Residents’ Perspectives on and Application of Dental Public Health Competencies Using Case‐Based Methods

Abstract

The aims of this study were to qualitatively assess dental public health (DPH) residents’ perspectives on teaching methods for DPH competencies and to develop and implement a case‐based simulation to address those competencies, constructed on the basis of the qualitative assessment. Focus group discussions were conducted with 18 DPH residents enrolled in two university‐based DPH programs. Topic areas discussed in the two focus groups were perceived value of DPH competencies, ways to acquire new DPH skills/abilities, and additional skills/abilities needed by DPH residents. The focus groups’ responses showed that the residents felt competent in the analytical thinking competencies such as research methodology and critiquing literature. They emphasized the importance of learning leadership skills and reported feeling somewhat uncertain about their mastery of the policy and advocacy and system evaluation competencies. Of the two distinct categories of DPH skills and competencies— analytical/critical thinking and practical competencies—these residents reported that a greater proportion of time needed to be devoted to integrating the practical competencies into their education. Based on the residents’ feedback, the authors developed a structured seminar series taking a case‐based approach to simulate real‐world DPH problems, using real and semi‐hypothetical planning projects to meet the residents’ perceived needs and covering gaps between didactic learning and practice.

Dental students’ perceptions of case‐based learning method and the impact of clinical information in imaging diagnosis

“…10 CBL was the method of choice in this study because it enables critical thinking and stimulates active search for answers-situation commonly faced by radiologists in their routine. This approach was previously and successfully used in dentistry to assess content assimilation of audiences at multi-and interdisciplinary levels, 21,22 such as in periodontology, 22,23 orthodontics, 24 oral epidemiology 25 and oral pathology. 26 Oral radiologists report on imaging examinations to guide dentists in their clinical decisions and treatment planning.…”

O ensino-apresendizagem nas residências em saúde: uma revisão sistemática

“…Dentre os conhecimentos e habilidades destacam-se a liderança, gestão, atividade clínica e relações interpessoais (ALGADERI; TAVARES; RIEDY, 2019;JAGG et al, 2018;ANDRADE, 2012;BRATT, 2013). Para Dallegrave e Ceccim (2018) a residência permite acolher as dúvidas complexas do ser profissional em territórios do trabalho e da política de saúde; sobre as competências, sobre a apropriação dos fazeres e aquelas da atenção às necessidades em saúde.…”

“…Para concluir esse item, destacaram-se estratégias de avaliação, autoavaliação e avaliação institucional, como o feedback (ALQADERI; TAVARES; RIEDY, 2019;ARIAS;PETERS;BROYLES, 2017;MNATZAGANIAN et al, 2019;PERSONETT et al, 2018), portfólios (ARIAS;PETERS;BROYLES, 2017;FARLAND et al, ROSA;LOPES, 2016), provas e ou testes de conhecimento, trabalho de conclusão de residência/ou apresentação de artigos (ARIAS; PETERS; BROYLES, 2017; ROSA; LOPES, 2016) e a elaboração de um instrumento de avalição específico para os programas de residências. (BEZERRA et al, 2016).…”

“…Como potencialidade destaca-se a construção do conhecimento e reflexão crítica Vasconcelos, Stedefeldt e Frutuoso (2011), Vessey et al, (2018), Bezerra et al, (2016) e Pagani e Andrade (2012). A residência cria espaços para a reflexão sobre a concepção e práticas de promoção de saúde, sobre o significado da vida, diferenças culturais e educação permanente e contribui com o desenvolvimento do pensamento crítico (ALQADERI; TAVARES; RIEDY, 2019;ARIAS;PETERS;BROYLES, 2017;BRATT, 2013;GARRISON et al, 2015). Gerando resultados com discussão e construção de conhecimento para residentes, preceptores, docentes, graduandos e trabalhadores da saúde (HOBO et al, 2017;MELLO et al, 2019;ROSSONI, 2015).…”

“…Nos resultados das pesquisas foi possível destacar a integração entre a teoria e a prática e/ou a aproximação entre a academia e os serviços de saúde (ALQADERI; TAVARES; RIEDY, 2019;BEZERRA et al, 2016;CASANOVA;BATISTA;MORENO, 2018;CUNNINGHAM et al, 2018;JAGGI et al, 2018;MNATZAGANIAN et al, 2019;OLSON-SITKI;WENDLER;FORBES, 2012;PEREIRA;TAVARES, 2016;RAMOS-GOMEZ et al, 2014).…”