Estrategias pedagógicas en la formación del profesional odontólogo: una revisión sistemática

Jonathan Paúl  Saltos Mendoza; Yoiler  Batista Garcet

doi:10.36097/rsan.v1i62.3477

Authors

Jonathan Paúl Saltos Mendoza Universidad San Gregorio de Portoviejo https://orcid.org/0009-0009-7775-3610
Yoiler Batista Garcet Universidad San Gregorio de Portoviejo https://orcid.org/0000-0002-7851-5763

DOI:

https://doi.org/10.36097/rsan.v1i62.3477

Keywords:

pedagogical strategies, dentistry, clinical simulation, problem-based learning, clinical competencies

Abstract

This study aimed to identify the pedagogical strategies reported in the scientific literature that have been implemented in the training of dental professionals between 2013 and 2024. A systematic literature review was conducted using academic databases such as PubMed, SciELO, and Google Scholar, applying the PRISMA methodology. An initial search yielded 80 articles, of which 18 met the inclusion criteria. The results indicate that strategies such as clinical simulation, problem-based learning (PBL), the use of videos, anatomical models, and virtual platforms have proven effective in enhancing practical learning, clinical reasoning, and student motivation. However, limitations were identified, including insufficient pedagogical training among instructors and the lack of systematic integration of these strategies into dental curricula. It is concluded that these innovative methodologies significantly contribute to the development of clinical competencies in Dentistry, and their continued incorporation is necessary, particularly in contexts where their application remains limited, such as in Ecuador.

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