EVALUATION OF THE TEACHING-LEARNING PROCESS: A TOOL TO CONTEMPLATE COGNITIVE, PSYCHOMOTOR AND AFFECTIVE SKILLS IN DENTISTRY

Abstract

THE EVALUATION OF THE TEACHING-LEARNING PROCESS INVOLVES A SERIES OF ACTIVITIES WITH THE OBJECTIVE OF HIGHLIGHTING MEANINGFUL LEARNING IN A PLANNED AND SYSTEMATIC WAY. FOR THE EVALUATION PROCESS TO BE COHERENT WITH THE OBJECTIVES PROPOSED IN THE PEDAGOGICAL PROJECT OF THE COURSE, THE PROFILE OF THE GRADUATE, THE DESIRED SKILLS AND COMPETENCES AND THE TEACHING METHODOLOGIES, IT MUST HAVE THREE BASIC FUNCTIONS: DIAGNOSTIC, FORMATIVE AND SUMMATIVE TO INCREASE LEARNING AND IMPROVE THE EDUCATIONAL PROCESS. THUS, THE OBJECTIVE OF THIS WORK IS TO ANALYZE HOW THE EVALUATION OF THE TEACHING-LEARNING PROCESS CAN CONTEMPLATE THE THREE FUNCTIONS OF EVALUATION AND THE LEARNING DOMAINS THROUGH AN EXPLORATORY RESEARCH AND A QUALITATIVE APPROACH OF THE SELECTED BIBLIOGRAPHIC SOURCES. IN ADDITION TO THE BASIC FUNCTIONS PERFORMED BY THE EVALUATION PROCESS, IT SHOULD BE NOTED THAT THE ACADEMIC TRAINING MUST ENCOMPASS THE MULTIPLE DOMAINS OF LEARNING (COGNITIVE, PSYCHOMOTOR AND AFFECTIVE), ESPECIALLY IN UNDERGRADUATE COURSES IN THE AREAS OF HEALTH, AND OBTAINING INFORMATION FOR A DECISION MAKING. THE ASSESSMENT OF CLINICAL AND PRACTICAL SKILLS AND ABILITIES IN THE HEALTH AREA BECOMES, THEN, A DIFFICULT TASK TO BE CARRIED OUT USING TRADITIONAL FORMS OF ASSESSMENT SUCH AS ORAL, WRITTEN OR MULTIPLE-CHOICE TESTS, WITH STRUCTURED EXAMS SUCH AS THE OSCE (OBJECTIVE STRUCTURED CLINICAL EXAMINATION) ARE POWERFUL TOOLS FOR THIS PURPOSE. THEREFORE, THE TEACHER MUST USE SEVERAL TECHNIQUES AND VARIED INSTRUMENTS SO THAT HE CAN DIAGNOSE THE BEGINNING, DURING AND END OF THE EVALUATION PROCESS, ENCOMPASS THE BASIC FUNCTIONS OF EVALUATION AND THE MULTIPLE LEARNING DOMAINS, WHERE EACH STUDENT ASSUMES HIS IDENTITY.