Base de dados : MEDLINE
Pesquisa : I02.358.274 [Categoria DeCS]
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[PMID]:29496812
[Au] Autor:Costa-Silva D; Côrtes JA; Bachinski RF; Spiegel CN; Alves GG
[Ad] Endereço:Ms. Costa-Silva is a Master's in Science and Biotechnology student, Fluminense Federal University, Niteroi, Brazil; Ms. Côrtes is a doctoral fellow in Science and Biotechnology at Fluminense Federal University, Niteroi, Brazil; Dr. Bachinski is Director of the 1RNet Institute, Rio de Janeiro, Brazil
[Ti] Título:Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.
[So] Source:J Dent Educ;82(3):322-331, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.
[Mh] Termos MeSH primário: Biologia Celular/educação
Educação em Odontologia/métodos
Ensino
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.032


  2 / 13223 MEDLINE  
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[PMID]:29496809
[Au] Autor:Candamo F; Tobey M; Simon L
[Ad] Endereço:Ms. Candamo is a DMD student, Harvard School of Dental Medicine; Dr. Tobey is Instructor of Medicine, Harvard Medical School and Associate Program Director, Rural Health Leadership Fellowship, Massachusetts General Hospital; and Dr. Simon is Fellow in Oral Health and Medicine Integration, Harvard School of Dental Medicine and an MD student, Harvard Medical School.
[Ti] Título:Teaching Dental Students About Incarceration and Correctional Dentistry: Results from a National Survey.
[So] Source:J Dent Educ;82(3):299-305, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:People who are incarcerated or have a history of incarceration have high rates of dental disease, but access to dental treatment is often a challenge during and after incarceration. Dental students' exposure to this population is unknown: no data exist regarding the number of schools that provide didactic and clinical training in correctional dentistry. The aim of this study was to assess the extent of instruction in correctional dentistry and clinical opportunities at correctional facilities for dental students in the U.S. A survey was distributed to the academic deans at all 66 U.S. dental schools in 2017. Respondents were asked if their institutions had curricular content on correctional health and if they provided clinical opportunities in the correctional setting. Respondents from 30 schools completed the survey, for a response rate of 45%. Nearly two-thirds of the respondents said their institutions offered didactic instruction on the impact of incarceration on health, and eight schools offered a clinical experience at a correctional facility. The most common format was a community-based dental externship involving fourth-year dental students. Oral exams, prophylaxis, and extractions were the most common procedures performed. Respondents from schools that offered a clinical experience agreed more strongly than those that did not that exposure to correctional health care was important and that their students believed incarceration to be a social determinant of health. This study found that a substantial proportion of dental schools offered didactic education on correctional health, but a much smaller number offered student rotations in correctional facilities.
[Mh] Termos MeSH primário: Educação em Odontologia
Prisões
[Mh] Termos MeSH secundário: Currículo
Educação em Odontologia/métodos
Educação em Odontologia/estatística & dados numéricos
Seres Humanos
Prisioneiros
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.030


  3 / 13223 MEDLINE  
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[PMID]:29496807
[Au] Autor:Reinke RE; Enright T; Love R; Patel SA; Ali AO; Horvath Z
[Ad] Endereço:Dr. Reinke is Associate Professor, School of Dental Medicine, University of Nevada, Las Vegas; Ms. Enright is Director, Bachelor of Health Science in Dental Hygiene, Allen College; Dr. Love is Assistant Professor of Dental Medicine, College of Dental Medicine, Roseman University of Health Sciences;
[Ti] Título:Methods and Purposes for Conducting Students' Course Evaluations Reported by North American Dental School and Dental Hygiene Program Leaders: A Preliminary Survey Study.
[So] Source:J Dent Educ;82(3):286-290, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this preliminary survey study was to determine the perceptions of leaders of dental schools and dental hygiene programs regarding methods of and purposes for conducting students' course evaluations and their role in course improvement, curriculum design, and faculty assessment. A short electronic survey was distributed in 2016 to the academic deans of all 76 dental schools in the U.S. and Canada and a convenience sample of program directors of 232 of the total 332 accredited dental hygiene programs. Individuals from 93 institutions responded for an overall response rate of 30%: 30 of 76 dental schools (39.5% response rate) and 63 of the 232 dental hygiene programs (27% response rate). All of the respondents (100%) reported that their institutions' full-time faculty members were assessed by students in course evaluations for each course and semester they taught. However, only 78% reported that their part-time faculty members were evaluated by students. Course evaluations were mandatory in 62% (n=58) of the responding institutions, with the remaining 38% (n=35) optional. Respondents indicated course directors received the evaluation results for purposes of annual review (n=73, 78%) and instructional review (n=70, 75%). Further investigation of the use and effects of student evaluations is needed to better understand their role in faculty assessment and other aspects of the administration of dental schools and dental hygiene programs.
[Mh] Termos MeSH primário: Currículo/normas
Higiene Bucal/educação
Faculdades de Odontologia/organização & administração
[Mh] Termos MeSH secundário: Canadá
Educação em Odontologia/organização & administração
Educação em Odontologia/normas
Avaliação Educacional/métodos
Seres Humanos
Faculdades de Odontologia/normas
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.027


