UNIVERSIDADE ESTADUAL PAULISTA
“JÚLIO DE MESQUITA FILHO”
Instituto de Ciência e Tecnologia
Campus de São José dos Campos
ORIGINAL ARTICLE DOI: https://doi.org/10.4322/bds.2023.e3752
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Braz Dent Sci 2023 Jan/Mar;26 (1): e3752
Dental schools in Brazil and their social, macro-regional and oral
health policy repercussions
Cursos de Odontologia no Brasil e suas repercussões sociais, macrorregionais e sobre as políticas de saúde bucal
Roberta Machado SILVEIRA
1
, Luiza Deitos MENTI
1
, Gustavo Almansa BERNARDO
1
, Augusto Bacelo BIDINOTTO
1
,
Juliana Balbinot HILGERT
1
, Matheus NEVES
1
1
Universidade Federal do Rio Grande do Sul, Department of Preventive and Social Dentistry. Porto Alegre, RS, Brazil.
How to cite: Silveira RM, Menti LD, Bernardo GA, Bidinotto AB, Hilgert JB, Neves M. Dental schools in Brazil and their social, macro-
regional and oral health policy repercussions. Braz Dent Sci. 2023;26(1):e3752. https://doi.org/10.4322/bds.2023.e3752
ABSTRACT
Dentistry is a profession that has shown considerable growth in the last few years, as far as qualitative aspects
and scientic production are concerned, and also in the number of undergraduate courses. Objective: to describe
the prole of dentistry courses through ofcial data and unofcial data, such as the existence of student support
programs, gender disparities and availability of study places. Material and Methods: to this end, a survey of the
565 Dentistry courses registered by the Ministry of Education was carried out by three trained researchers and
then of their respective websites and public domain information, followed by data analysis (R 4.1.2 R Core Team
software, Vienna) and georeferencing (Qgis and ArcGis software). Results: as for the prole of the institutions
that offer the course, 89.4% are private and as for the unofcial data, 63% of the sites do not have information
regarding the teaching staff, 44.2% of the courses present a woman as coordinator and more than half report
having at least one type of student support activity. It was possible to observe that the greatest availability of
Dentistry vacancies is offered by private institutions and in courses coordinated by men. Conclusion: considering
the information available on the college websites, it is important to keep them up to date and complete, so that
students have access to the support activities that are relevant to their education.
KEYWORDS
Access to public information; Dental students; Faculties of dentistry; Gender equity; Public health.
RESUMO
A odontologia é uma prossão que tem apresentado crescimento considerável nos últimos anos, tanto no que
diz respeito aos aspectos qualitativos e produção cientíca, como também no número de cursos de graduação.
Objetivo: descrever o perl dos cursos de odontologia por meio de dados ociais e não ociais, como a existência
de programas de apoio estudantil, disparidades de gênero e disponibilidade de vagas de estudo. Material e
Métodos: para tanto, foi realizado um levantamento dos 565 cursos de Odontologia cadastrados no Ministério
da Educação por três pesquisadores treinados e, posteriormente, de seus respectivos sites e informações de
domínio público, seguido da análise dos dados (R 4.1.2 R Núcleo Team software, Viena) e georreferenciamento
(software Qgis e ArcGis). Resultados: quanto ao perl das instituições que oferecem o curso, 89,4% são privadas
e quanto aos dados não ociais, 63% dos sites não possuem informações sobre o corpo docente, 44,2% dos cursos
apresentam uma mulher como coordenadora e mais de metade refere ter pelo menos um tipo de atividade de
apoio ao aluno. Foi possível observar que a maior oferta de vagas de Odontologia é oferecida por instituições
privadas e em cursos coordenados por homens. Conclusão: considerando as informações disponibilizadas nos
sites das faculdades, é importante mantê-las atualizadas e completas, para que os alunos tenham acesso às
atividades de apoio pertinentes à sua formação.
PALAVRAS-CHAVE
Acesso à informação pública; Estudantes de Odontologia; Faculdades de Odontologia; Equidade de gênero;
Saúde Pública.
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Silveira RM et al.
Dental schools in Brazil and their social, macro-r egional and oral health policy reper cussions
Silveira RM et al.
Dental schools in Brazil and their social, macro-regional and
oral health policy repercussions
INTRODUCTION
Dentistry is a profession that has shown
great growth, especially in recent decades. As a
consequence, there has been a rapid expansion
of dentistry courses, associated with unequal
distribution among the different regions of
the country, impacting the number of dentists
per region, contributing to the maintenance of
disparities in the numbers of professionals present
in each state. Moreover, one third of the vacancies
offered are not being filled, which shows the
discrepancy between the supply and the social
need for more professionals [1-3].
