Objetos de aprendizagem em Radiologia Odontológica como recursos facilitadores ao Ensino Superior

• Autor(a) principal: Monier, Elza Bernardes
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/8524
• topic: Dental Radiology; Oral Health Education; Educational technology; Radiologia Odontológica; Educação em Saúde Bucal; Tecnologia educacional; Dentes Radiografia; Saúde bucal; Livros eletrônicos; Aprendizagem; Tecnologia educacional; Radiologia Livros eletrônicos; CNPQ::CIENCIAS DA SAUDE::ODONTOLOGIA::RADIOLOGIA ODONTOLOGICA

The knowledge of Oral Radiographic Anatomy is fundamental for a good interpretation of the imaging tests, which may contribute to the definition of the diagnosis, treatment and prognosis of the clinical cases that routinely use the radiographic examinations. This work proposes to discuss the use of learning objects in Dental Radiology as auxiliary resources to Higher Education. For this, the study was divided into 02 chapters. Chapter 01 consists of an integrative review of the digital educational resources used in oral radiology teaching, which allowed us to present the main digital learning objects developed in the area in question in the last 10 years. The literature review showed the variety of digital resources currently available, as well as reinforcing the importance of using them to strengthen teaching in oral radiology. Chapter 02 presents a research that evaluated the use of two educational objects in Oral Radiographic Anatomy considering the methodology of the inverted classroom, according to the criteria of knowledge acquisition and student satisfaction. For that, two educational books were developed in this theme, one book being in electronic format and another in printed format. Then, an educational intervention was carried out, based on a controlled trial with 34 students of dentistry at the Federal University of Maranhão. The students were randomized into two groups, which provided profile information as well as participated in a knowledge pre-test assessment. The study followed the following actions: providing access to objects by group in a period of 7 days; first post-test evaluation and evaluation of the objects, through the LORI questionnaire; classroom for both groups; and after 30 days, the second post-test evaluation to verify knowledge retention. Both learning objects studied received positive evaluations of students' satisfaction with the quality of resources. The evaluation of knowledge revealed that both the electronic book and the printed book were able to potentiate participants' performance. And in combination with face-to-face teaching, the e-book provided superior results in retention of knowledge compared to the printed book.