Impact of theoretical-practical training on skills development techniques for the diagnosis of erosive tooth wear

Abstract

Different philosophies and pedagogical approaches have as objective a greater integration of the students in the classroom and can result in changes in the knowledge, skill and posture of the same ones. In the last decades erosive tooth wear has been gaining more attention due to its high prevalence. However, their clinical diagnosis is difficult and may go unnoticed by many professionals, especially when the lesions are at an early stage. The present work aims to develop, implement and evaluate the theoretical-practical training using active methodologies in the development of skills of undergraduate students for the diagnosis of erosive tooth wear when compared to the traditional teaching method based on theoretical classes. This is a randomized controlled study involving two parallel groups: control group, with learning based only on theoretical content (theoretical class of 60 minutes) and test group, learning from theoretical-practical activity mediated by monitors / tutors (theoretical class of 60 min and a gymkhana with images and with extracted teeth). The theoretical class will cover the current concepts of erosive tooth wear, its etiology, its diagnosis (clinical + anamnesis), use of index (BEWE), prevention and minimally invasive treatment. For the practical activity will be selected images of clinical cases and deciduous and permanent teeth extracted with absence and several levels of DDE, which will be diagnosed by the students interactively with teachers and monitors / tutors. The team of monitors / tutors that will apply the activity will be constituted by the postgraduate students (masters / doctoral students). In order to evaluate the effectiveness of the teaching-learning methods, the theoretical knowledge and capacity of rationalization-contextualization of the student, the practical ability, the student's perception of their expectation of the activity and as their degree of satisfaction with the knowledge acquired and assimilated will be evaluated. The data will initially be submitted to Student's t test (number of correct answers in the theoretical evaluations), Analysis of Variance (question as a variation factor), chi-square test (distribution of errors in each group). Regarding the practical evaluation, parameters related to the performance (sensitivity, specificity, accuracy) will be calculated and the values will be compared between the groups (control x test) using a multilevel analysis. The Mann-Whitney test will be used to analyze acceptance and perception of students. The level of significance to be adopted will be 5%.