Pragmatists, Theorists’ Students and Tertiary Education Through Active Methodologies

2021 • Volume 15 • Issue 1

Erik Dreyer; Pilar Barahona & Bastián Chávez



New conceptual models for health education emphasize content and context relevance for significant therapeutic interventions. Students should actively be involved in learning. One way to promote this are the active learning methodologies. Students educated by Reverse Classroom (RC) and Problem Based Learning (PBL) exhibit superior professional skills and effective learning. According to Honey-Alonso(H-A), there are four learning styles: Theorists (T) Pragmatists (P) Reflective (R) and Actives (A). The objective was to apply active methodologies in professionals, knowing their learning style, while they are students in a specialty program. The Periodontics program at the Dental School, Universidad de Chile, has a rehabilitation unit (RU). Between 2009 and 2019 the programme had 67 students, 31 agreed to participate signing the consent form. RC and PBL were applied in RU for the following contents: Caries Risk assessment, ferrule, muscle deprogramming, occlusal adjustment, teeth retention and implant site selection. First and last PBL presentations were compared categorizing disciplinary and interdisciplinary contents in contexts. At the same time, the HA questionnaire was applied to all participants. Collected data was analyzed in SPSS v.21 program. For the variables disciplinary, interdisciplinary contents, t test was applied with significance ≤ 0.05. The cohort n=31; 14 women (mean 30 years), 17 men (mean29 years).Basel HA = 20(P) and 11(T). Final H A = 8 (A), 3 (P),17 (R), 3(T). Median for disciplinary contents at basal was 8.1 and final was 13.71, p=0.00. Median for interdisciplinary contents at basal was 2.48 and at final was 13.19, p=0.00.Median differences for disciplinary contents finalbasal = 5.63, for interdisciplinary contents final-basal= 10.71, p=0.00. All students engage actives methodologies, regardless of their learning style significantly increased more interdisciplinary contents in context for clinical decision making.

KEY WORDS: problem-based learning, dental education, content, context.


How to cite this article

DREYER, E.; BARAHONA, P. & CHÁVEZ, B. Pragmatists, theorists’ students and tertiary education through active methodologies. Int. J. Odontostomat. 15(1):152-158, 2021.


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