Current Concepts in Cariology Teaching in Latin America (58th Annual ORCA Congress July 6–9, 2011, Kaunas, Lithuania) Corto (RESUMEN)

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Digital: Revista digital


Objective: To assess current cariology teaching practice amongst Latin American dental schools. Materials and Methods: A 20-item questionnaire on several teaching aspects (cur riculum, diagnosis, treatment, and perception) was mailed to dental schools affiliated to OFEDO (Dental Schools, Faculties and Departments Organization) (n = 54), and non-affiliated schools (n = 30). The questionnaire was developed with the help of 5 experts (comprehension, content, language), and two focus groups were held with regional researchers/teachers. Results: The response rate was 60%, (n = 50; OFEDO: n = 20; others: n = 30) after 3 mailings. The distribution by country was as follows: Bolivia (4); Chile (4); Colombia (21); Costa Rica (1); Cuba (1); El

Salvador (2); Mexico (5); Panama (2); Peru (4); Puerto Rico (1); Republica Dominicana (2); Uruguay (2); Venezuela (1). About 44% of the schools considered cariology the key axis of the course, with this being lead less frequently by Cariology Departments

(22%) compared to other departments (Paediatric, Community,Microbiology, Operative-Dentistry); all schools use acariology textbook/guideline; 80% have preclinical practices,but only 32% claimed to transfer to the clinical practice the theoretical concepts. The most frequently reported diagnostic methods taught were visual-tactile 94%), with 60% of school incorporating ICDAS criteria in this teaching. Forty percent incorporated radiographic caries diagnosis. All schools reportedteaching caries risk assessment for diagnostic purposes. A surgical intervention was advocated in 44% of schools when there is visually any structure disruption to the surface, and 44% when there is radiolucency at the enamel-dentine junction. All schools reported teaching prevention strategies, but only in 40% of schools was this linked to risk assessment; 44% implement nonsurgical management occasionally. Finally, 62% of the sample felt that cariology is not properly addressed in their school curriculum. Conclusion: This questionnaire will help improving the Latin American dental-school curriculum by identifying failures (low theory-to-clinic transfer), gaps (low preventionrisk- assessment link), and opportunities (low cariology-addressing perception in the curriculum). Universidad El Bosque partially funded this project.


S. Martignon, J.A. Ruiz , M.C. Rangel , M. Tellez , J. Gomez ,S. Falla , L. Marin

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Fecha de publicación 12 de mayo de 2011
Fecha de aceptación 05 de diciembre de 2011
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Caries Research

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Enlaces 58th Annual ORCA Congress
58th Annual ORCA Congress. July 6–9, 2011, Kaunas, Lithuania.Caries Res 2011;45:174–242 DOI: 10.1159/000328514 Published online: May 12, 2011
Etiquetado como: Cariology concepts , teaching

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