Profile of graduate |
Generalist |
In the collective field, develops programs of
health promotion and management of services, at the same time in
the individual field performs the prevention, diagnosis,
planning, and dental treatment of major dental problems. |
10 |
Humanist |
Offers quality care articulating the technological
advances with reception, improving care and the working
environment, building solidarity exchanges and committed to the
production of health in relation to users and other
professionals. |
10 |
Autonomous |
Makes decisions in both clinical procedures as in
management situations and collective work, safely and with
skill. |
10 |
Critical / reflective |
Discusses and assesses situations of individual or
collective nature and proposes alternatives for solution from
their scientific knowledge and reflection |
8 |
Understanding of social reality |
Identifies the social context of the professional
practice, respecting the characteristics of the population and
seeking appropriate solutions to this reality. |
8 |
Orientation of health care |
Epidemiological approach |
Curricular structure organized from the
epidemiological reality of the region. |
10 |
Health promotion |
Understanding the social determination of health
care and the development of comprehensive strategies for the
expansion of healthy choices based on the living conditions of
individuals and the population. |
10 |
Prevention of disease |
Use of individual and collective technologies for
the prevention of dental caries and periodontal diseases. |
6 |
Early diagnosis |
Sensitivity in the use of technologies that enable
a comprehensive view of the individual and subsidize early
diagnosis for all oral problems. |
8 |
Dental treatment |
Clinical activities focused on solving the most
prevalent oral health problems of the population. |
6 |
Oral health team |
Development activities with ancillary staff
(auxiliary oral health technician or dental care) enabling
teamwork. |
8 |
Interdisciplinarianism |
Development of teaching activities with students
from other courses or professional healthcare providing
completeness of health. |
8 |
Integration of education service |
Insertion of students in SUS |
Students involved with health services from the
early semesters. |
5 |
Activities of the Interns |
Clinical activities in individual and collective
actions in areas outside the scope of IES, articulated with the
SUS, formalized by agreement and supervised by teachers from all
areas. |
10 |
Theoretical reference of the conceptual frameworks
of SUS |
Understanding the breadth and complexity of the
SUS, its principles and guidelines. |
5 |
Experiences in SUS |
Expertise in all levels of care in the health
system, including the flow of network services and skills at
each level. |
10 |
Reference and counter-reference |
Course clinics linked to SUS, with developing
institutional mechanisms of reference and
counter-reference. |
5 |
Planning and evaluation of services |
Effective participation in the planning and
evaluation of health services, allowing for joint actions and
partnerships. |
5 |
Pedagogical approach |
Active Methodologies |
Educational process based on problem solving in
small groups with active student participation. |
10 |
Role of the teacher |
Facilitator of learning, knowledge manager and
organizer of activities that promote student learning. |
10 |
Teacher development |
Constant promotion of faculty training activities
in the pedagogical area and the integration of the contents of
several knowledge areas. |
10 |
Learning scenarios |
Learning based on multiple sources of knowledge
such as libraries, community agencies for data processing,
sanitation and environment institutions, schools, kindergartens,
social spaces. |
10 |
Integrated curriculum |
Competencies and skills organized into modules with
increasing complexity throughout the training process,
articulating biological sciences, health, humanities and social
sciences with dentistry. |
10 |
Evaluation procedure |
Based on skills and abilities provided, performed
in order to systematically monitor and contribute to student
learning. |
10 |
Curricular flexibility |
Mechanisms capable of providing flexibility to meet
the curriculum according to the development of vocations,
specific interests and potential of the student. |
10 |
Teaching-researchextension |
Involvement of research and extension as curricular
strategies that provide full educational experience. |
10 |