Portuguese (pdf)
Article in xml format
Automatic translation
Send this article by e-mail
Permalink
Revista Brasileira de Educação Médica
On-line version ISSN 1981-5271
Abstract
MARTINS, Isabela Mascaro; ZARATEPEREIRA, Paulo and DE-CARLI, Alessandro Diogo. Evidence-Based Cariology and the Teaching-Learning Process. Rev. Bras. Educ. Med. [online]. 2015, vol.39, n.1, pp.50-59. ISSN 1981-5271. https://doi.org/10.1590/1981-52712015v39n1e02252013.
Considering the concept of Evidence-Based Dentistry, this work discusses students’ and professionals’ use of this paradigm as the foundation for their practice, as well as some critical points in the teaching-learning process in dentistry.
Objectives
to determine the opinion of scholars and practitioners about relevant topics inherent to Cariology and to education.
Methods
a questionnaire prepared in Likert Scale was applied to UFMS dental students and specialists in Dentistry and Pediatric Dentistry from Campo Grande - MS who graduated in the last 15 years. Data were tabulated and submitted to statistical analysis.
Results
the majority of students expressed an opinion consistent with current evidence in Cariology and the professionals demonstrated knowledge of all the evidence. Most agreed that the evaluation method discourages academics to perform preventive procedures, and that the teaching-learning process does not always involve clinical decision making grounded on scientific evidence.
Conclusion
the medical practice of the respondents was, in general, consistent with the current evidence, taking into account the paradigm of minimal intervention. However, the teaching-learning process in Faodo-UFMS could be discussed and reviewed.
Keywords : Dental Education; Evidence-Based Dentistry; Dental Caries; Preventive Dentistry; Medical Education.