Through the National Registry of Courses
and Institutions of Higher Education (e-MEC) it is
possible to access all dentistry courses registered in
Brazil and their main characteristics, such as year
of beginning of activities, availability of annual
vacancies and geographic distribution. Through
the information available on the websites of the
dental courses, the gender distribution in the
faculty is observed, conrming the phenomenon
of the feminization of dentistry, a process that has
been observed over the years [3], since the female
presence is increasing both in clinical practice and
in scientic production, and especially in teaching.
Furthermore, according to the National
Curricular Guidelines for Undergraduate
Dentistry [4], institutions should create
mechanisms to take advantage of the knowledge
acquired through extracurricular activities.
For this reason, data were collected regarding
the existence of student support programs, such
as Academic League, Tutorial Education Program
(PET), psychological support, extension activities,
tutoring, and scientic initiation.
Thus, the present study aimed to describe
the prole of dentistry courses through ofcial
data and unofcial data, such as the existence
of student support programs, gender disparities
and availability of study places.
METHODOLOGY
Study design
This is a cross-sectional study.
Study population and sample
A survey was made of all the Dentistry courses
in Brazil registered by the Ministry of Education
through the National Registry of Courses and
Institutions of Higher Education (e-MEC) until
July 28, 2020, the date of processing of the report.
In a second step, the websites of the respective
courses were searched using the Google search
engine. Since it is public domain data, there was
no need for approval from the Research Ethics
Committee.
The Dentistry courses whose sites were not
located in the search engine after three attempts,
from the name of the course and the acronym of
the institution, added to the information of the
municipality or in a search within the general site
of the university, had only the information from
e-MEC considered.
Data collection
For data collection, Google Forms was used
as a guiding instrument, using a questionnaire
divided into two stages: the profile of the
Dentistry Courses based on the official data
from e-MEC and the unofcial data on teachers
and students found on the websites of the
courses, thus characterizing information from
the public domain. A double check of the data
was performed through the random selection
of 30 Dentistry schools, in which the three
researchers re-evaluated the e-MEC and the
websites, aiming to verify the standardization of
the collection.
In the rst stage of the research, variables were
collected regarding the general characteristics
of the course, from the e-MEC registry, such
as the name and acronym of the University,
duration of the course in years, type of activity
(activated, deactivated, or not yet started),
geographical location (city, state, and region of
the country where it is located), start date, nature
of the institution (public or private), minimum
workload, availability of annual vacancies, and
shifts in which classes take place.
The second stage deals with the data
collected from the websites of the Dentistry
schools. These include the availability of student
support services (existence of monitoring,
scientic initiation, Tutorial Education Program
- PET, Academic Directory, extension projects,
and possibility of psychological support); the
availability of complaint services (ombudsman
on the college website, ease of access to the
complaint channel, possibility of anonymous
registration or need for identification,
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Dental schools in Brazil and their social, macro-r egional and oral health policy reper cussions
Silveira RM et al.
Dental schools in Brazil and their social, macro-regional and
oral health policy repercussions
presentation of the complaint channel as
telephone, online form, e-mail, in-person,
letter); the existence of preventive materials
about harassment and type of material about
harassment (booklet, video, educational text);
as well as the evaluation of gender disparity
through the total number of male and female
professors and gender of the course coordinator.
The third stage correlates the existence of
dentistry courses with the number of inhabitants
of Brazilian municipalities, with the number
of dental procedures per capita, and with the
Municipal Human Development Index (MDI).
The dental procedures encompassed were
individual ATF per session, scraping smoothing
and polishing (RAP) per sextant, restoration
in posterior permanent tooth, and permanent
tooth exodontia, collected from the Health
Information System for Primary Care (01/2019 to
12/2019). Data regarding the Municipal Human
Development Index and its components (HDI,
education HDI, longevity HDI, income HDI)
were extracted from the Atlas Brazil library.
The population of Brazilian municipalities in
2019 was obtained through estimates generated
by the Brazilian Institute of Geography and
Statistics (Figure 1).
Data analysis
Quantitative variables were evaluated using
measures of central tendency and variability.
And the qualitative variables were evaluated
using absolute and relative frequencies.
Georeferencing
By using the address of the dental schools, it
was possible to perform the georeferencing using
the ArcGis software and create the maps with the
Qgis software, using the variables related to the
course load, availability of annual vacancies, and
character of the institution.
