Department of Restorative Dentistry, Federal University of Paraiba, João Pessoa, Brazil.
Department of Preventive and Restorative Dental Sciences, University of California, San Francisco, School of Dentistry, San Francisco, California, USA.
Eur J Dent Educ. 2022 May;26(2):384-392. doi: 10.1111/eje.12714. Epub 2021 Sep 14.
To analyse the presence and characteristics of curricular components related to management, entrepreneurship, leadership and marketing as part of the structure and teaching methods of undergraduate courses in dentistry in Brazil.
This is an observational study that used the Ministry of Education's Undergraduate Course Accreditation Platform, which included 424 undergraduate courses in Dentistry on the last date of collection (August 31 2019). The following items were analysed as follows: the existence of curricular components in relation to the proposed themes, the most recurring denominations of curricular components, minimum and maximum workload, mandatory/optional classification, theoretical/practical teaching condition and in which year the curricular components were inserted.
367/424 (86.6%) of dentistry courses in Brazil included at least one of the topics: management, entrepreneurship, leadership and marketing curricular components in their curriculum, whilst 57/424 (13.4%) did not have these curricular components in their curricular structure. The most frequent names were "Management" 99 (45.21%) and "Entrepreneurship" 80 (36.5%). There was a predominance of the "theoretical method" and the number of hours varied considerably, with the most common course hours between 40 and 60 h. The majority of curricular components were inserted in the third to fifth year and offered on a compulsory basis.
Most curricular matrices of dentistry courses in Brazil had components related to the topics studied. However, due to the variety of curricular components' names, hours, periods of courses and different teaching methodologies, there is a need to redesign the teaching and learning process, defining educational and evaluation models with common curricular components.
分析管理、创业精神、领导力和市场营销等课程内容在巴西牙科本科课程的结构和教学方法中的存在和特点。
这是一项观察性研究，使用了教育部的本科课程认证平台，该平台包括截至收集日期（2019 年 8 月 31 日）的 424 个牙科本科课程。分析了以下项目：与提出的主题相关的课程内容的存在、课程内容的最常见名称、最小和最大工作量、必修/选修分类、理论/实践教学条件以及课程内容插入的年份。
巴西 367/424（86.6%）的牙科课程在其课程中包含至少一个主题：管理、创业精神、领导力和市场营销课程内容，而 57/424（13.4%）的课程则没有这些课程内容在他们的课程结构中。最常见的名称是“管理”99 次（45.21%）和“创业精神”80 次（36.5%）。“理论方法”占主导地位，学时数差异很大，最常见的课程学时数在 40 到 60 小时之间。大多数课程内容都插入到第三到第五学年，并以必修的方式提供。
巴西大多数牙科课程的课程矩阵都有与所研究主题相关的课程内容。然而，由于课程内容名称、学时数、课程周期和不同教学方法的多样性，需要重新设计教学和学习过程，定义具有共同课程内容的教育和评估模型。
