Profile of orthodontic education in brazilian undergraduate dentistry courses

Ana Maria Martins Brandão,Adriana Souza De Jesus,Flávia Martão Flório,Gustavo Antonio Martins Brandão

doi:10.14393/bj-v33n2-34878

Abstract

Profile of orthodontic education in brazilian undergraduate dentistry courses

Highlights

Orthodontics has been part of the official curricula of undergraduate courses since 1925 when the first school of dentistry was created
Its contents were integrated with the discipline of “Prosthesis” later, to pediatric dentistry, in a discipline called "orthodontics and pediatric dentistry." Only after the extinction of these disciplines in 1968 the discipline of orthodontics was established and for many years operated in isolation from pediatric dentistry
Few studies are available from Brazil that clearly address the evolution of orthodontic teaching in dental undergraduate courses (VILELA, 2007)

Summary

Introduction

Orthodontics has been part of the official curricula of undergraduate courses since 1925 when the first school of dentistry was created. Few studies are available from Brazil that clearly address the evolution of orthodontic teaching in dental undergraduate courses (VILELA, 2007). It is known that orthodontics, as with all clinical sciences of dentistry, has evolved from Flexner curricula which teaches subjects separately, from integrated curricula (FLEXNER, 1910). These changes were necessary to adapt the model of dental professionals’ formation (MASETTO, 2006). The incongruity between the profile of the orthodontic student’s formation and society demands for orthodontic treatments has made the reformulation of public policies necessary for changing the existing oral health panorama (KORNIS; MACIEL, 2006). The decline in epidemiological rates of caries and the increasing prevalence of malocclusions, has led to the incorporation of orthodontic assistance in the public sector, making eminent the necessity to train professionals able to diagnose orthodontic problems (KORNIS; MACIEL, 2006, BARROSO, 2012)

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Results

Discussion

Conclusion