Metodologias ativas de ensino e aprendizagem na odontologia: uma revisão de escopo

Abstract

The new coronavirus pandemic and the growth in the use of existing teaching methodologies, however adapted for the remote model, means that the teaching and learning process, at various levels of education, has been rethought in recent years, as the needs of students and teachers are changing. New educational tools were already gaining strength and are being increasingly studied and applied in different areas of education. The objective of the present study was to carry out a scope review to verify which active teaching and learning methodologies have been the most investigated in undergraduate dentistry and their possible benefits. The scope review was carried out in accordance with the PRISMA-ScR standards and was registered in the Open Science Framework (OSF) (DOI 10.17605/OSF28ZVB). The PICOT of the study was: (P) Dentistry undergraduate students; (I) Active teaching and learning methodologies; (C) Traditional teaching and learning methodologies; (O) Improved learning with the use of active methodologies, (T) Randomized and Non-Randomized Clinical Trials and observational studies (cross-sectional, cohort, ecological). The question formulated according to the PICO format was: "Do the active teaching and learning methodologies used with undergraduate students in dentistry improve learning in relation to traditional teaching methods?" An electronic search was carried out using keywords and Boolean operators that covered the object of study of the work. The search for articles was carried out in the following databases: MedLine (PubMed), Embase, Scopus, Google Scholar, Virtual Health Library (VHS ), Web of Science through February 2023. In total, 3,083 articles were identified and 33 were included. Articles were assessed for risk of bias using the Rob2 and ROBINS-I tools. Although some studies have pointed out that there is no difference between active learning and traditional learning, the possible advantages that these methodologies entail for the learning of undergraduates are described in some studies. Through this scope review, it was possible to conclude that the active teaching and learning methodologies most investigated in the undergraduate course in dentistry are PBL, followed by flipped classroom and gamification. The possible benefits that these methodologies entail for the learning of undergraduates are greater involvement and motivation to learn, increased confidence in carrying out some clinical procedures and better performance in assessments, in addition to stimulating to reflection. Furthermore, most studies lack follow-up to assess the long-term impact that the methodology has on undergraduate dental education. Therefore, new well-designed studies are needed to prove the real benefits that these methodologies can bring to the teaching and learning process of undergraduate students in the field of dentistry.