Factores condicionantes del aprendizaje y diseño de prótesis parcial removible en alumnos del 9o semestre de la carrera profesional de Estomatología-UAC-CUSCO

Abstract

Background: The critical factors related to the teaching of design of Removable Partial Prosthesis (RPD) in undergraduate are; laboratory teaching, number of laboratory teachers, theoretical and clinical teaching, in addition, there is no statistically significant relationship between knowledge of RPD design, with critical learning factors in RPD design. Objective: To determine the relationship between learning conditioning factors and PPR design. Method: It was a scientific, correlational, quantitative, bivariate, analytical, comparative, cross-sectional study. Sampling, not probabilistic by quotas of voluntary subjects; 95% confidence; with mixed students, a universe n = 56; and a studied population of 24.35%. Knowledge of the design in RPD was measured with data collection sheets, in a questionnaire, together with the Kennedy classification, outlined in sheets and a two-color pencil; an examiner handled the evaluation; RPD design ratings were subject to the Loza Rating Criteria Guide; with evaluative criteria (adequate, regular and deficient) for Classes I, II, III, IV. For the type of analysis, descriptive statistics was used. Results: For the variable Learning conditioning factors; the level of education was 66.1% deficient, 28.6% regular and 5.4% adequate. For the variable RPD Design; according; retention, support, and stability, 67.9% was poor, 25% fair, and 7.1% adequate. Conclusion: There is a very high relationship between learning conditioning factors and the design of PPR.