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[PMID]:29496806
[Au] Autor:Ria S; Cox MJ; Quinn BF; San Diego JP; Bakir A; Woolford MJ
[Ad] Endereço:Dr. Ria is a clinician, Oral and Maxillofacial Department, Northwick Park Hospital, London; Dr. Cox is Emerita Professor of Information Technology in Education, Dental Institute and School of Education and Communication Studies, King's College London; Dr. Quinn is Senior Specialist Clinical Teacher,
[Ti] Título:A Scoring System for Assessing Learning Progression of Dental Students' Clinical Skills Using Haptic Virtual Workstations.
[So] Source:J Dent Educ;82(3):277-285, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3-5), scores were 12.4, 6.7, and 5.0, respectively (p<0.001). The average performance on task 3, which was attempted in similar numbers during both sessions, improved from the first to the second session (8.14 vs. 12.38; p=0.009). Using the HapTEL system in a first-year BDS curriculum improved the students' performance of simulated cavity preparation after practicing over two sessions. Use of the ACE scoring system enabled tutors to make consistent assessments across a large student cohort and provided an objective method of formative assessment.
[Mh] Termos MeSH primário: Competência Clínica
Avaliação Educacional/métodos
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Competência Clínica/normas
Preparo da Cavidade Dentária/normas
Educação em Odontologia/normas
Seres Humanos
Interface Usuário-Computador
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.028


  5 / 13223 MEDLINE  
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[PMID]:29496805
[Au] Autor:Park SE; Price MD; Karimbux NY
[Ad] Endereço:Dr. Park is Associate Dean for Dental Education, Harvard School of Dental Medicine; Ms. Price is a DMD student, Harvard School of Dental Medicine; and Dr. Karimbux is Associate Dean for Academic Affairs and Professor, Tufts University School of Dental Medicine. sang_park@hsdm.harvard.edu.
[Ti] Título:The Dental School Interview As a Predictor of Dental Students' OSCE Performance.
[So] Source:J Dent Educ;82(3):269-276, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p<0.05). Age on entering dental school was not significantly associated with performance on any of the three OSCEs; however, among male students, there was a significant negative correlation (p<0.05) between entering age and performance on the second and third OSCEs. There was no significant association between gender and OSCE or interview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success.
[Mh] Termos MeSH primário: Entrevistas como Assunto
Critérios de Admissão Escolar
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Adulto
Teste de Admissão Acadêmica
Educação em Odontologia/normas
Educação em Odontologia/estatística & dados numéricos
Escolaridade
Feminino
Seres Humanos
Entrevistas como Assunto/métodos
Masculino
Critérios de Admissão Escolar/estatística & dados numéricos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.026


  6 / 13223 MEDLINE  
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[PMID]:29496801
[Au] Autor:Sabato E; Owens J; Mauro AM; Findley P; Lamba S; Fenesy K
[Ad] Endereço:Dr. Sabato is Assistant Dean for Academic Affairs and Instructor, Rutgers School of Dental Medicine; Dr. Owens is Predoctoral Director, Department of Periodontics and Assistant Professor, Louisiana State University School of Dentistry; Dr. Mauro is Assistant Dean for Educational Research and Innovat
[Ti] Título:Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach.
[So] Source:J Dent Educ;82(3):237-245, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.
[Mh] Termos MeSH primário: Educação em Odontologia
Relações Interprofissionais
Determinantes Sociais da Saúde
[Mh] Termos MeSH secundário: Currículo
Assistência Odontológica/métodos
Avaliação Educacional
Seres Humanos
Fatores Socioeconômicos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.022


  7 / 13223 MEDLINE  
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[PMID]:29258640
[Au] Autor:Gentry C
[Ti] Título:Do Differing Opinions on Prosthetic Procedures Make a Student's Life More Difficult?
[So] Source:Prim Dent J;6(4):44-45, 2017 Dec 01.
[Is] ISSN:2050-1684
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Dental student Charlotte Gentry reflects on how the advice of experienced clinicians can cause confusion rather than clarity for fledgling dentists.
[Mh] Termos MeSH primário: Planejamento de Prótese Dentária
Educação em Odontologia
Padrões de Prática Odontológica
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Competência Clínica
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:D
[Da] Data de entrada para processamento:171221
[St] Status:MEDLINE
[do] DOI:10.1308/205016817822230193


