HONDURAS DEFENSE UNIVERSITY

FACULTY OF: Faculty of Dentistry

DEPARTMENT OF: Dentistry

METHODOLOGICAL OUTLINE
OF THE TRAINING SPACE:
Preventive Dentistry

PREPARED BY: Military Dentist Surgeon CDMMDraMAAlin

Yessenia Perdomo Orellana

PERIOD IV:

29 agosto - 17 febrero

2022-2023
1. INTRODUCTION.

The most prevalent oral diseases remain dental caries and periodontal disease.
the same that represent economic costs (high price of their treatments) and social problems
(school or work absenteeism). For this reason, Preventive Dentistry establishes as one of its
purposes to guide people to achieve and maintain their oral health throughout life, starting from the
prevention.

The subject of Preventive Dentistry is based on preventing the onset of oral diseases and
decrease the destruction of the involved structures if the disease is already established, so
focuses on providing the student with the necessary knowledge to carry out activities to promote
health and specific protection.

It is appropriate to point out that these are activities specific to the level of primary prevention, along with
basic knowledge for the early diagnosis of diseases such as dental caries,
gingivitis/periodontitis. In this subject, the student has the first contact with clinical work, in
where it links theory with practice aimed at the prevention of oral health based on the
dentist-patient interaction.

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2. MINIMUM DESCRIPTION OF THE TRAINING SPACE:
Training space: Preventive Dentistry

Code: OSE-082

Responsible Academic Unit: Military Dental School (University).

Requirements: Introduction to Dentistry IOE-041 and Biostatistics MM-241

Total units Number of Class hours in front of the teacher in the

Independent Work Hours during the period and during the
evaluative or credits: 03 weeks: academic period and during the week
week
Theoretical: 05 25 05/3
15/3
Practices: 10

Duration of the class hour: 60 minutes.

Description of the training space:

This subject belongs to the Department of Preventive Dentistry. It is located in the 1st year of the Dentistry Career, belonging to the Cycle.
clinical-socio-epidemiological. This cycle corresponds to the upper cycle of the degree, aiming to train the student in the various responsibilities they will have.
in their professional future regarding the oral health of the population. In this sense, the course aims for the student to develop their ability
to adapt and apply theoretical frameworks to the particular reality being studied, evaluating the possibilities and actions for modifying it. The
The professional profile of the graduate of this subject is that of a Dentist in line with current social demands and its eventual changes.
making a diagnosis, prognosis, and treatment plan, oriented more towards prevention in all its aspects, preferably based on the
health education, rather than in the curing of disease, developing in the students a social, humanistic, and health awareness that
allow acting according to the needs and demands of society.

Prior knowledge: Students are expected to have prior knowledge of basic dental concepts and content that will lead to

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student in clinical practice, through the determination of the patient's specific risk level, preventive measures for cavities and disease
periodontal, and the establishment of a treatment plan, also considering the incidence of issues such as diet and epidemiology.

Generic competencies:

Instrumentals:

Ability to identify dental caries.

Ability to differentiate each of the most common diseases in preventive dentistry.

Ability to identify and solve the different types of periodontal and gingival diseases.

Ability to interpret which type of brushing is the most suitable for each patient.

Ability to describe the mechanism of action of fluoride.

Ability to identify the different risk factors in each patient.

Interpersonal:

Ability to demonstrate ethical and medical commitment.

Ability to establish communication to prevent and promote oral health.

Ability to promote oral health.

Ability to provide a treatment plan.

Ability to apply different brushing techniques and use preventive measures for promoting oral health.

Ability to apply the dental plaque index to each patient.

Ability to detect periodontal diseases.

Systemic:

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 Analyze the levels of risk and the necessary preventive measures to prevent prevalent diseases.

Recognize dental plaque and its types as a causal element of cavities and periodontal disease.

Learn to make a correct diagnosis.

Acquire the necessary knowledge to obtain information about materials for therapy and prevention.

Develop the skill necessary to perform different dental techniques.

Assess and prioritize the acquired knowledge by relating it to the specific reality of the population group.

Specific competencies:

Ability to incorporate the socio-cultural dimension into health sciences, taking as a premise the concept of health as a state of
biological, physical, psychological, and social well-being.

Ability to assess the health-disease status in the patients to be treated.

Ability to learn the necessary skills to correctly handle the instruments and materials to be used.

Sub-competencies:

They analyze the levels of risk and the necessary preventive measures to prevent prevalent diseases.

They recognize dental plaque and its types as a causal element of caries and periodontal disease.

They learn to make a correct diagnosis of the types of caries and periodontal disease, for their prevention and treatment.

Acquire the necessary knowledge to obtain information about materials for therapy and prevention.

