Dentistry for patients with special needs
how is this discipline offered in dental schools in southeastern Brazil?
DOI:
https://doi.org/10.35699/2178-1990.2022.33746Keywords:
Curriculum, Education, dental, Disabled personsAbstract
Aim: To investigate the offer of the dentistry discipline for PSHCN in Higher Education Institutions (HEIs) in the southeastern region of Brazil.
Methods: A consultation of the HEIs recognized by the Ministry of Education on the e-MEC website and an investigation of the curricular grid was carried out in search of the following variables: insertion of the discipline, the administrative category of the unit, its mandatory nature, the teaching methodology used (if the subject is of a theoretical or practical nature), and the workload. The search was made through the institution’s website or, when it was not possible, by contacting the coordination’s email. The data was then organized and analyzed using the GraphPad Prism 8.1.2 software and described using descriptive statistics.
Results: 176 colleges were found in the region, 32 of which were excluded from our sample because they did not meet our inclusion criteria. Of the remaining institutions, 62.5% offer the discipline, of which 71.1% are mandatory, with a higher percentage in private sector HEIs. As for the methodology used, 51.1% of the institutions present practical/theoretical-practical activities or distance learning with practical content. The workload of the subjects presented a great discrepancy, ranging from 30 hours to 240 hours.
Conclusion: More than half of the dental schools in southeastern Brazil offer some kind of contact with students regarding their attendance to the PNE in undergraduate education. Among the states in the region, Espírito Santo has the highest percentages of the offer of inserted practical methodologies. The offer of this discipline as a mandatory course is greater in private institutions.
Downloads
References
Waldman HB, Perlman SP. Why is providing dental care to people with mental retardation and other developmental disabilities such a low priority? Public Health Rep. 2002;117:435-9.
Thierer T, Meyerowitz C. Education of dentists in the treatment of patients with special needs. J Can Dent Assoc. 2005;33(9):723-9.
Waldman HB, Perlman SP, dei Valle LML. A review of the oral health of individuals with disabilities in Puerto Rico and among US Hispanics. Spec Care Dentist. 2007;27(1):26–30.
Brasil. Resolução nº 23/2002 do Conselho Federal de Odontologia. Diário Oficial da União. Seção I, de 28/05/2002, 148-9.
Paula LM, Bezerra ACB. A estrutura curricular dos cursos de odontologia no Brasil. Rev ABENO. 2003;3(1):7-14.
Waldman HB, Rader R, Perlman SP. Health related issues for individuals with special health care needs. Dent Clin N Am. 2009;53:183-93.
Ministério da Educação (Brasil). Lei nº 9.394, de 20 de dezembro de 1996. Diretrizes e Bases da Educação Nacional [lei na Internet]. Disponível em: http://www.mec.gov.br.
Brasil. Ministério da Educação. Conselho Nacional de Educação. Câmara de Educação Superior. Diretrizes curriculares nacionais do curso de graduação em odontologia. Diário Oficial da União, Brasília, DF, 2018. [Acesso em 8 dez 2019]. Disponível em: http://portal.mec.gov.br/docman/abril-2019-pdf/111231-pces803-18/file.
Schwenk DM, Stoeckel DC, Rieken SE. Survey of special patient care programs at US and Canadian dental schools. J Dent Educ. 2007;71(9):1153-9.
Martin ASS, Chisini LA, Martelli S, Sartori LRM, Ramos EC, Demarco FF. Distribuição dos cursos de odontologia e de cirurgiões-dentistas no Brasil: uma visão do mercado de trabalho. Rev ABENO. 2018;18(1):63-73.
Ministério da Educação [homepage na Internet]. Cadastro e-MEC de instituições e cursos de educação superior [acesso em 8 mar 2019]. Disponível em: http://emec.mec.gov.br/.
Smitley MG, Waldman HB, Perlman SP, Ocanto RA. Latin American and Caribbean dental schools: teaching about special needs. Rev Panam Salud Publica. 2009;25(4):322-7.
Sherman CM, Anderson RD. Special needs education in Canadian dental school curriculum: is there enough? J Can Dent Assoc. 2010;76(11):1-5.
Gomes MJ, Caxias FP, Margon CD, Rosa RG, Carvalho RB. The perception of dentistry course’s teachers of the Federal University of Espírito Santo about need of a discipline call “Treatment of pacient carrier of special needs”. Rev Bras Pesqui Saude. 2009;11(1):33-9.
Casamassimo PS, Seale NS, Ruehs K. General dentists’ perceptions of educational and treatment issues affecting access to care for children with special health care needs. J Dent Educ. 2004;68(1):23-8.
Al Agili DE, Roseman J, Pass MA, Thornton JB, Chavers LS. Access to dental care in Alabama for children with special needs. J Am Dent Assoc. 2004;135: 490-5.
Shenkin JD, Davis MJ, Corbin SB. The oral health of special needs children: dentistry’s challenge to provide care. ASDC J Dent Child. 2001;68:201-5.
Fenton SJ. If only we all cared. J Dent Educ. 2004;68(3):304-5.
Conselho Nacional de Educação (Brasil). Resolução CNE/CES nº 3, de 19 de fevereiro de 2002. Institui diretrizes curriculares nacionais do curso de graduação em odontologia. Diário Oficial da União 2002;Sec 1,p.10-1.
Oliveira YCA, Costa GMC, Coura AS, Cartaxo RO, França ISX. A língua brasileira de sinais na formação dos profissionais de enfermagem, fisioterapia e odontologia no estado da Paraíba, Brasil. Interface. 2012;16(43):995-1008.
Faria LV, Oliveira GA, Grázzia MEP, Medeiros YL, Lopes DF, Leite ICG. O ensino de implantodontia nas graduações brasileiras de odontologia: um estudo transversal. REAS. 2020;12(4):e2672.
Waldman HB, Perlman SP. A special care dentistry specialty: sounds good, but. J Dent Educ. 2006;70(10):1019-23.
Figueiredo JR. Estratégias para a provisão de cuidados no atendimento odontológico ao paciente portador de deficiência [dissertação]. São Paulo (SP): Faculdade de Odontologia da USP; 2002.
Feuerwerker LCM. Educação dos profissionais de saúde hoje. Rev ABENO. 2003;3(1):24-7
Secco LG, Pereira MLT. Formadores em odontologia: profissionalização docente e desafios político-estruturais. Cien Saude Colet. 2004;9(1):113-20.
