Pathways for graduation evaluation in Dentistry: logical model
                    building and validation criteria

Pessoa, Talitha Rodrigues Ribeiro Fernandes; Noro, Luiz Roberto Augusto

doi:10.1590/1413-81232015207.13182014

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Free Themes • Ciênc. saúde coletiva 20 (7) • July 2015 • https://doi.org/10.1590/1413-81232015207.13182014 copy

Pathways for graduation evaluation in Dentistry: logical model building and validation criteria

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The need for universal access to health care and the failure of the pedagogical model centered on only the transmission of knowledge has led to changes in the training of health professionals. The aim of this study was to provide a new alternative for evaluation of Dentistry courses based on the National Curriculum Guidelines (NCG) of the area. For this, a logical model was formulated on the need for training in the oral health pathway which allowed for the construction of a criteria matrix, validated by Delphi consensus technique and modified by the participation of 33 “experts.” The matrix dimensions presented as a pedagogical approach the profile of graduates, the teaching-service integration and orientation of health care. The detailing of these dimensions into sub-dimensions and of measurable criteria allowed for deepening structural elements of the NCG unexplored in other studies evaluating undergraduate courses in Dentistry. The final instrument proposed in this study is differentiated alternative assessment training, for both dentists and other professionals, considering that the NCG of all healthcare courses provide for the training focused on the health needs of the population, integrated to Unified Health System (SUS) and based on student-centered learning.

Keywords
Dental education; Educational assessment; Human resources in health

Dimension	sub-dimension	Criteria	Proposal score
Profile of graduate	Generalist	In the collective field, develops programs of health promotion and management of services, at the same time in the individual field performs the prevention, diagnosis, planning, and dental treatment of major dental problems.	10
	Humanist	Offers quality care articulating the technological advances with reception, improving care and the working environment, building solidarity exchanges and committed to the production of health in relation to users and other professionals.	10
	Autonomous	Makes decisions in both clinical procedures as in management situations and collective work, safely and with skill.	10
	Critical / reflective	Discusses and assesses situations of individual or collective nature and proposes alternatives for solution from their scientific knowledge and reflection	8
	Understanding of social reality	Identifies the social context of the professional practice, respecting the characteristics of the population and seeking appropriate solutions to this reality.	8
Orientation of health care	Epidemiological approach	Curricular structure organized from the epidemiological reality of the region.	10
	Health promotion	Understanding the social determination of health care and the development of comprehensive strategies for the expansion of healthy choices based on the living conditions of individuals and the population.	10
	Prevention of disease	Use of individual and collective technologies for the prevention of dental caries and periodontal diseases.	6
	Early diagnosis	Sensitivity in the use of technologies that enable a comprehensive view of the individual and subsidize early diagnosis for all oral problems.	8
	Dental treatment	Clinical activities focused on solving the most prevalent oral health problems of the population.	6
	Oral health team	Development activities with ancillary staff (auxiliary oral health technician or dental care) enabling teamwork.	8
	Interdisciplinarianism	Development of teaching activities with students from other courses or professional healthcare providing completeness of health.	8
Integration of education service	Insertion of students in SUS	Students involved with health services from the early semesters.	5
	Activities of the Interns	Clinical activities in individual and collective actions in areas outside the scope of IES, articulated with the SUS, formalized by agreement and supervised by teachers from all areas.	10
	Theoretical reference of the conceptual frameworks of SUS	Understanding the breadth and complexity of the SUS, its principles and guidelines.	5
	Experiences in SUS	Expertise in all levels of care in the health system, including the flow of network services and skills at each level.	10
	Reference and counter-reference	Course clinics linked to SUS, with developing institutional mechanisms of reference and counter-reference.	5
	Planning and evaluation of services	Effective participation in the planning and evaluation of health services, allowing for joint actions and partnerships.	5
Pedagogical approach	Active Methodologies	Educational process based on problem solving in small groups with active student participation.	10
	Role of the teacher	Facilitator of learning, knowledge manager and organizer of activities that promote student learning.	10
	Teacher development	Constant promotion of faculty training activities in the pedagogical area and the integration of the contents of several knowledge areas.	10
	Learning scenarios	Learning based on multiple sources of knowledge such as libraries, community agencies for data processing, sanitation and environment institutions, schools, kindergartens, social spaces.	10
	Integrated curriculum	Competencies and skills organized into modules with increasing complexity throughout the training process, articulating biological sciences, health, humanities and social sciences with dentistry.	10
	Evaluation procedure	Based on skills and abilities provided, performed in order to systematically monitor and contribute to student learning.	10
	Curricular flexibility	Mechanisms capable of providing flexibility to meet the curriculum according to the development of vocations, specific interests and potential of the student.	10
	Teaching-researchextension	Involvement of research and extension as curricular strategies that provide full educational experience.	10

