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Levantamento de preferências dos estudantes relativamente a ferramentas pedagógicas digitais e construção de vídeos demonstrativos : estudo de 2 fases
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| 2.83 MB | Adobe PDF |
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Abstract(s)
Introdução: A integração de ferramentas pedagógicas digitais no ensino da Medicina Dentária tem sido amplamente discutida como uma estratégia para otimizar a transição entre a aprendizagem teórica e a prática clínica, frequentemente marcada por elevados níveis de exigência e stress. Materiais e Métodos: A metodologia baseou-se na aplicação de um questionário de auto-preechimento estruturado a estudantes do 3.º e 4.º anos da Faculdade de Medicina Dentária da Universidade Católica Portuguesa, distribuído através da plataforma Google Forms. Posteriormente, foram desenvolvidos vídeos pedagógicos sobre os dois temas mais assinalados pelos participantes. Resultados: A amostra deste estudo foi composta por 126 participantes, sendo 67 do 4º ano e 59 do 3º ano. Verificou-se uma perceção amplamente positiva quanto às ferramentas digitais, com uso frequente do YouTube® e forte interesse na produção institucional de vídeos pedagógicos, sobretudo em áreas técnicas. Muitos alunos (aproximadamente 78%) relataram stress na transição para a prática clínica, associando as suas dificuldades ao medo de errar e à falta de preparação. Os vídeos demonstrativos foram valorizados como potencial apoio eficaz. Conclusão: Os estudantes da Faculdade de Medicina Dentária da Universidade Católica Portuguesa recorrem, frequentemente, a ferramentas digitais para complementar o ensino, destacando o YouTube® como a principal plataforma utilizada. Entre esses recursos, os vídeos pedagógicos são amplamente valorizados, sobretudo quando elaborados por profissionais qualificados, sendo vistos como um apoio eficaz na aprendizagem de procedimentos técnicos e na redução das inseguranças associadas ao início da prática clínica de atendimento de pacientes.
Introduction: The integration of digital pedagogical tools in dental education has been extensively discussed as a strategy to optimize the transition from theoretical learning to clinical practice, a phase often characterized by high levels of stress and demands. Materials and Methods: The methodology was based on the administration of a structured self-report questionnaire to third- and fourth-year students at the Faculty of Dentistry, Universidade Católica Portuguesa. The questionnaire was distributed via the Google Forms platform. Subsequently, educational videos addressing the two topics most frequently identified by participants were developed. Results: The study sample comprised 126 participants, including 67 fourth-year and 59 third-year students. A predominantly positive perception of digital tools was observed, with frequent use of YouTube® and a strong interest in the institutional production of educational videos, particularly in technical areas. A significant proportion of students (approximately 78%) reported experiencing stress during the transition to clinical practice, associating their difficulties with fear of making errors and perceived lack of preparation. Demonstrative videos were valued as a potentially effective support resource. Conclusion: Students at the Faculty of Dentistry, Universidade Católica Portuguesa, regularly utilize digital tools to complement their education, with YouTube® being the primary platform used. Among these resources, educational videos are highly valued, especially when produced by qualified professionals, as they are perceived to be an effective aid in learning technical procedures and in reducing uncertainties associated with the initiation of clinical patient care.
Introduction: The integration of digital pedagogical tools in dental education has been extensively discussed as a strategy to optimize the transition from theoretical learning to clinical practice, a phase often characterized by high levels of stress and demands. Materials and Methods: The methodology was based on the administration of a structured self-report questionnaire to third- and fourth-year students at the Faculty of Dentistry, Universidade Católica Portuguesa. The questionnaire was distributed via the Google Forms platform. Subsequently, educational videos addressing the two topics most frequently identified by participants were developed. Results: The study sample comprised 126 participants, including 67 fourth-year and 59 third-year students. A predominantly positive perception of digital tools was observed, with frequent use of YouTube® and a strong interest in the institutional production of educational videos, particularly in technical areas. A significant proportion of students (approximately 78%) reported experiencing stress during the transition to clinical practice, associating their difficulties with fear of making errors and perceived lack of preparation. Demonstrative videos were valued as a potentially effective support resource. Conclusion: Students at the Faculty of Dentistry, Universidade Católica Portuguesa, regularly utilize digital tools to complement their education, with YouTube® being the primary platform used. Among these resources, educational videos are highly valued, especially when produced by qualified professionals, as they are perceived to be an effective aid in learning technical procedures and in reducing uncertainties associated with the initiation of clinical patient care.
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Keywords
Ferramentas pedagógicas digitais Ensino clínico em Medicina Dentária Vídeos pedagógicos Tecnologias de aprendizagem na área da saúde Digital pedagogical tools Clinical teaching in Dental Medicine Educational vídeos Learning technologies in healthcare
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