Development and validation of new methodologies for teaching preparations in fixed partial prosthesis

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dc.contributor.authorGomes, Michelle S. S. [UNESP]
dc.contributor.authorRossi, Natália R. [UNESP]
dc.contributor.authorUemura, Eduardo S. [UNESP]
dc.contributor.authorMesquita, Alfredo M. M.
dc.contributor.authorNishioka, Renato S. [UNESP]
dc.contributor.authorAndreatta-Filho, Osvaldo D. [UNESP]
dc.contributor.authorPaes-Junior, Tarcísio J. A. [UNESP]
dc.contributor.authorKojima, Alberto N. [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionPaulista University (UNIP)
dc.date.accessioned2020-12-12T02:17:07Z
dc.date.available2020-12-12T02:17:07Z
dc.date.issued2020-01-01
dc.description.abstractContext: Students can have some issues in the comprehension and execution of coronal preparations in fixed partial prosthesis (FPP). Some issues pertain to the amount of reduction, the inclination, and the positioning, all of which are important for the execution of an ideal preparation while respecting the required biomechanical principles. Objective: The present study's aim was to evaluate the main problems experienced by graduation students regarding coronal preparation in FPP and to suggest teaching skills to help students and professors. Design: A total of 87 students, who were enrolled in the 3rd year of Dentistry at the FPP course - in the Institute of Science and Technology, São Paulo State University, between 2017 and 2018, participated in the study. Two methodologies were developed, applied, and validated: first, a mannequin with a scheme of colors to help students visualize the coronal preparation; second, a comparison of different didactic methods. Results: Only 54.02% of the students answered the questionnaire, and the main problem identified by the respondents was the amount of reduction required (78.2%). In the second place, 50.9% of the students stated that they had problems with the inclination and angle of the preparation. The mannequin method with color schemes was approved by 91.5%. The favorite didactic method was a live demonstration (face to face), with 61.8%. In the second place, 47.3% of the students stated that live projection was also adequate. Conclusions: Both auxiliary didactic methods were approved by the students and they reported that it helped them to visualize the amount of reduction necessary and the sequence of the preparation. Hence, it was concluded that the mannequin with color schemes and the live projection were approved as auxiliary didactic resources for teaching FPP.en
dc.description.affiliationDepartment of Dental Materials and Prosthodontics Institute of Science and Technology São Paulo State University (UNESP), São José dos Campos
dc.description.affiliationDepartment of Prosthodontics Paulista University (UNIP)
dc.description.affiliationUnespDepartment of Dental Materials and Prosthodontics Institute of Science and Technology São Paulo State University (UNESP), São José dos Campos
dc.identifierhttp://dx.doi.org/10.1002/jdd.12301
dc.identifier.citationJournal of Dental Education.
dc.identifier.doi10.1002/jdd.12301
dc.identifier.issn1930-7837
dc.identifier.issn0022-0337
dc.identifier.lattes0056660842284397
dc.identifier.orcid0000-0002-1458-601X
dc.identifier.scopus2-s2.0-85088804551
dc.identifier.urihttp://hdl.handle.net/11449/200828
dc.language.isoeng
dc.relation.ispartofJournal of Dental Education
dc.sourceScopus
dc.subjectdentistry
dc.subjectfixed prosthesis
dc.subjectlearning
dc.subjectteaching
dc.subjecttechnology in dentistry
dc.titleDevelopment and validation of new methodologies for teaching preparations in fixed partial prosthesisen
dc.typeArtigo
unesp.author.lattes0056660842284397[5]
unesp.author.orcid0000-0002-1458-601X[5]

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Artigos - Materiais Odontológicos e Prótese - ICT