Scenario-Based Learning as a Strategy for Teaching Oral Health Planning:an Active Approach in Dental Education

Abstract

The transformations in the National Curriculum Guidelines for Dentistry have driven the adoption of active methodologies that integrate theory and practice, valuing the development of a critical, reflective professional committed to collective health. This study aimed to evaluate the application of the Scenario-Based Learning (SBL) active methodology in teaching oral health planning. The research involved 115 dentistry students from the Pontifical Catholic University of Paraná, enrolled in the Collective Health III course in 2017 and 2018. The SBL methodology was used to address the epidemiology of the main oral diseases and conditions, combined with health planning. To assess the effectiveness of the approach, a scenario was presented on the first and last day of the course. Participants' reports were analyzed using the Collective Subject Discourse technique. Initially, students demonstrated the ability to establish connections with previous courses, although they recognized their limitations and the need for a deeper understanding of the topic. By the end, they reported being better prepared for planning oral health actions, highlighting the relevance and applicability of the methodology in their professional training. Scenario-Based Learning proved to be an effective pedagogical strategy in promoting critical thinking and integrating theory and practice within the context of collective health.