Development of affective-motivational learning strategies in Dentistry students through the Morphology-physiology discipline

Abstract

Background: the teaching of learning strategies contributes to achieve a way of thinking that promotes the independent and creative performance of the student.
Objective: to design a didactic strategy aimed to favor the development of affective-motivational learning strategies in Dentistry students through the Morphology-physiology discipline.
Methods: a cross-sectional descriptive observational research work was carried out in the Faculty of dentistry of Camagüey University of Medical Sciences, from September 2016 to June 2017. General theoretical methods were used and among the empirical ones: three questionnaires to students, among them: the self-report Academic motivation and learning strategies and the ACRA-A Learning Strategies Scale.
Results: a diagnosis was made of the current state of the development of affective-motivational learning strategies in first-year Dentistry students, which allowed determining that there are strengths and weaknesses in terms of the investigated problem, from which it was designed a didactic strategy conceived in four stages, each one containing a set of actions to be developed. It was assessed by the criteria of specialists through the method of critical opinion workshops and collective construction.
Conclusions: the specialists consulted considered it adequate for its implementation because it constitutes a valuable instrument to favor the development of affective-motivational learning strategies, which will positively influence the learning process in Morphology-physiology.