Development and validation of new methodologies for teaching preparations in fixed partial prosthesis

• Autor(a) principal: Gomes, Michelle S. S. [UNESP]
• Data de Publicação: 2020
• Outros Autores: Rossi, Natália R. [UNESP], Uemura, Eduardo S. [UNESP], Mesquita, Alfredo M. M., Nishioka, Renato S. [UNESP], Andreatta-Filho, Osvaldo D. [UNESP], Paes-Junior, Tarcísio J. A. [UNESP], Kojima, Alberto N. [UNESP]
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1002/jdd.12301; http://hdl.handle.net/11449/200828
• topic: dentistry; fixed prosthesis; learning; teaching; technology in dentistry

Context: Students can have some issues in the comprehension and execution of coronal preparations in fixed partial prosthesis (FPP). Some issues pertain to the amount of reduction, the inclination, and the positioning, all of which are important for the execution of an ideal preparation while respecting the required biomechanical principles. Objective: The present study's aim was to evaluate the main problems experienced by graduation students regarding coronal preparation in FPP and to suggest teaching skills to help students and professors. Design: A total of 87 students, who were enrolled in the 3rd year of Dentistry at the FPP course - in the Institute of Science and Technology, São Paulo State University, between 2017 and 2018, participated in the study. Two methodologies were developed, applied, and validated: first, a mannequin with a scheme of colors to help students visualize the coronal preparation; second, a comparison of different didactic methods. Results: Only 54.02% of the students answered the questionnaire, and the main problem identified by the respondents was the amount of reduction required (78.2%). In the second place, 50.9% of the students stated that they had problems with the inclination and angle of the preparation. The mannequin method with color schemes was approved by 91.5%. The favorite didactic method was a live demonstration (face to face), with 61.8%. In the second place, 47.3% of the students stated that live projection was also adequate. Conclusions: Both auxiliary didactic methods were approved by the students and they reported that it helped them to visualize the amount of reduction necessary and the sequence of the preparation. Hence, it was concluded that the mannequin with color schemes and the live projection were approved as auxiliary didactic resources for teaching FPP.