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Abstract(s)
Introdução: o ensino da Reabilitação Oral Protética Digital está a tornar-se cada vez mais relevante nas instituições de ensino superior de Medicina Dentária. Com o avanço das tecnologias digitais, há uma necessidade crescente de integrar essas ferramentas no plano de estudos para melhorar a qualidade da educação médico-dentária e preparar os estudantes para as necessidades do mercado de trabalho. Nesta investigação pretende-se explorar como as tecnologias digitais estão a ser utilizadas no ensino da prostodontia nas universidades da Ibéria, identificar os desafios enfrentados pelos docentes e avaliar a perceção dos responsáveis pela área em relação a essas inovações. Materiais e métodos: foi realizado um estudo observacional transversal utilizando um questionário para a recolha de dados (em Qualtrics®), direcionado para o uso de tecnologias digitais no ensino da prostodontia. O questionário foi enviado por e-mail aos responsáveis de Reabilitação Oral / Prostodontia das universidades da Ibéria (n=30) e aplicado presencialmente nas XXXV Jornadas Ibéricas de Professores Universitários de Prostodontia, em março de 2024. Resultados: a taxa de participação das universidades da Ibéria foi de 60,0% (18 em 30), sendo 6 (33,3%) em Portugal e 12 (66,7%) em Espanha. Dessas, 80,0% são universidades públicas e 20,0% são privadas. A taxa de resposta das universidades públicas foi elevada (72,2%. 13 em 18). Em contraste, a taxa de respostas das universidades privadas foi reduzida (27,7%, 5 em 18). O estudo revelou que a maioria das universidades (80,0%), está a incorporar as tecnologias digitais no ensino de Reabilitação Oral Protética. O quarto ano letivo é o período com maior envolvimento no ensino de Reabilitação Oral Digital (47,1%). Foram identificadas barreiras à utilização das tecnologias digitais, como a disponibilidade limitada de recursos para um grande número de alunos (46,7%) e a necessidade de formação das equipas docentes nesta área (20,8%). Os desafios mais significativos apontados incluem a necessidade de formação contínua para os docentes (98,0%). Apesar dessas barreiras, a perceção geral dos responsáveis pela área foi positiva, destacando a importância das tecnologias digitais para a otimização do ensino em prostodontia. Conclusão: os resultados destacam a atual integração das tecnologias digitais no ensino de Reabilitação Oral Protética nas universidades da Ibéria. Embora os benefícios percebidos pelos docentes sejam importantes, existem desafios a serem superados. É fundamental que as instituições académicas invistam em recursos e programas de formação para apoiar os docentes na adoção e uso efetivo dessas ferramentas.
Introduction: Digital Prosthodontics teaching is becoming increasingly relevant in higher education institutions of Dental Medicine. With the advancement of digital technologies, there is a growing need to integrate these tools into the syllabus of Oral Rehabilitation subjects to improve the quality of dental education and prepare students for their future professional needs. This research aims to explore how digital technologies are being used in prosthodontics in the Iberian Universities, identify the challenges faced by professors and evaluate the perception of those responsible for the area in relation to these innovations. Materials and methods: a cross-sectional observational study was carried out using a survey to collect data (in Qualtrics®), aimed at the use of digital technologies in teaching prosthodontics. The survey was sent by email to those responsible for Oral Rehabilitation/ Prosthodontics subjects in the Iberian universities, and also applied locally in the event “XXXV Jornadas Ibéricas de Professores Universitários de Prostodontia”, in March 2024. Results: the participation rate of Iberian Universities was 60,0% (18 out of 30), with 6 (33,3%) in Portugal and 12 (66,7%) in Spain. Of these, 80,0% are public universities and 20,0% are private. The response rate from public universities was high (72,2%; 13 out of 18). In contrast, the response rate from private universities was reduced (27,7%; 5 out of 18). This research revealed that the majority of universities (80,0%) are incorporating digital technologies in Digital Prosthodontics teaching. The fourth academic year is the period with the greatest involvement in teaching Digital Prosthodontics (47,1%). Barriers to the use of digital technologies were identified, such as the limited availability of resources for a large number of students (46,7%) and the need of training for the dental educators (20,8%). The most cited challenges include the need for continuous training for dental educators (98,0%). Despite these barriers, the general perception of those responsible for the area was positive, highlighting the importance of digital technologies for the optimization of prosthodontics education. Conclusion: the results highlight the current integration of digital technologies in the Prosthodontics education in Iberian Universities. Although the benefits perceived by teachers are important, there are challenges to be overcome. It is essential that academic institutions invest in resources and training programs to support dental educators in the adoption and effective use of these tools.
Introduction: Digital Prosthodontics teaching is becoming increasingly relevant in higher education institutions of Dental Medicine. With the advancement of digital technologies, there is a growing need to integrate these tools into the syllabus of Oral Rehabilitation subjects to improve the quality of dental education and prepare students for their future professional needs. This research aims to explore how digital technologies are being used in prosthodontics in the Iberian Universities, identify the challenges faced by professors and evaluate the perception of those responsible for the area in relation to these innovations. Materials and methods: a cross-sectional observational study was carried out using a survey to collect data (in Qualtrics®), aimed at the use of digital technologies in teaching prosthodontics. The survey was sent by email to those responsible for Oral Rehabilitation/ Prosthodontics subjects in the Iberian universities, and also applied locally in the event “XXXV Jornadas Ibéricas de Professores Universitários de Prostodontia”, in March 2024. Results: the participation rate of Iberian Universities was 60,0% (18 out of 30), with 6 (33,3%) in Portugal and 12 (66,7%) in Spain. Of these, 80,0% are public universities and 20,0% are private. The response rate from public universities was high (72,2%; 13 out of 18). In contrast, the response rate from private universities was reduced (27,7%; 5 out of 18). This research revealed that the majority of universities (80,0%) are incorporating digital technologies in Digital Prosthodontics teaching. The fourth academic year is the period with the greatest involvement in teaching Digital Prosthodontics (47,1%). Barriers to the use of digital technologies were identified, such as the limited availability of resources for a large number of students (46,7%) and the need of training for the dental educators (20,8%). The most cited challenges include the need for continuous training for dental educators (98,0%). Despite these barriers, the general perception of those responsible for the area was positive, highlighting the importance of digital technologies for the optimization of prosthodontics education. Conclusion: the results highlight the current integration of digital technologies in the Prosthodontics education in Iberian Universities. Although the benefits perceived by teachers are important, there are challenges to be overcome. It is essential that academic institutions invest in resources and training programs to support dental educators in the adoption and effective use of these tools.
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Keywords
Prostodontia Saúde digital Tecnologia digital Informática médico-dentária Educação médico-dentária Prosthodontics Digital health Digital technology Dental informatics Dental education