Loving doubt in dental education

Abstract

Dental practice cannot be considered a mere direct application of theory; rather, it must be seen as a complex, uncertain and changing scenario where interactions take place. These interactions are worthy of being observed, related, contrasted, questioned and reformulated, since they can be considered spaces and processes that generate new knowledge.1 Constant interaction between theory and practice constitutes a creative and dynamic loop, which expands knowledge and transforms reality by transforming the subject who knows and acts as a consequence of his own interaction with reality. This is directly related to clinical practice guidelines, which must be considered an adjuvant in the attention granted to the patient. Nevertheless, these guidelines cannot be considered an accretion of norms which must be followed to the letter