Comparison of traditional education and active learning methods in a subject of dental occlusion

• Autor(a) principal: Souza, Fernanda Nunes de
• Data de Publicação: 2016
• Outros Autores: Barros, Renata Nunes, Almeida, Cristina Costa de, França, Marceli de, Hayassy, Armando
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/208
• topic: Education; Higher. Education; Dental. Learning. Dental Occlusion.; Educação Superior. Educação em Odontologia. Aprendizagem. Oclusão Dentária.

This study evaluates the effects of traditional and active teaching methods applied in the assembly of models in Semi-adjustable articulator (ASA). It is a cross-sectional study of 49 students reports Occlusion discipline, randomly divided into two groups of mutual care in pairs. Group 1 (n = 26) received an article on the subject and doubts resolved in debate, group 2 (n = 23) participated in lecture followed by practice. The data were compiled as the hit rates in steps: facial arc, mounting the upper model, intermaxillary record, compensation wax, mounting the lower model. At each stage a demonstration was held 20 minutes to perform the activity and quantified the degree of difficulty. The cases were considered correct analyzing the touches in the models and in the patient. The morning shift, 23% of students present correct assembly and in the afternoon no students presented correct assembly, 42.9% of the errors occurred in the compensation phase of wax, 24.5% in intermaxillary record, 14.3% in the assembly the lower model and 6% at the stage of facial arc. The results suggest that active learning techniques positively influenced and confirm the need for specific educational material for understanding and reproduction of intermaxillary relations, aimed at students in transition from theoretical to practical cycle.