Basic Cycle in Dentistry Students’ Training: The Gap in the Integration of Knowledge and Social Reality

Abstract

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.

Exploring dental students’ attitudes toward patient‐centered management of dental fear

“…Twenty‐five percent of fourth‐year students denied the prevalence of dental fear and its evidence base, while almost an additional third were unsure about both, despite these topics having been addressed in their classes. This finding aligns with current literature pointing to the gaps in students’ didactic and clinical training in behavioral sciences 36 . Regardless, students ascribed considerable importance to dental fear and felt somewhat efficacious in their ability to handle it, aligning with recent research done at European dental schools, 28 In contrast, studies of licensed dentists reveal many did not appreciate the importance of dental fear until independent practice; dentists report inadequate skills for managing fearful patients and lament substandard undergraduate emphasis on dental fear 37 .…”

“…This finding aligns with current literature pointing to the gaps in students' didactic and clinical training in behavioral sciences. 36 Regardless, students ascribed considerable importance to dental fear and felt somewhat efficacious in their ability to handle it, aligning with recent research done at European dental schools, 28 In contrast, studies of licensed dentists reveal many did not appreciate the importance of dental fear until independent practice; dentists report inadequate skills for managing fearful patients and lament substandard undergraduate emphasis on dental fear. 37 As such, students' assessments of dental fear's importance and reported self-efficacy may reflect improvements in dental education.…”