Active Teaching-Learning and Digital Technologies in Undergraduate and Postgraduate Dentistry Courses in Brazil.

Abstract

Introduction: Traditional methods versus active teaching-learning and new technologies have become increasingly important in health education, especially for training healthcare professionals for modern challenges. In dental education, active learning and digital technologies are recognised worldwide, but there is a lack of comprehensive analysis on their implementation in Brazilian undergraduate and postgraduate curricula.

Materials and methods: Data were collected from the official websites of undergraduate and postgraduate dentistry programs in Brazil. Descriptive and statistical analyses were performed using JASP software, with a significance level of p < 0.05. Chi-square, Fisher's exact, and Mann-Whitney tests were applied to evaluate relationships between active methods, digital technologies, and course characteristics.

Results: The study revealed low formal adoption of active learning methods and digital technologies in dental education. No significant association was found between active learning methods and general course characteristics. However, technology use was significantly associated with active learning methods in postgraduate and undergraduate courses.

Conclusion: This study underscores the need for a more structured approach to preparing educators in both undergraduate and postgraduate dentistry programs to integrate active learning methods and digital technologies effectively. A clear framework for educator training is essential to meet modern educational demands and improve the quality of dental education in Brazil.