Descriptive analysis of work completion course of the graduate course in Faculty of Dentistry, UFPel

• Autor(a) principal: Chisini, Luiz Alexandre
• Data de Publicação: 2017
• Outros Autores: Silva, Heloísa Grehs e, Nóbrega, Kaio Heide Sampaio, Conde, Marcus Cristian Muniz, Corrêa, Marcos Britto, Demarco, Flávio Fernando
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABENO (Online)
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/341
• topic: Education in Dentistry. Methodology. Evaluation. Dentistry. Curriculum.; Educação em Odontologia. Metodologia. Avaliação. Odontologia. Currículo.

The final paper (TCCs) became mandatory in the Faculty of Dentistry, Federal University of Pelotas (FO-UFPel) since 2006, and an indispensable requirement for obtaining DDS title. Understanding how the TCCs are being carried out is essential for proper targeting strategies in the construction of the undergraduate curriculum, since to date few studies were conducted in order to analyze the TCCs made in dentistry courses in Brazil. Thus, the aim of this study was to survey the data for TCCs performed in FO-UFPel by 2014. The variables were: area of work concentration, types of studies/methodology. In addition, a search was conducted in PubMed, SciELO and Google Scholar to investigate whether the work was published in scientific journals and their Qualis conceit. The data were tabulated and analyzed descriptively. 474 TCCs were founded (printed and digital format), and most of them were held in operative dentistry (11.4%) followed by public health (11.0%) and oral surgery (10.5%). 25.7% of TCCs were narrative reviews of the literature. Only 9% of monographs have been published in scientific journals. Therefore, we note that the majority of TCCs made in FO-UFPel are narrative literature reviews and the publication of these works is small. In addition, it is recommended  that  new  strategies  are employed by the university managers to provide that the TCCs can be reference in dissemination of knowledge to the academic community.