Abstract
Background: The conditioning factors of learning, important in the level of teaching, training, evaluation of the removable partial prosthesis design (RPP) and in the methodology; reflect self-perceived difficulties in the level of knowledge of removable prosthesis design, impairing the skill and experience of the undergraduate student. Purpose: To determine the relationship between the conditioning factors of learning and the design of RPP. Method: It was a scientific, descriptive, comparative; sampling, not probabilistic, by quotas of voluntary subjects; with a 95 % confidence, of mixed students, a universe of 56 students, and a studied population of 24.35 %; the conditioning factors of learning and the ability to design a removable prosthesis were measured in data collection sheets, using a questionnaire, together with the knowledge test for Kennedy classification; an examiner was in charge of the evaluation; the qualifications of the designs were subject to the guide of qualification criteria of Loza; with ratings (adequate, fair and poor) for Classes I, II, III and IV and for the type of analysis, descriptive statistics were used. Results: For the variable factors conditioning learning; the level of education was 66.1 % deficient, 28.6 % regular and 5.4 % adequate; for the variable removable prosthesis design; 67.9 % were deficient, 25 % fair and 7.1 % adequate. Conclusion: There is a very high relationship between the conditioning factors of learning and the design of RPP.
Highlights
In Peruvian universities, the level of knowledge in the design of removable partial prostheses (RPP) is from fair to poor, in a study they evaluated whether clinical experience influenced the ability of students to correctly design the metal structures of said prostheses, showing that the students made fewer errors in the design after the clinical experience (539 errors in the first examination and 366 in the second), highlighting the clinical experience, and constant practice in novices [1,2,3,4]
It has been shown that team-based learning (TBL) methodology, such as case-based learning (CBL), is preferable for mass teaching than traditional lecture-based instruction (LB), giving immediate results ; many universities agree to change and improve the syllabus, teaching the removable prosthodontics course, acquiring competencies, improving clinical practice, even recommending the use of clinical applicative manuals [9,10,11,12,13,14,15,16,17]
The present study presents as a hypothesis, the conditioning factors of learning are significantly related to the design of removable partial prosthesis design (RPP); and the objective, to determine the relationship between the conditioning factors of learning and the design of RPP in students of the 9th semester of the UAC-Cusco [5,10,41,42]
Summary
In Peruvian universities, the level of knowledge in the design of removable partial prostheses (RPP) is from fair to poor, in a study they evaluated whether clinical experience influenced the ability of students to correctly design the metal structures of said prostheses, showing that the students made fewer errors in the design after the clinical experience (539 errors in the first examination and 366 in the second), highlighting the clinical experience, and constant practice in novices [1,2,3,4]. The conditioning factors of learning, important in the level of teaching, training, evaluation of the design of (RPP) and in the methodology; reflect self-perceived difficulties in the level of knowledge of design, harming the ability and experience of the undergraduate student [5,6]. The conditioning factors of learning, important in the level of teaching, training, evaluation of the removable partial prosthesis design (RPP) and in the methodology; reflect selfperceived difficulties in the level of knowledge of removable prosthesis design, impairing the skill and experience of the undergraduate student. Keywords assessment; dental education; dentistry; education; predoctoral education; prosthesis design; removable partial prosthesis; prosthodontics; undergraduate education
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