Kellesarian Sergio Varela
Department of General Dentistry, Eastman Institute for Oral Health, University of Rochester, Rochester, NY 14620, USA.
Dent J (Basel). 2018 Jun 21;6(3):23. doi: 10.3390/dj6030023.
The development of cognitive knowledge, motor skills, and artistic sense in order to restore lost tooth structure is fundamental for dental professionals. The course of dental anatomy is taught in the initial years of dental school, and is a component of the basic core sciences program in the faculties of dentistry. The learning objectives of the dental anatomy course include identifying anatomical and morphological characteristics of human primary and permanent teeth; identifying and reproducing tooth surface details in order to recognize and diagnose anatomical changes; and developing student’s psychomotor skills for restoring teeth with proper form and function. The majority of dental schools rely on traditional methods to teach dental anatomy, using lectures to convey the theoretical component; whereas the practical component uses two-dimensional drawing of teeth, identification of anatomical features in samples of preserved teeth, and carving of teeth. The aim of the present literature review is to summarize different educational strategies proposed or implemented to challenge the traditional approaches of teaching dental anatomy, specifically the flipped classroom educational model. The goal is to promote this approach as a promising strategy to teaching dental anatomy, in order to foster active learning, critical thinking, and engagement among dental students.
对于牙科专业人员来说，培养认知知识、运动技能和艺术感以恢复缺失的牙齿结构至关重要。牙科解剖学课程在牙科学院的最初几年教授，是牙科学院基础核心科学课程的一部分。牙科解剖学课程的学习目标包括识别人类乳牙和恒牙的解剖和形态特征；识别和再现牙齿表面细节以识别和诊断解剖变化；以及培养学生的心理运动技能，以便恢复具有适当形态和功能的牙齿。大多数牙科学院依靠传统方法教授牙科解剖学，通过讲座传授理论部分；而实践部分则使用牙齿的二维绘图、识别保存牙齿样本中的解剖特征以及雕刻牙齿。本文献综述的目的是总结为挑战传统牙科解剖学教学方法而提出或实施的不同教育策略，特别是翻转课堂教育模式。目标是推广这种方法，将其作为一种有前景的牙科解剖学教学策略，以促进牙科学生的主动学习、批判性思维和参与度。