Dimenson/sub-dimension		Average	DP	Pontuação Final
Profile of graduate
	Generalist	9.9	0.4	10
	Humanist	9.6	1.1	10
	Autonomous	9.3	2.0	9
	Critical / reflective	8.4	2.0	8
	Understanding social reality	8.9	1.0	9
Orientations of health care
	Epidemiological approach	9.1	2.0	9
	Health Promotion	9.9	0.4	10
	Prevention of disease	6.9^* * Average < 7,0	1.8	-
	Diagnostic	8.1	1.1	8
	Dental Treatment	7.5	1.4	8
	Oral health team	8.1	1.3	8
	Multiprofissionality	8.0	1.1	8
Integration of Education Service
	Insertion of students in SUS	6.6^* * Average < 7,0	2.4	-
	Internship activities	9.8	0.7	10
	Theoretical reference of SUS	6.6^* * Average < 7,0	2.0	-
	Experiences in SUS	9.1	2.4	9
	Reference and counter-reference	6.2^* * Average < 7,0	1.7	-
	Planning and evaluation of services	6.0^* * Average < 7,0	2.1	-
Pedagogical approach
	Active methodologies	9.8	0.9	10
	Role of the teacher	9.6	1.3	10
	Teacher development	9.6	1.3	10
	Learning scenarios	9.8	0.9	10
	Integrated curriculum	9.6	1.3	10
	Procedural evaluation of student learning	9.8	0.9	10
	Curricular flexibility	9.7	1.0	10
	Teaching-research-extension	9.7	1.0	10

sub-dimension	Criteria
Profile of graduate
Generalist	In the collective field, develops programs of health promotion and management of services and at the same time, in the individual field performs the prevention, diagnosis, planning, and dental treatment of major dental problems.
Humanist	Offers quality care with receptive qualified listening, an amplified view of the subject and their care needs, coordinating with the technological improvement of care and conditions of workplace advances, building solidarity exchanges and committed to the production of health in relation with users and other professionals, based on ethical principles.
Autonomous	Makes decisions in both clinical procedures as in management situations and collective work, safely and skillfully.
Critical / reflective	Discusses and assesses situations of individual nature and / or collective and proposes alternative solutions from their scientific knowledge and reflection.
Able to understand social reality	Identifies the social context in which the professional practices, respecting the characteristics of the population and seeking appropriate solutions to this reality.
Orientation of health care
Epidemiologial approach	Curriculum structure organized from the epidemiological reality of the region and the country, based on the health needs of the population.
Health Promotion	Understanding the social determination of health care and the development of comprehensive strategies for the expansion of healthy choices based on the living conditions of individuals and the population.
Diagnostic	Use of technologies and comprehensive view of the individual to support the diagnosis of all oral diseases.
Dental Treatment	Solutions of the most prevalent oral problems and needs of the subject, with an integrated approach.
Oral health team	Development activities with ancillary staff (auxiliary oral health technician or dental care) enabling teamwork.
Multiprofissionality	Development of guidance activities for multidisciplinary and interdisciplinary care of students, professionals or technicians from the same area (dental technicians) and / or other areas of health (nursing technicians, community workers, etc.), providing the completeness of health actions.
Integration of education service
Internship Activities	Clinical activities in individual and collective actions in areas outside the scope of IES, articulated with the SUS, formalized by agreement and supervised by teachers from all areas, from the first semesters of the course.
Experiences in SUS	Developed activities at all levels of the health care system, including the network fow, planning and evaluation of services and skills at each level, allowing us to understand the breadth and complexity of the NHS, its principles and guidelines.
SUS pedagogical approach
Active methodologies	Educational process based on new teaching strategies that enable reflection and encourage creativity in problem solving and teamwork.
Role of the teacher	Facilitator of learning, knowledge manager and organizer of activities that promote student learning.
Teacher development	Constant promotion of faculty training activities in the pedagogical area and the integration of content from several knowledge areas.
Learning scenarios	Learning based on multiple sources of knowledge such as libraries, virtual environments, community planning bodies, management and monitoring, schools, kindergartens, and social spaces, outside of the health units.
Integrated curriculum	Competencies and skills organized into units of learning with increasing complexity throughout the training process, articulating biological, health, human and social sciences with dentistry.
Procedural evaluation of student learning	Based on competencies and skills providing a formative and participatory nature (including self-assessment), held in order to systematically monitor and contribute to student learning.
Curricular flexibility	Flexibility, including workload, the fulfillment of the curriculum so that students can create their own paths of development in vocations, specific interests and potential.
Teaching-research-extension	Involvement of research and extension as curricular strategies that provide full educational experience.

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