Rodrigues Maria de Lara Araújo, Silva Bruna Navarro Camargo da, Anjos Marcella Alves Dos, Menegazzo Eduarda Betiati, Herval Álex Moreira, Guerra Luciane Miranda, Bulgareli Jaqueline Vilela
Department of Preventive and Social Dentistry, School of Dentistry, Federal University of Uberlândia, Uberlândia, MG, Brazil.
Department of Applied Psychology, Piracicaba Dental School, State University of Campinas, Piracicaba, SP, Brazil.
PLoS One. 2025 Sep 16;20(9):e0328939. doi: 10.1371/journal.pone.0328939. eCollection 2025.
This study aimed to investigate the challenges faced by dental students during clinical practice and to understand their perceptions of how active learning methodologies contribute to fostering critical and reflective participation in problem-solving throughout the teaching-learning process.
This qualitative study applied the action research method in a descriptive and interpretive manner, implementing active learning methodologies in the adolescent clinic of the Federal University of Uberlândia (Brazil). This clinic is among the fundamental elements in the Public Health System. This research included 33 students in the final term of the dentistry course (10th term), divided into three groups of 9-13 students each, and regularly enrolled in clinic practice. The data was collected in three 90-minute workshops with each group. This study used Minayo's methodological framework and the arc method by Spanish educator Charles Maguerez to conduct the action research. This research comprised five steps: 1. Clinical experience; 2. Identification of challenges; 3. Theorization of challenges based on scientific evidence; 4. Development of action strategies; 5. Application of strategies in clinical practice. The theoretical framework was Paulo Freire's problematization methodology. Data analysis followed the thematic content analysis technique.
After comprehensive data analysis, the main challenges concerned the work process, productivity, and infrastructure. The formulated strategies included the establishment of a procedures table, implementation of minimum age regulations for companions in the waiting area, adjustment of clinic hours, enhancement of auxiliary professional training, and maintenance of dental equipment.
The groups' experience with active methods qualified them to identify and address relevant practice challenges. It allowed study participants to lead their teaching-learning process and develop action strategies to transform the work process. Reflecting on implementing these strategies in clinical practice transformed the students' reality and promoted more dynamic and meaningful learning. However, solving challenges, such as infrastructure, requires a continuous commitment of financial resources and institutional support.
本研究旨在调查牙科学生在临床实习期间面临的挑战，并了解他们对于主动学习方法如何有助于在整个教学过程中促进批判性和反思性地参与解决问题的看法。
本定性研究以描述性和解释性方式应用行动研究法，在巴西乌贝兰迪亚联邦大学的青少年诊所实施主动学习方法。该诊所是公共卫生系统的基本组成部分之一。本研究纳入了牙科课程最后一学期（第10学期）的33名学生，分为三组，每组9 - 13名学生，且均正常参加临床实习。数据是在与每组进行的三次90分钟工作坊中收集的。本研究使用米纳约的方法框架以及西班牙教育家查尔斯·马格雷兹的弧线法进行行动研究。该研究包括五个步骤：1. 临床经验；2. 挑战识别；3. 基于科学证据对挑战进行理论化；4. 制定行动策略；5. 在临床实践中应用策略。理论框架是保罗·弗莱雷的问题化方法。数据分析采用主题内容分析技术。
经过全面的数据分析，主要挑战涉及工作流程、生产力和基础设施。制定的策略包括建立程序表、对候诊区陪伴人员实施最低年龄规定、调整诊所工作时间、加强辅助专业人员培训以及维护牙科设备。
各小组在主动学习方法方面的经验使他们有能力识别和应对相关的实践挑战。这使研究参与者能够主导他们的教学过程，并制定行动策略来改变工作流程。反思在临床实践中实施这些策略改变了学生的实际情况，并促进了更具活力和意义的学习。然而，解决诸如基础设施等挑战需要持续的资金投入和机构支持。
