Estudo comparativo de ferramentas de aprendizagem para preparos dentários em prótese fixa
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Data
2022-04-19
Autores
Gomes, Michelle de Sá dos Santos
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Universidade Estadual Paulista (Unesp)
Resumo
No tocante ao ensino teórico-prático em prótese fixa docentes utilizam diversos recursos didáticos no intuito de implementar estratégias de como realizar tecnicamente preparos (desgastes) dentais coronários visando a reposição de estruturas dentais por próteses, a fim de formar um conceito e fixar a imagem de um preparo ideal; conteúdo esse que deve ser aplicado e refinado na prática odontológica tanto laboratorial quanto clinicamente. O presente estudo teve como objetivo validar duas ferramentas novas no ensino e aprendizagem do conteúdo da disciplina de Prótese Fixa, a partir das principais dificuldades dos alunos em realizar um preparo. Participaram da pesquisa 61 alunos da graduação em Odontologia. Duas metodologias foram avaliadas quanto a sua eficácia na melhora do preparo final realizado pelo aluno: 1) Aplicativo de celular contendo um banco de dados com os principais preparos coronários e, 2) Um manequim com esquema de cores que auxilia a visualizar e calibrar os alunos na quantidade de redução coronária nos preparos. Como metodologia os alunos realizaram o preparo de um dente íntegro antes e após o uso das ferramentas didáticas do aplicativo e manequim. Os preparos foram escaneados e um software de análise de deformidade de superfície avaliou a diferença entre o preparo inicial e o valor de referência, preparo realizado após a aplicação da metodologia x valor de referência, podendo assim ser inferida a possível melhora no resultado da aplicação da metodologia comparativamente ao conceito teórico de um preparo ideal. Os dados computados foram analisados estatisticamente pelo test t com nível de significância estabelecido foi de p<0,05. A metodologia do aplicativo de celular mostrou poucas diferenças estatísticas quando comparado ao método do manequim com esquema de cores. O manequim esclareceu e mostrou resultados otimistas nas 3 das principais dificuldades dos alunos relatadas no questionário inicial, quantidade de desgaste, término cervical e inclinação e angulação dos preparos. Ambas as metodologias, respectivamente aplicativo e manequim, foram aprovadas 96,77% e 98,39% dos alunos e validadas como metodologias auxiliares ao ensino em PPF e odontologia pelo seu conteúdo teórico e prática associada
With regard to theoretical-practical teaching in fixed prostheses, teachers use several teaching resources in order to implement strategies on how to technically perform coronal dental preparations (wear) in order to replace dental structures with prostheses, in order to form a concept and fix the image of an ideal preparation; content that must be applied and refined in dental practice both laboratory and clinically. The present study aimed to validate two new tools in the teaching and learning of the content of the Fixed Prosthesis subject, based on the main difficulties of the students in carrying out a preparation. Sixty-one undergraduate students in Dentistry participated in the research. Two methodologies were evaluated for their effectiveness in improving the final preparation performed by the student: 1) Mobile application containing a database with the main coronary preparations and, 2) A mannequin with a color scheme that helps to visualize and calibrate students on the amount of coronary reduction in the preparations. As a methodology, the students prepared an intact tooth before and after using the didactic tools of the application and dummy. The preparations were scanned and a surface deformity analysis software evaluated the difference between the initial preparation and the reference value, preparation carried out after the application of the methodology x reference value, thus being able to infer the possible improvement in the result of the application of the methodology compared to the theoretical concept of an ideal preparation. The computed data were statistically analyzed by the t test with a significance level of p<0.05. The cell phone application methodology showed few statistical differences when compared to the color scheme dummy method. The dummy clarified and showed optimistic results in the 3 of the main difficulties of the students reported in the initial questionnaire, amount of wear, cervical end and inclination and angulation of the preparations. Both methodologies, respectively application and mannequin, were approved by 96.77% and 98.39% of students and validated as auxiliary methodologies for teaching in PPF and dentistry for their theoretical content and associated practice.
With regard to theoretical-practical teaching in fixed prostheses, teachers use several teaching resources in order to implement strategies on how to technically perform coronal dental preparations (wear) in order to replace dental structures with prostheses, in order to form a concept and fix the image of an ideal preparation; content that must be applied and refined in dental practice both laboratory and clinically. The present study aimed to validate two new tools in the teaching and learning of the content of the Fixed Prosthesis subject, based on the main difficulties of the students in carrying out a preparation. Sixty-one undergraduate students in Dentistry participated in the research. Two methodologies were evaluated for their effectiveness in improving the final preparation performed by the student: 1) Mobile application containing a database with the main coronary preparations and, 2) A mannequin with a color scheme that helps to visualize and calibrate students on the amount of coronary reduction in the preparations. As a methodology, the students prepared an intact tooth before and after using the didactic tools of the application and dummy. The preparations were scanned and a surface deformity analysis software evaluated the difference between the initial preparation and the reference value, preparation carried out after the application of the methodology x reference value, thus being able to infer the possible improvement in the result of the application of the methodology compared to the theoretical concept of an ideal preparation. The computed data were statistically analyzed by the t test with a significance level of p<0.05. The cell phone application methodology showed few statistical differences when compared to the color scheme dummy method. The dummy clarified and showed optimistic results in the 3 of the main difficulties of the students reported in the initial questionnaire, amount of wear, cervical end and inclination and angulation of the preparations. Both methodologies, respectively application and mannequin, were approved by 96.77% and 98.39% of students and validated as auxiliary methodologies for teaching in PPF and dentistry for their theoretical content and associated practice.
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Palavras-chave
aprendizagem, Ensino, Prótese parcial fixa, Odontologia, Tecnologia de ensino, Learning, Teaching, Dentistry, Fixed Prosthesis, Technology in Dentistry