Basic Cycle in Dentistry Students’ Training: The Gap in the Integration of Knowledge and Social Reality
DOI:
https://doi.org/10.24320/redie.2018.20.3.1780Keywords:
Curriculum development, human resources development, university students, dentistry.Supporting Agencies:
Projeto FAIMER BrasilAbstract
One of the main premises of the Dentistry curricular guidelines is the integration of knowledge, bringing together the basic, clinical and public health areas. The aim of this research was to understand how the contents of the “basic cycle” contribute to dentists’ academic training. A qualitative study was performed, and developed through interviews of focal groups consisting of students from 2nd to 4th semester. The analysis produced five categories: decontextualization of social sciences, curricular structure, the gap between the basic and professional cycles, student resignation to the “basic cycle”, and teachers at the core of the process. It was concluded that the dichotomy between the basic and professional cycles complicates curricular integration and compromises students' commitment to their graduation. As a result, it is necessary to incorporate the principles provided in the Dentistry curricular guidelines, such as students’ proactive behavior towards the learning process and the teacher's role as a facilitator.Downloads
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Aquilante, A. G., Silva, R. F., Avó, L. R. S., Gonçalves, F. G. P. et al. (2011). Simulated problem situations: an analysis of the construction process. Revista Brasileira de Educação Médica, 35(2), 147-156.
Araújo, M. E. (2006). Words and silence in the dentistry education. Ciência e Saúde Coletiva, 11(1), 179-182.
Backes, D. S., Colomé, J. S., Erdmann, R. H., & Lunardi, V. L. (2011). The focal group as a technique for data collection and analysis in qualitative research. O Mundo da Saúde, 5(4), 438-442.
Bardin, L. (2004). Content analysis (3ed.). Lisbon: Editions 70.
Carnio, E. C. (2011). Basic sciences and nursing. Revista Latino-Americana de Enfermagem, 19(5), 1061-1062.
Costa, R. K. S., & Miranda, F. A. N. (2008). Professional qualification in the SUS: opportunity for change in the family health strategy. Trabalho, Educação e Saúde, 6(3), 503-518.
Dawson, S., Manderson, L., & Tallo, V. L. (1993). A manual for the use of focus groups. Boston, MA: INFDC/WHO.
Diogenes, V. C. N., Souza, G. C. A., Emiliano, G. B. G., Lima Júnior, J. F. et al. (2010). Teaching-learning process in times of the Unified Health System (SUS): training of faculty and dental surgeons in Brazil. Revista Odonto-ciência, 25(1), 92-6.
Fagundes, N. C., & Burnham, T. F. (2005). Discussing the relation between space and learning in the training of health professionals. Interface, 9(16), 105-114.
Ferrarenze, M. V. G., Ferreira, V., & Carvalho, A. M. P. (2006). Perception of stress among critical care nurses. Acta Paulista de Enfermagem, 19(3), 310-315.
Humphrey, S. T., Mathews, R. E., Kaplan, A. L., & Beeman, C. S. (2002). Undergraduate basic science preparation for Dental School. Journal of Dental Education, 66(11), 1252-1259.
Junges, R., Stello, R. S., Portella, F. F., Rösing, C. K. et al. (2011). Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil. Brazilian Oral Research, 25(6), 478-484.
Koifman, L. (2011). The biomedical model and the reformulation of the medical curriculum of the Universidade Federal Fluminense. História, Ciência e Saúde, 8(1), 49-69.
Kovaleski, D. F., Freitas, S. F. T., & Botazzo, C. (2006). Disciplining of the mouth, an individual’s autonomy in the work society. Ciência e Saúde Coletiva, 11(1), 97-103.
Marsiglia, R. M. G. (2013). Emerging themes in Social Sciences and Public/Collective Health: production of knowledge at its interface. Saúde e Sociedade, 22(1), 32-43.
Pereira, I. D. F., & Lages, I. (2013). Curriculum guidelines for training healthcare professionals: skills or praxis? Trabalho, Educação e Saúde, 11(2), 319-338.
Ressel, L. B., Beck, C. L. C., Gualda, D. M. R., Hoffmann, I. C. et al. (2008). The use of the focus group in qualitative researching. Texto e Contexto-Enfermagem, 17(4), 779-786.
Senna, M. C. M. (2002). Equity and health policy: some reflections on the Family Health Program in Brazil. Cadernos de Saúde Pública, 18(1), 203-211.
Silva, B.V., Caparroz, F. E., & Almeida, U. R. (2011). The production of social imaginaries about the school and its effects on the initial formation of physical education teachers. Revista Brasileira de Ciências do Esporte, 33(1), 51-68.
Silva, M. J., Sousa, E. M., & Freitas, C. L. (2011). Nursing education: interface between the curriculum guidelines and content of primary health attention. Revista Brasileira de Enfermagem, 64(2), 315-321.
Silva, S. E. D., Ramos, F. R . S., Martins, C. R., Padilha, M. I. et al. (2010). Citizen constitution and social representations: reflecting about health care models. Revista da Escola de Enfermagem da USP, 44(4), 1112-1117.
Toassi, R. F. C., Stobäus, C. D., Mosquera, J. J. M., & Moysés, S. J. (2012). Integrated curriculum for teaching dentistry: new directions for training in the field of healthcare. Interface, 16(41), 529-544.
Trad, L. A. B. (2009). Focal groups: concepts, procedures and reflections based on practical experiences of research works in the health area. Physis, 19(3), 777-796.
Vieira, F. S. (2009). Advances and challenges of the Unified Health System planning. Ciência e Saúde Coletiva, 14(1), 1565-1577.
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Article abstract page views: 1736
Published
2018-09-07
