Aprimoramento no diagnóstico de defeitos de desenvolvimento de esmalte: ensaio clínico randomizado comparando metodologias tradicionais e ativas de ensino

• Ano de defesa: 2026
• Autor(a) principal: Aniely Ferreira Nogueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Defeitos de desenvolvimento do esmalte dentário Hipoplasia do esmalte dentário Fluorose dentária Amelogênese imperfeita Educação em odontologia; Educação em odontologia Defeitos de desenvolvimento do esmalte Hipoplasia do esmalte dentário Fluorose dentária Hipomineralização molar-incisivo Amelogênese imperfeita Ensaio clínico controlado randomizado
• Link de acesso: https://hdl.handle.net/1843/5099

Developmental enamel defects, including molar-incisor hypomineralization, dental fluorosis, enamel hypoplasia, and amelogenesis imperfecta, have a high prevalence and clinical relevance, but their differential diagnosis in relation to non-cavitated carious lesions remains challenging for undergraduate dental students, a phenomenon historically associated with predominantly expository teaching and the fragmentation of content among disciplines. This study aimed to compare the acquisition and retention of diagnostic knowledge of developmental enamel defects in undergraduate dental students subjected to a traditional methodology (expository lecture alone) versus an active methodology (the same lecture followed by learning stations with tactile-visual dental manikins specific to each defect). This is a randomized clinical trial conducted at the Faculty of Dentistry of the Federal University of Minas Gerais. Second-year students were randomly assigned to either the Control Group (30-minute theoretical lecture) or the Test Group (30-minute theoretical lecture followed by a 20-minute workshop at four rotating stations). Knowledge was assessed at five time points: pre-lecture, post-lecture, post-practice (Test Group only), after approximately 60 days, and after approximately 180 days, using a ten-question objective instrument and a five-point Likert scale to measure self-confidence. The Mann-Whitney U and Wilcoxon paired tests were applied, with a significance level of 5%. Thirty-nine students participated in at least one questionnaire. The groups started with equivalent accuracy and confidence. After the theoretical lecture, both groups improved, with no significant difference between them. The advantage of the Test Group emerged at 60 days and amplified at 180 days, both in accuracy (median 0.80 vs. 0.30; p = 0.001) and confidence (4.10 vs. 2.00; p < 0.001). The Control Group showed a significant drop in performance between 60 and 180 days (p = 0.031), while the Test Group remained stable. Secondary socioeconomic analysis identified an imbalance only in terms of gender when comparing the groups (p = 0.036). It is concluded that the active methodology, which added learning stations with tactile-visual manikins to the same theoretical lecture, was statistically superior to the lecture alone for the long-term retention of diagnostic knowledge of Enamel Developmental Defects, with the difference widening over six months. The findings support the incorporation of multisensory methodologies into the dental curriculum for teaching the diagnosis of these defects.