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


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Información de la publicación
Tipo de publicación

Científica

Tipología

Investigación y estudios

Medio de publicación

Digital: Revista digital

Resumen

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.

Autores

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

Registro ISSN

0008-6568

SNIES Área

Dentistry

SNIES Categoría

Education

Fecha de publicación 12 de mayo de 2011
Fecha de aceptación 05 de diciembre de 2011
Medio indexado (nombre)

Caries Research

Bases de datos donde está referenciada

PUBMED

Información de apoyo a la difusión
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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