Pérez GLM, Salvat QM, Concepción PJA, Calderón MMM, Concepción VOL

Language: Spanish
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Page: 1-15
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ABSTRACT

Introduction: use of a skill-developing didactic approach and the clinical method in training for the diagnosis of dentomaxillofacial anomalies is essential in the subject Orthodontics, so that the general dental practitioner can provide comprehensive care following their own training model.
Objective: assess the relevance of a methodology for the teaching of skills required to clinically diagnose dentomaxillofacial anomalies in the subject Orthodontics of the dental training curriculum.
Methods: a pedagogical study was conducted, based on both theoretical methods (historical-logical, inductive-deductive, analytical-synthetic and systemic) and empirical methods (expert criteria). Of 33 possible experts, a sample of 30 was selected based on their competence coefficient.
Results: a methodology was developed which is structured into stages for organization, planning, implementation and evaluation in the teaching of skills required to diagnose dentomaxillofacial anomalies. Distinguishing features of this methodology are that it clearly points out the relationships between the different didactic categories in the context of dental care with a skill-development approach, is centered on the clinical method, and reveals the need to start from the results of the pedagogical diagnosis. The methodology was assessed by experts, all of whom ranked the seven indicators evaluated as "quite adequate".
Conclusions: the methodology proposed is appropriate for application in the teaching of skills required to diagnose dentomaxillofacial anomalies in the subject Orthodontics of the dental training curriculum, according to the opinion of experts.