RESULTS
On July 28, 2020, the processing date of the
report made by e-MEC, there were 565 registered
courses of Dentistry. Of these courses, 86.4%
were active, 0.5% inactive, and 13.1% had not
yet started. Regarding the duration of the course,
the vast majority (76.8%) is 5 years long. As for
the geographical distribution, it can be observed
that the largest concentration of courses is in the
Southeast region, which represents more than a
third of the total amount, reaching the percentage
of 36.5%. With regard to the shift of curricular
activities, only 6.9% of the courses take place
exclusively in the evening shift.
The gender distribution among the
coordinators of the dental courses was as follows:
44.2% are women and no record was found
in 6.5% of the colleges (Table I). Although the
great majority has a website (83.2%), many of
them do not have information related to the
faculty, since 63.0% of them do not have this
information available on their websites. More
than half (63.5%) of the courses offer extension
projects as an additional service for students, while
Figure 1 - Data Collection Flowchart.
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Dental schools in Brazil and their social, macro-regional and
oral health policy repercussions
Table I - Description of the Dentistry courses registered in e-MEC in Brazil, 2021
Variables
Course Activity
Active Did not start Inactive
488 (86%) 74 (13,1%) 3 (0.9%)
Course Length
4 years 4.5 years 5 years More than 5 years
105 (18.6%) 22 (3.9%) 434 (76.8%) 4 (0.7%)
Region of the country
South Southeast Midwest North Northeast
90 (15.9%) 206 (36.5%) 63 (11.1%) 48 (8.5%) 158 (28%)
Character Institution
Public Private
60 (10.6%) 505 (89.4%)
Shift
Daytime Evening
526 (93.1%) 39 (6.9%)
Course Coordinator
Woman Man Not Informed
250 (44.2%) 278 (49.3%) 37 (6.5%)
Has a website
Yes Website tab Not found
34 (6%) 470 (83.2%) 61 (10.8%)
Scientific Initiation
Yes
263 (52.2%)
Tutorial Education
Program
Yes
24 (4.8%)
Monitoring scholarship
Yes
98 (19.4%)
Academic directory
Yes
41 (8.%)
Availability of
additional services
Extension Project
Psychological
support
Not Informed Other
275 (48.6%) 85 (15%) 206 (36.4%) 29 (5.2%)
Link to ombudsman
Yes
377 (74.8%)
Accessible link
Yes
264 (52.4%)
The complaint record
Can be anonymous
Needs
identification
Inactive
68 (18%) 300 (79.6%) 9 (2.4%)
Prevention against
harassment
No
449 (89.1%)
Harassment prevention
material
Primer Online text News Other
9 (16.4%) 18 (32.7%) 9 (16.4%) 19 (34.5%)
the presence of psychological support appears in
15.0% of the institutions. There is a link to access
the Ombudsman’s Ofce available in 74.8% of the
registered courses, and 52.4% of them are available
on the main page. However, only 18.3% of them
have anonymous access to the Ombudsman’s
ofce. In addition, 10.9% present some kind of
educational material about harassment, such as
online text (32.7%) and others (34.5%).
In analyzing the characteristics of Dentistry
courses by region (Table II), it is possible to
observe that the Midwest region presents
the highest percentage of private institutions
(91.9%), while the South region presents the
highest percentage of courses offered at public
institutions. It is also in the Central-western
region that there is the lowest percentage of
female course coordinators (25.8%) (Figure 2).
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In Table III it can be seen that the Southeast
region has the oldest average starting year,
dating back to 1998 (sd - 27.72), while the
region with the most recent average starting
date is the Midwest and Northeast regions,
dating back to 2008, with a standard deviation
of 17.04 and 21.8, respectively. The average
minimum course load across regions ranged
from 4240 - dp 320.5 (North) to 4393- dp
562.6 (South). The number of annual openings
reached the highest average in the Southeast
region, with 147.4 (sd 154.8) per course,
followed by the Northeast (147.3 - sd 84.38),
North (139.2 - sd 83.73), Midwest (130.3 sd
64.59), and South (95.2 - sd 37.92) regions.
In relation to the average number of teachers,
the South region had the highest number,
with 35.5 (sd - 30.15) teachers, followed by
the Southeast (33.9 - sd 25.09), Center-West
(29.6 - sd 18.59), Northeast (29.4 - sd 23.37),
and North (24.5 - sd 20.86). The highest average
of female faculty members is also found in the
South, with 17.9 (sd - 15.52) faculty members,
followed by the Southeast (17.6 - sd 13.83),
Northeast (16.8 - sd 13.79),Midwest (15.3- sd
10.63) and North (14 - sd 12.2).
