Introduction:
Diseases of the oral cavity require specific treatments by dental area or specialty. The integral restoration of oral health, in turn, requires multidisciplinary care that includes the interaction of dental specialties, with challenges to its implementation to date. Initially and from the training of future dentists and/or specialists, the multidisciplinary paradigm is still lacking in some dental schools. Sometimes, specialty programs show a gap with the absence of multidisciplinary concepts, which becomes even greater when solving urgent problems specific to each specialty. The lack of multidisciplinary intervention limits the attention of the student to an autonomous construction of multidisciplinary knowledge, which would not allow the solution of problems not only specific to their specialty, but closely related to multidisciplinary integration, resulting in a poor comprehensive care of patients. Multidisciplinarity promotes that the most common treatments of each area can contribute with other dental areas to achieve an integration of treatments that may allow optimal results, derived from the particular perspective of each area and taking into account the opinions of the other areas. Secondly, the lack of multidisciplinary training causes a lack of communication and understanding of graduates with other specialists, for the solution of multidisciplinary treatments. In this context, it is possible for the professor to emphasize critical thinking, which would promote a multidisciplinary approach, especially in programs where the multidisciplinary paradigm is partially or totally absent. The motivation in multidisciplinary topics and their socialization could motivate the collective and autonomous multidisciplinary knowledge construction.

Objective:
To motivate undergraduate orthodontic specialty students to engage with multidisciplinary concepts in dentistry.

Methods:
The methodology used involved the implementation of a group study model in which students were encouraged to engage in critical thinking on multidisciplinary topics. This approach involved the analysis of scientific papers and their subsequent discussion within the group. The study was conducted over the course of a semester and included interactions among the students and between the students and the professor. The results of this initiative were meticulously documented and subjected to thorough analysis.

Results:
Indicated a significant increase in the adoption of multidisciplinary approaches to treatment planning among study participants, with a 70% increase observed compared to controls.

Conclusions:
Critical thinking motivation and socialization of scientific information related to multidisciplinary topics focuses students on multidisciplinary and integral treatments for their patients, independent of poor multidisciplinary curricula.

Keywords: Multidisciplinary motivation, orthodontic specialty, critical thinking and motivation, multidisciplinary dentistry.