Trends and challenges in Stomatology teaching in undergraduate dental programs

Objective: To investigate the inclusion and structure of the Stomatology course within undergraduate Dentistry programs in the Northeast region of Brazil. Methods: This is an observational, quantitative, and cross-sectional study conducted through an electronic questionnaire applied to course coordinators and Stomatology professors from higher education institutions (HEIs) in the Northeast of Brazil. The following variables were assessed: the state where the institution is located, whether the discipline is mandatory, how the content is delivered, total workload, and the academic year in which the course is offered. Results: Stomatology was present in 97.8% of the HEIs, and mandatory in 92.1% of them. It was mostly offered during the second (52.4%) and third (42.8%) academic years, with 50.6% of institutions distributing the content over two semesters. However, 52.3% of professors considered the workload insufficient. Most faculty members held specific training in the area (86.5%), with 38.4% having doctoral degrees and 30.8% master’s degrees. Still, 48.3% of HEIs reported that students graduate with deficits in diagnosing oral cavity lesions. Conclusion: Although Stomatology is widely present in dental curricula, existing challenges highlight the need for a reassessment of its teaching approach. Greater integration of active learning methodologies and educational technologies is recommended to enhance students' comprehensive learning. This study offers insights for improving the training of future dental professionals.