They develop the necessary skill to perform different dental techniques.

Thematic areas:

Brief historical review of Dentistry.

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 Promotion and prevention: pillars for health and quality of life.
Health education.
Preventive dentistry
Epidemiology.
Pre-pathogenic period.
Stage of the disease.
Epidemiological surveillance.
Epidemiological classification.
Health research.
Most common diseases in Dentistry.
Prevention.
Dental caries.
Saliva Micro flora.
Bacterial colonization and cariogenic substrate.
CPO-D Index.
Preventive Dentistry: Diagnosis and Treatment.
Brushing technique.
Mechanism of action of fluorides.
Effects of fluorides.
Gingival index.
Plate index.
Simplified oral hygiene index Gingivitis.
Risk factors.
Treatment of gingivitis.
Periodontitis.
Prevention at the first, second, and third levels.
Teaching-learning methodology (methods, techniques, and strategies):

The training space will be developed through the methods: expository/illustrative, demonstrative, reproductive, and problematic, as well as different
techniques and strategies such as: presentations, trifold, communication strategies, case studies, and presentations.

Achievement indicators:

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Theoretical-explanatory classes in which various strategies are put into practice:

Explanation by the teacher with student participation, following a prior reading of the content to be addressed, generating a dynamic of questions and answers.
group and individual ones for the students.

Group work in which the teacher in charge acts as a guide for a specific activity to be carried out, communicates with the students, and favors
the interrelation between them. A true multidirectionality occurs and it is valued as a learning group with a common goal.

Practical activities in which consistent demonstrations are made to practically expose the execution of a specific task.

The sequence of a process and the manipulation of the instruments is appreciated.

Clinical practices are also carried out on patients, in which primary health care, medical history preparation, and ...
statistics on presentations made, odontograms, patient motivation, health education, fluoride treatment, among others.

Case studies are conducted in which specific problems or situations are analyzed through study models, slides, or patient views.
This method seeks to stimulate students' interest by making them see the immediate usefulness of what they learn. It also encourages the ability to work.
in collaboration with others and helps to combine theory with practice.

Based on all the work done, trifolia are made on specific topics, reports are prepared, which require documentary research.

Evaluation methodology:

The evaluation process in this training space will be carried out as follows:

Diagnostic evaluation:

It will take place at the beginning of the training space through the presentation of their expectations and interests in learning, this prior to the presentation of the
course program.

Formative assessment:

It will take place during the training space through presentations based on clinical cases and problem situations; execution of
work matrices that allow them to recognize their progress in learning as well as practical activities in which demonstrations are carried out
consisting of practically exposing the development of a specific task, as well as clinical practices on patients.

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Summative evaluation:

A quantitative rating will be procedurally assigned considering the weighting of the achievement indicators.

Minimum bibliography:

Beltrán-Neira R. History and Philosophy of Dentistry. Rev. Estomatol Herediana. September 2013; 23(3): p. 167-170.
2. Ramírez Skinner H. And before Fauchard what? Dentistry in caves, temples, hospitals, and universities. Clin. Rev.
Periodontology Implantology. Oral Rehabilitation. April 2012; 5(1): p. 29-39.
3. Pereira DA. Pasado presente y futuro de la Profesión: Los orígenes europeos de la profesión de odontólogo. Boletín SOLP. 2006 May; 8(57): p. 1-
8.
4. Escudero Morère P. Historical evolution of dental studies in Uruguay. Part 1 - From the Colonial era to the creation of the
School of Dentistry. Odonto-stomatology. September 2010; 12(15): p. 46-53.
5. Gador S. History of Dentistry Buenos Aires: RTM; 1990.
6. González Rodríguez S, Pedroso Ramos L, Rosales Reyes SÁ. Contribution of the Comprehensive Stomatology Discipline to the Analysis of the Situation of
Oral Health. Habanera Journal of Medical Sciences. April 2015; 14(2): p. 227-236.
7. Lemus Lago E, Borroto Cruz R. Primary Health Care and MGI Havana: ECIMED; 2001.
8. OPS. Promotion of health: an anthology Washington: Pan American Health Organization; 1996.
9. Restrepo HE, Malaga H. PROMOCION DE LA SALUD: Como construir vida saludable Bogota: Medica Internacional; 2002.
10. Álvarez Estupiñán M. Promotion and prevention: pillars for health and quality of life. Medical Scientific Mail. March 2013; 17(1): p. 13-13.
11. Sanabria Ramos G, Rodríguez Cabrera A, Rojo Pérez N. Promotion and Sexual Education for sexual and reproductive health Santo Domingo:
Centenary; 2007.
Supplementary bibliography:

