Modelo pedagógico integrador para la orientación del proceso de aprendizaje del estudiante de Odontología

Abstract

The university learning system is a complex onewith a dynamic structure generated among learners, educators, study objectives and classroom environment. In health sciences, especially in dentistry, there is lack of a learner centered model for learning. For that reason, the present study aimed to propose a learning Integrative pedagogical model for the dentistry student. It was a qualitative, ethnographic research. A purposive sample was selected based on certain criteria. The procedure consisted of: (a) diagnosis of the teaching act in the dentistry classroom which involved information gathering, creation of a Corpus Data and analysis by categorization, structure, and contrasting. (b) Designingan Integrative Pedagogical Model. The results revealed the prevalence of a transmission teaching model in which faculties play a transmitionrole, the contents are just informational, students play a passive, receptive role and the environment is unfavorable for meaningful learning. Their relationship generates a vertical, rigid, hierarchical and individualistic structure. It is concluded the need of an Integrative Pedagogical Model for the learning of dentistry.