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[PMID]:29437845
[Au] Autor:Ballard RW; Hagan JL; Fournier SE; Townsend JA; Ballard MB; Armbruster PC
[Ad] Endereço:Dr. Richard Ballard is Associate Professor, Department of Orthodontics, School of Dentistry, Louisiana State University Health Science Center; Dr. Hagan is Assistant Professor, Department of Pediatrics, Baylor College of Medicine; Dr. Fournier is Associate Professor and Program Director, Department
[Ti] Título:Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic.
[So] Source:J Dent Educ;82(2):137-143, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.
[Mh] Termos MeSH primário: Docentes de Odontologia/psicologia
Incivilidade
Estudantes de Odontologia
[Mh] Termos MeSH secundário: Adulto
Educação em Odontologia/normas
Educação em Odontologia/estatística & dados numéricos
Docentes de Odontologia/normas
Docentes de Odontologia/estatística & dados numéricos
Feminino
Seres Humanos
Incivilidade/estatística & dados numéricos
Louisiana
Masculino
Meia-Idade
Estudantes de Odontologia/psicologia
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.020


  9 / 13223 MEDLINE  
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[PMID]:29437844
[Au] Autor:Ali K; Zahra D; Tredwin C; Mcilwaine C; Jones G
[Ad] Endereço:Dr. Ali is Associate Professor, Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom; Dr. Zahra is Senior Psychometrician, Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, Devon, United Kingdom; Dr. Tredwin is Professor of Restorative Dentistry and
[Ti] Título:Use of Progress Testing in a UK Dental Therapy and Hygiene Educational Program.
[So] Source:J Dent Educ;82(2):130-136, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Progress testing provides a longitudinal assessment of the development and sustainability of students' knowledge at regular intervals over the duration of an educational program. Comparisons of performance on successive tests are used to monitor growth in knowledge. The aim of this study was to evaluate the effects of progress testing in an undergraduate program for dental therapy and hygiene (DTH) students in the United Kingdom as the main tool for academic assessment. Data were collected for progress tests of all 38 DTH students from 2015 to 2017. Each test consisted of 100 single best answer multiple-choice items with accompanying vignette. The students chose their answer from five options. A score of 1 was awarded for a correct answer, -0.25 for an incorrect answer, and 0 for don't know (DK). Three cohorts of DTH students were included in the study, and seven progress tests were conducted over a period of three years. Analysis of performance showed growth in knowledge across successive years, with the largest increase in knowledge in the transition from Year 1 to Year 2 and concomitant reduction in incorrect and DK responses. This was a pioneering study to report the establishment and use of progress testing among undergraduate DTH students. Notwithstanding the challenges involved, the study found merit in further exploring the use of progress testing for students in the DTH program.
[Mh] Termos MeSH primário: Educação em Odontologia/métodos
Avaliação Educacional/métodos
Higiene Bucal/educação
[Mh] Termos MeSH secundário: Educação em Odontologia/normas
Seres Humanos
Higiene Bucal/normas
Reino Unido
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.015


  10 / 13223 MEDLINE  
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[PMID]:29292330
[Au] Autor:Michaud PL; Maleki M; Mello I
[Ad] Endereço:Dr. Michaud is Assistant Professor, Department of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University; Mahdis Maleki is a dental student, Faculty of Dentistry, Dalhousie University; and Dr. Mello is Associate Professor and Division Head of Endodontics, Department of Dental Clinical Sciences, Faculty of Dentistry, Dalhousie University.
[Ti] Título:Effect of Different Disinfection/Sterilization Methods on Risk of Fracture of Teeth Used in Preclinical Dental Education.
[So] Source:J Dent Educ;82(1):84-87, 2018 Jan.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this in vitro study was to determine whether different disinfection/sterilization methods affected the risk of fracture of extracted teeth used for preclinical dental education. Freshly extracted intact mandibular incisors were assigned to different groups according to the processing method used. In the autoclave group (n=20), teeth were autoclaved for 40 min at 240°F under a pressure of 20 psi; in the formalin group (n=20), teeth were immersed in 10% formalin for two weeks; and in the control group (n=10), teeth were not processed. Teeth were then stored at 4°C in distilled water until use. Endodontic procedures were performed, and the fracture strength of the specimen was subsequently tested under compressive force along the long axis of the teeth using an Instron universal testing machine. The results showed that none of the specimens fractured during endodontic procedures. However, the compressive load needed to fracture the teeth was significantly less for the autoclaved teeth than the teeth stored in formalin or the control teeth (p<0.001). The disinfection/sterilization method used affected the fracture resistance of extracted teeth: autoclaved teeth were less resistant to fracture than teeth that were not sterilized or teeth that were chemically disinfected. However, fracture resistance was not reduced enough to lead to tooth fracture during preclinical endodontic procedures. Therefore, either processing method may be appropriate for teeth to be used for preclinical endodontic training.
[Mh] Termos MeSH primário: Educação em Odontologia
Esterilização/métodos
Fraturas dos Dentes/epidemiologia
[Mh] Termos MeSH secundário: Desinfecção
Seres Humanos
Técnicas In Vitro
Medição de Risco
Extração Dentária
Fraturas dos Dentes/etiologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180112
[Lr] Data última revisão:
180112
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180103
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.012



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