AVALIAÇÃO DE DIFERENTES ESTRATÉGIAS PEDAGÓGICAS PARA CAPACITAÇÃO DE ACADÊMICOS DE ODONTOLOGIA NA REALIZAÇÃO DE RESTAURAÇÕES ATRAUMÁTICAS

Abstract

Less invasive approaches to treating caries disease have been proposed, such as atraumatic restorative treatment (ART). However, barriers to acceptance of the technique have been identified, usually linked to the lack of professional training. Thus, the objective of this research was to evaluate the influence of different teaching strategies in thequalification and training of dental academics for performing atraumatic restorations (RAs). For that, a self-controlled experimental study was drawn up, with a sample composed of 2nd year undergraduate dentistry students from the Ponta Grossa State University who had never come into contact with the technique. The research subjects received training through different pedagogical strategies, in the following order: expository-dialogue class, socialized-individualized teaching with a booklet developed for this purpose and a practical class (workshop). The strategies were evaluated through a pre-tested questionnaire, developed to detect changes in learning along the stages from 4 domains: general concepts, clinical protocol, indications and instrumental / materials. The questionnaire was applied at the initial moment and 30 days after each pedagogical intervention. At the same time, focus groups were held to know the perception of the research subjects regarding the method. The qualitative data obtained were presented through descriptive statistics; comparisons between the interventions were performed using the Kruskall-Wallis test (post Tukey test) with a significance level of 5%. The qualitative data were transcribed and verified the patterns and tendencies of the conceptions manifested by the subjects. The results showed a better assimilation of the contents after the practical class in all domains, in indexes above 80%. However, there were concepts well assimilated shortly after the first intervention, as the concept of the treatment was minimally invasive, the indication for restoration of class I cavities and the use of dentine spoons to remove the carious tissue. Topics that were not well assimilated immediately obtained improvement after the socializedindividualizing strategy such as the good acceptance of the technique between patients and the use of high viscosity glass ionomer cement. The research subjects affirmed that the practical class was the strategy that most stimulated them, nevertheless they see the other two interventions as fundamental for their learning. It is concluded that the three pedagogical strategies tested proved effective for the qualification of dental academics to perform atraumatic restorations; theoretical concepts tend to be well assimilated in expository-dialogue classes, however, questions of a more practical nature such as indications, instrumental / material and technical protocol need methodological approaches that stimulate the active participation of academics, such as socialized-individualizing teaching and practical classes; the best situation achieved in the training of academics was the association of different pedagogical methods.