Ensino digital na reabilitação oral protética na Ibéria

Abstract

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.

Date of Award	24 Jul 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	André Correia (Supervisor) & Patrícia Fonseca (Co-Supervisor)