Regarding the Municipal Human
Development Index (IDHM), those places that
have dentistry courses presented better values in
all aspects: IDHM in 2010 and IDHM in 2019 in
its three requirements alone (longevity, education
and income) (Table IV).
Table II - Dentistry Courses by Region, based on eMEC and websites, in 2021
Variables according to national regions South n (%) Southeast n (%) Midwest n (%) North n (%) Northeast n (%)
Character of the institution
Public 11 (12.2) 22 (10.6) 5 (8.1) 5 (10.4) 17 (10.8)
Private 79 (87.8) 185 (89.4) 57 (91.9) 43 (89.6) 141 (89.2)
Gender of Coordinator n (%) n (%) n (%) n (%) n (%)
Woman 38 (42.2) 93 (44.9) 16 (25.8) 24 (50) 79 (50)
Man 47 (52.2) 102 (49.3) 39 (62.9) 22 (45.8) 68 (43)
Not Informed 5 (5.6) 12 (5.8) 7 (11.3) 2 (4.2) 11(7)
Link to the ombudsman
Yes 70 (77.8) 132 (63.8) 40 (64.5) 32 (66.7) 103 (65.2)
Accessible link
Yes 50 (55.6) 90 (43.5) 29 (46.8) 28 (58.3) 67 (42.4)
Prevention against harassment
Yes 15 (16.7) 18 (8.7) 2 (3.2) 10 (20.8) 10 (6.3)
Figure 2 - Dentistry Courses at Private and Public Institutions.
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With the georeferencing it was possible
to visualize some of the results through the
distribution among the different regions of Brazil,
such as the character of the public or private
institutions.
Figure 3 shows the concentration of Dentistry
courses, as well as the availability of annual
openings. The concentration of courses is greater
in the Southeast region, while the greatest
availability of vacancies occurs in the Southeast,
Northeast and North regions, respectively.
DISCUSSION
The National Curricular Guidelines for
Undergraduate Education in Dentistry [4]
provides the necessary competencies and skills
for a dentist, as well as the characteristics that
all courses must have: core content, supervised
internship, end-of-course work, and also
complementary activities. Institutions should,
as stated in Article 8 of Resolution No. CNE/CES
3 of February 19, 2002 [5], create mechanisms to
take advantage of knowledge, such as monitoring
and internship, scientic initiation and extension
programs. Moreover, from the theoretical
point of view, the possibility of performing
extracurricular activities contributes to reduce
the dropout of college students, since they
generate better social integration of the academic
to the environment [6]. It is also noteworthy
that the support for academics guarantees
equal conditions of access, permanence, and
conclusion of studies at the higher education
level [7]. With the results, it can be observed
that the most reported activity on the websites
of the dentistry schools was “extension project,”
which appeared in 63% of the websites, followed
by scientic initiation, reported in just over 50%
of the institutions. The other activities, such
as monitoring, academic directory, academic
Table IV - Relationship of the courses with the number of dental
procedures per capita and IDHM
Variables Average (SD) Median
Individual ATF per sessions per capita in 2019
No course 13.6 (22.2) 6.256
Has course 8.0 (11.36) 4.239
RAP per sextant per capita in 2019
No course 11.89 (16.0) 6.974
Has course 6.868 (8.1) 4.512
Restoration in a permanent posterior tooth per capita in 2019
No course 30.05 (33.04) 20.33
Has course 12.4 (17.48) 7.331
Permanent tooth exodontia per capita in 2019
No course 19.42 (18.06) 14.78
Has course 7.711 (11.01) 4.494
HDHM in 2010
No course 0.6539 (0.07031) 0.659
Has course 0.7344 (0.05955) 0.7445
IDHM Education in 2010
No course 0.5524 (0.09094) 0.553
Has course 0.659 (0.0776) 0.6665
IDHM Longevity in 2010
No course 0.7993 (0.04475) 0.805
Has course 0.8307 (0.03437) 0.837
IDHM Income in 2010
No course 0.637 (0.07865) 0.645
Has course 0.7257 (0.06954) 0.7385
Table III - Characteristics of dental courses and faculty by country region, 2021
Variables South Southeast Center-West North Northeast
Hourly load
average (SD) 4317 (351.4) 4393 (562.6) 4318 (411.7) 4240 (320.5) 4279 (392.5)
median 4200 4182 4066 4110 4180
Annual openings
average (SD) 95.2 (37.9) 147.4 (154.8) 130.3 (64.6) 139.2 (83.7) 147.3 (84.48)
median 90 120 120 100 120
Teachers
mean (SD) 35.5 (30.2) 33.9 (25.1) 29.6 (18.6) 24.5 (20.9) 29.4 (23.47)
median 27 30 30.5 21 19.5
Woman teachers
average (SD) 17.9 (15.5) 17.6 (13.8) 15.3 (10.6) 14 (12.2) 16.8 (13.8)
median 13 16 15.5 11.5 12
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oral health policy repercussions
leagues, and tutorial education program are
reported in less than 10% of the sites.