Cisneros Domínguez Grethel and Yadira Hernández Borges. Oral health education in early life stages. Online Version ISSN 1029-
3019 MEDISAN vol.15 no.10 Santiago de Cuba Oct. 2011 Available at:

[Link] 30192011001000013&script=sci_

Additional materials (magazines, websites, videos, and movies):

SCIENTIFIC DENTAL JOURNAL

[Link]

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9
 PLANNING MATRIX OF THE UNIT
Strategies of
Sub Indicators of Strategies of
Unit Competencies achievement
teaching and Estimated time Resources
competencies evaluation
learning

DENTISTRY Instruments: They analyze the levels Theoretical classes Diagnostic test Participation 05% Theoretical 30 hours 10 Textbook.
PREVENTIVE of risk and the explanatory in the through weeks
Capacity of preventive measures which are put in questions 03 Exhibition 30% Computer
identify the cavity necessary for various practice answers. I practice 30 hours 15
dental. prevent the strategies: Trifolio 10% semana Data show.
diseases Questions
Capacity of Explanation of the exploratory. 02 Talks 20%
prevalent.
differentiate each one of teacher with the
the most diseases They recognize the plaque participation of Exhibition about Presentation 10% Printed material:
frequent of bacterial and its students, with clinical cases.
Clinical cases 25% Medical history.
preventive dentistry. types as an element prior reading of the
cause of cavities and content to be addressed, Implementation of a Odontogram.
Capacity of clover according to the
disease generating a
identify and resolve the periodontal. dynamic of assigned theme. Clinical formats.
different types of questions and
diseases They learn to carry out answers Prevention and
periodontal and a correct promotion of the
group and
gingival. diagnosis of the oral health to 03 Material:
individuals from and to
types of cavities and patients in
the students.
Capacity of disease clinic. List of instruments and
interpret what kind of periodontal, for your Group work dental material.
brushing is the most Presentations
prevention and in which the
suitable for each about the different
treatment. in charge teacher
patient. causes of the
act as a guide
They acquire the diseases in
in front of a
Ability to describe knowledge mouth.
specific activity to
the mechanism of necessary for to carry out, to be
action of fluoride. Talk to a group
obtain information communicate with the
about patients
about materials students and
Capacity of the techniques of
for therapeutic and favors the
identify the different
prevention. interrelation between

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risk factors in They develop the these. It is produced dental brushing.
each patient. necessary skill a true
to execute the multidirectionality Clinical practice
Interpersonal: different techniques and is valued as about patients.
odontological. a group of
Capacity of learning with a Manipulation of
to demonstrate the instrumental.
common goal.
ethical commitment and
doctor. Activities
practices in which
Ability to engage are carried out
communication for demonstrations
prevent and promote consisting of
oral health. to expose in a way
the practice
Capacity of
development of a
promote health
specific task.
buccodental.
It is appreciated the
Capacity of
sequence of a
provide a plan
process and the
of treatment.
manipulation of
Ability to apply instrumental.
the different techniques
They are carried out
of brushing and use of In addition to practices
preventive measures
clinics about
for promotion of the
patients, in the
oral health.
which is carried out
Ability to apply primary care
in each patient the of health,
plate index elaboration of
dental bacteria. clinical histories and
statistics about
Ability to detect the presentations
diseases made
periodontal. odontograms,
motivation of
patient, education

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 for health,
Systemic: fluoride treatment,
among others.
Analyze the levels of
risk and the measures They are carried out
necessary preventive measures case studies
to prevent the in which
diseases analyze problems
prevalent. or situations
concrete through
Recognize the plate of models of
bacterial and its types study
as a causal element slides or views
of caries and disease of patients. This
periodontal. search method
stimulate interest
Learn to do a
of the students,
correct diagnosis.
making them see the
Acquire the immediate usefulness
knowledge of what they learn.
It also stimulates the
necessary for
obtain information capacity of
about materials to work in
for therapeutic and collaboration with
others and help to
prevention.
combine the theory
Develop the skill with practice.
necessary to execute
the different techniques From all the
odontological. work completed
they make trifolios
Value and prioritize about topics
the knowledge specific, they
acquired they prepare reports,
relating them to the which
specific reality of the require from
population group. research
documentary.

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3. FOLLOW-UP RECORD
ASPECTS POSITIVES TO CONSERVE TO IMPROVE OR CHANGE
[Link]

2. METHODS

3. RESOURCES

TIME

5. EVALUACIONES

[Link]ÍA

7. OTHERS:

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4. SUGGESTIONS TO INCORPORATE IN THE IMPROVEMENT PLAN
LIST OF SUGGESTIONS FOR IMPROVEMENT
Aspectos Curriculares:

Didactic aspects:

Others:

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