of teachers considered it to be partially adequate (56.36%). The students were more satisfied with the formation provided in the course assigning higher mean values for all dimensions and sub-dimensions. Regarding the Profile of graduates, teachers and students attributed the worst performance to the sub-dimension "Autonomous", the best performance was attributed to the subdimensions "Generalist" and "Able to understand social reality". In the dimension health care guidance, teachers and students attributed better performance to the sub-dimension "Dental treatment", while the worst performance was attributed to "Multiprofessionality" and "Epidemiological Approach". In the Pedagogical Approach dimension, the best performance was attributed to the sub-dimensions "Teacher's Role" and "Teaching-Research-Extension Articulation", the worst performance was attributed by teachers and students to the sub-dimension "Curriculum Flexibilization". The dimension Teaching-and service integration and related sub-dimensions were well evaluated by both teachers and students. It was noticed that the main fragilities found are related to dimensions that approach the professional patient relationship and the relations between the dentist and the health team during the professional training. It is necessary to create reorientation strategies of training aimed at new teaching and learning methodological concepts for the implementation of DCN in the Dentistry course. |
| publishDate |
2022 |
| dc.date.none.fl_str_mv |
2022-02-16 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revabeno.emnuvens.com.br/revabeno/article/view/1785 10.30979/revabeno.v22i2.1785 |
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https://revabeno.emnuvens.com.br/revabeno/article/view/1785 |
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10.30979/revabeno.v22i2.1785 |
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por eng |
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por eng |
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https://revabeno.emnuvens.com.br/revabeno/article/view/1785/1149 https://revabeno.emnuvens.com.br/revabeno/article/view/1785/1150 |
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http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf application/pdf |
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Associação Brasileira de Ensino Odontológico |
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Associação Brasileira de Ensino Odontológico |
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Revista da ABENO; Vol. 22 No. 2 (2022); 1785 Revista da ABENO; Vol. 22 Núm. 2 (2022); 1785 Revista da ABENO; v. 22 n. 2 (2022); 1785 2595-0274 1679-5954 reponame:Revista da ABENO (Online) instname:Associação Brasileira de Ensino Odontológico (ABENO) instacron:ABENO |
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ABENO |
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Revista da ABENO (Online) |
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Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO) |
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1797051150267056128 |