Still, the Brazilian Association of Dental
Teaching [8] contributes to the improvement
of DCN, bringing some guidelines such as:
denition of the number of vacancies according
to the epidemiological reality of the population
attached to the course and the number of HEIs
that offer a dentistry course in the region;
minimum workload of four thousand hours;
minimum time for completion of the course of ve
years. The data analysis showed that 22.4% of
the courses did not reach the minimum duration
of 5 years. Faced with this panorama, when
looking at the quality indicator that evaluates the
courses, the National Student Performance Exam
(ENADE), it can be observed that of the dentistry
courses that participated in the last exam [9],
40% of them scored 3, 27.7% scored 4, 23.9%
scored 2, and only 6.7% scored 5, the maximum
grade in the exam.
And despite the concern in defining
the number of vacancies according to the
epidemiological reality of the population, the
rapid expansion of Dentistry courses in Brazil,
observed mainly in recent years, together with
the asymmetry in geographic distribution, further
contributes to regional disparities with respect
to the supply of dentists and causes an increase
in the supply of vacancies disproportionate to
the needs of the population [1]. According to
the results of this research, it can be observed
that the Southeast region, besides presenting the
highest concentration of courses, also presents
the highest average of annual vacancies, which
indicates the maintenance of the current trend
in concentrating more professionals in the area
in the Southeast region.
Over the years, the feminization of health
professions has been observed in both developed
and developing countries [3]. The presence of
women is increasing both in clinical practice and
in scientific production. In the area of Health
Sciences there is an increase in the number of
women, and the significant majority of female
doctors work in teaching, a profession traditionally
linked to women [10]. The feminization process
is also observed in Dentistry, a profession that in
past decades was mostly practiced by men [11].
The publication “Current prole and trends of the
Brazilian dentist-surgeon” [12], shows the beginning
of this trend of feminization in Brazil, since in the
age range of 65 to 70 years, only 20% of dental
professionals are women; at the age of 25 years,
70% of dental surgeons are female. These data are
in agreement with Costa, Duraes, and Abreu [11].
With the data collected in this study, it was observed
that only 37% of the dental schools present more
information about the faculty on their websites, and
that in those where the faculty is presented, there is
a similar distribution between men and women; in
the coordination of the courses there is a little more
than 40% of women assuming this position on the
national average, but in some regions, such as the
Midwest reg`ion, there are greater discrepancies,
with only 25% of women in the coordination. Still,
the spaces of greater prominence, as the grids of
congresses and publications aof greater impact
continue having men in their great majority as
protagonists [13]. And although Brazilian women
are more than half of the country’s population,
present higher educational levels and work more
Figure 3 - Dentistry courses by region and distribution of annual openings.
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than men, they have one of the lowest participations
in spaces of power in the world [14]. With this
in mind, the importance of representativeness
is highlighted in order to create more inclusive
environments that are prepared to attend to the
specicities that make up each minority group.
The Ombudsman Ofces are the communica-
tion channel between citizens and the Institutions
and serve as a means to make complaints, sug-
gestions, compliments and denounces. Law No.
13,460 of June 26, 2017 [15] establishes the
Federal Executive Branch Ombudsman System in
federal public administration bodies, such as Pub-
lic Universities. However, there is the problem of
underreporting of reports, among the reasons that
keep victims silent are the need to keep their jobs,
ignorance of laws, lack of another body or person
to turn to, and the need for identication [16].
