<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2174-0798</journal-id>
<journal-title><![CDATA[Revista de Odontopediatría Latinoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Odontoped Latinoam]]></abbrev-journal-title>
<issn>2174-0798</issn>
<publisher>
<publisher-name><![CDATA[Asociación Latinoamericana de Odontopediatría]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2174-07982023000100208</article-id>
<article-id pub-id-type="doi">10.47990/alop.v13i1.590</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Retención del conocimiento de estudiantes después de una capacitación teórico-laboratorial para detección de caries.]]></article-title>
<article-title xml:lang="pt"><![CDATA[Retenção de conhecimento de graduandos após 1,5 ano de treinamento teórico-laboratorial para detecção de cárie.]]></article-title>
<article-title xml:lang="en"><![CDATA[Students&#8217; knowledge retention after theoretical-laboratory training for caries detection in pediatric dentistry. 1.5 Year-assessment.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yampa Vargas]]></surname>
<given-names><![CDATA[Jhandira Daibelis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues Silva]]></surname>
<given-names><![CDATA[Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira Saito]]></surname>
<given-names><![CDATA[Fernanda Rosche]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andujas Pereira]]></surname>
<given-names><![CDATA[Raissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco Vigano&#769;]]></surname>
<given-names><![CDATA[Maria Eduarda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Rocha]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonecker]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pettorossi Imparato]]></surname>
<given-names><![CDATA[Jose&#769; Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pro&#769;cida Raggio]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros Mendes]]></surname>
<given-names><![CDATA[Fausto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Minatel Braga]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo Faculdade de Odontologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo Faculdade de Odontologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo USP Faculdade de Odontologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo USP Faculdade de Odontologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo USP Faculdade de Odontologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo USP Faculdade de Odontologia Departamento de Ortodontia e Odontopediatria]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidade de Sa&#771;o Paulo USP Faculdade de Odontologia Departamento de Ortodontia e Odontopediatria]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2174-07982023000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2174-07982023000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2174-07982023000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio evaluó la retención de conocimientos, de estudiantes de pregrado expuestos a una actividad educativa de detección de lesiones de caries. Estudiantes de Odontología de los últimos años fueron invitados a participar del estudio. Ellos recibieron la capacitación 1 año y medio antes. Para evaluar su retención de conocimientos se realizaron evaluaciones teóricas y prácticas para dimensionar los conocimientos, habilidades y actitudes de los estudiantes. Cada prueba se valoró entre 0 a 10. Se usaron análisis de regresión multinivel, para ver la asociación entre el desempeño de los estudiantes y su percepción sobre la importancia de la actividad. Otras peculiaridades relacionadas al desempeño en temas específicos y diferentes tipos de evaluación también fueron estudiadas. 302 estudiantes fueron evaluados. En promedio, los estudiantes tuvieron una nota 6,68 para la teórica y 5,5 para la práctica, con desviación estándar de 1,88 y de 2,27, respectivamente. La percepción de los estudiantes sobre la actividad didáctica fue asociada a su desempeño. En la evaluación teórica, los estudiantes fueron peores al relacionar la condición clínica con la histológica (21% de aciertos) y al justificar su conducta frente a lesiones inactivas (36% de aciertos). En la evaluación práctica, el 70-90% de los estudiantes demostraron tener capacidad para detectar, valorar la actividad y tomar decisiones clínicas sobre lesiones iniciales y severas. Solo 50% detectó correctamente lesiones moderadas y 32% sabe su manejo. Concluimos que la retención de conocimientos de los alumnos en mediano plazo es moderada está dentro de lo esperado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo avaliou a retenção de conhecimento, em médio prazo, de graduandos expostos a uma atividade educativa de detecção de cárie. Esta é uma parte do estudo multicêntrico IuSTC. Alunos dos últimos anos foram convidados a participar e passaram pela atividade. Foram avaliados quanto à retenção do conhecimento após 1,5 ano. Avaliações teóricas e práticas (pontuadas de 0 a 10) foram preparadas para avaliar conhecimento, habilidades e atitudes. Os escores foram definidos como desfechos. Análises de regressão multinível testaram a associação entre a performance dos alunos e sua percepção sobre a importância da atividade dentro do seu currículo. Particularidades relacionadas à performance em tópicos específicos e diferentes tipos de avaliação também foram explorados. 302 alunos participaram das avaliações. Em média, os alunos tiveram medias (desvio-padrão (DP), de 6,68 (1,88) teórica e 5,5 (2,27) prática. A percepção dos alunos esteve associada com sua performance. Na avaliação teórica, os alunos tiveram pior performance ao relacionar a condição clínica com a histológica (21% de acertos) ou em justificar a conduta frente a lesões inativas (36% de acertos). Na avaliação prática, 70-90% dos alunos demonstraram habilidade de detectar, avaliar atividade e tomar decisões clínicas frente a lesões iniciais e severas, enquanto 50% avaliaram adequadamente as lesões moderadas e apenas 32% demonstrou atitude correta do manejo. Em conclusão, a retenção do conhecimento dos alunos está dentro do esperado em uma análise de médio prazo. Para alguns tópicos (por exemplo, relacionados a prática e justificativa de atitudes), a performance dos alunos tende a ser pior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to evaluate undergraduate students&#8217; medium-term knowledge retention after a learning activity related to caries lesions detection. This study is part of the IuSTC multicenter study. Last-years dental students were invited to participate and were exposed to the teaching activity. Their knowledge retention after 1.5 year was assessed. Theoretical and practical tests (scored 0 to 10) were prepared to evaluate knowledge, abilities and attitudes The scores were set as outcomes. Multilevel regression analyses were used to assess the association between students&#8217; performance and his/her perception about the importance of such learning activity in curriculum. Particularities related to students&#8217; performance in specific topics and types of evaluations were also explored. 302 students participated. On average, students achieved 6.68 (SD=1.88) in theoretical and 5.5 (SD=2.27) in practical assessment. Student&#8217;s perception was associated with their performance. In theoretical test, students performed worse (21% of correct answers) in linking clinical and histological condition or justifying clinical decision-making for inactive lesions (36% of correct answers). In the practical test, 70-90% demonstrated ability to detect, assess activity and make the decision about management of initial or severe lesions, while 50% of students could assess adequately moderate caries lesions and only 32% demonstrated correct attitude related to their management. Undergraduate students&#8217; knowledge retention related to the detection of caries lesions is moderate in a medium-term analysis. It is noted that for some topics (e.g. not related to practice/ justification of attitudes), the students&#8217; performance tends to be worse.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación en Odontología]]></kwd>
<kwd lng="es"><![CDATA[caries dental]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[gestión del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="pt"><![CDATA[educação em Odontologia]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em problemas]]></kwd>
<kwd lng="pt"><![CDATA[cáriedentária]]></kwd>
<kwd lng="pt"><![CDATA[gestão do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="en"><![CDATA[education dental]]></kwd>
<kwd lng="en"><![CDATA[problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[dental caries]]></kwd>
<kwd lng="en"><![CDATA[knowledge management]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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