Data regarding the existence or not of complaint
channels were collected in view of their mandatory
nature, and even so, most regions of the country
present a little more than 60% of the courses with
a link to the ombudsman. The importance of these
channels is made explicit by authors such as Aguilar
and Baek [17], who evaluated the underreporting
of harassment cases in the academic environment
and obtained the result that students are 1.6 times
more likely to not report their experiences when
compared to professors and employees. If the
perpetrator was identied as a faculty member,
respondents were 1.5 times more likely to not
report the incident. In addition, 90% of the per-
petrators were men. The study shows that when
harassment generally occurs through power asym-
metries, i.e., scenarios in which the perpetrator
is in a position of power in relation to the person
being harassed, this makes it even more difcult
to report it. For this reason, we also collected the
existence of materials that address this theme on
the colleges’ websites, and a little more than 10%
of them have some kind of information related to
the theme, such as primers, online texts, courses,
news, and e-books.
The Human Development Index is formed by
three indicators, which are longevity, education,
and income. Longevity allows for the evaluation
of access to quality health care in order to avoid
premature death; education is fundamental for
the construction of autonomy and the expansion
of healthier choices; income, in turn, makes it
possible to expand life opportunities and ensure
access to basic needs such as sanitation and
food. The Municipal Human Development Index
evaluates the same indicators at the municipal
level [18]. According to Casqueiro et al. [19], there
is a positive effect of 3.4% on income per capita
in municipalities that have university campuses,
which can be explained due to the salaries of
employees, as well as investment in works,
spending of students coming from other regions,
in addition to the services that can be inserted
as a result of the campuses, such as restaurants,
bookstores, photocopies, in order to contribute
to the economy of the municipality. Moreover, in
the long term it generates an increase in the level
of education and qualication of the workforce,
ndings that are in line with the present study,
since it has shown a positive impact on the IDHM.
CONCLUSION
With this study, it can be concluded that
private institutions are responsible for offering
almost 90% of all dentistry courses in the country.
In view of the results, it is possible to highlight
the importance of keeping the websites with as
much up-to-date information as possible, so that,
especially students, they can have access to relevant
information for their training. In this sense, it is
recommended the dissemination of data beyond
the extension and scientic initiation actions, and
that include the prevention of harassment.
With regard to national curriculum guidelines,
a quarter of Dentistry courses do not reach the
minimum duration of 5 years and concerns the
concentration of vacancies and, consequently, of
professionals, in the Southeast region.
Finally, this study caught the still low
percentage of course coordination occupied by
women, with emphasis on some regions, such
as the Midwest, where discrepancies are greater,
with only 25% of women in leadership positions.
In the wake of gender discussions and prevention
of harassment in its various forms, the number of
dentistry course websites that address the issues
is very low, providing booklets, online texts,
courses, news and e-books.
Regarding the Municipal Human Development
Index, the locations that have dentistry courses
showed better values, demonstrating the
importance of better planning the availability
of vacancies and the relevance and social
repercussions of dentistry courses, so that this
training can also contribute to the Unied Health
System and all the public policies involved.
9
Braz Dent Sci 2023 Jan/Mar;26 (1): e3752
Silveira RM et al.
Dental schools in Brazil and their social, macro-r egional and oral health policy reper cussions
Silveira RM et al.
Dental schools in Brazil and their social, macro-regional and
oral health policy repercussions
Author’s Contributions
RMS: Conceptualization, Methodology,
Formal Analysis, Investigation, Resources, Data
Curation, Writing, Original Draft Preparation,
Review and Editing. LDM: Conceptualization,
Methodology, Formal Analysis, Investigation,
Resources, Data Curation, Writing, Original
Draft Preparation, Review and Editing. GAB:
Conceptualization, Methodology, Formal Analysis,
Investigation, Resources, Data Curation, Writing,
Original Draft Preparation, Review and Editing.
ABB: Software, Validation, Formal Analysis, Data
Curation. JBH: Writing, Review and Editing.
MN: Conceptualization, Methodology, Writing,
Review and Editing, Visualization, Supervision,
Project Administration.
Conict of Interest
The authors declare that there are no
conicts of interest in this work.
Funding
This research did not receive any specic
grant from funding agencies in the public,
commercial, or not-for-prot sectors.
Regulatory Statement
The study used public and secondary data
and was authorized by the research committee
of the Faculty of Dentistry at UFRGS.
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10
Braz Dent Sci 2023 Jan/Mar;26 (1): e3752
Silveira RM et al.
Dental schools in Brazil and their social, macro-r egional and oral health policy reper cussions
Silveira RM et al.
Dental schools in Brazil and their social, macro-regional and
oral health policy repercussions
Matheus Neves
(Corresponding address)
Universidade Federal do Rio Grande do Sul, Department of Preventive and Social
Dentistry, Porto Alegre, RS, Brazil.
Email: matineves@gmail.com
Date submitted: 2022 Dec 24
Accept submission: 2023 Mar 02
