Este artículo tiene la finalidad de valorar la percepción de los estudiantes en la implementación de metodologías activas para la enseñanza en Odontología Legal y Forense, desde su propia perspectiva. Se realizó un estudio de metodología mixta, tomando en cuenta 57 estudiantes que participaron en este curso y 5 informantes claves de años anteriores. La parte cualitativa se desarrolló mediante entrevistas a profundidad y análisis interpretativo reduccionista y la parte cuantitativa de tipo descriptivo. Resultados: Los estudiantes tuvieron una valoración positiva del desarrollo del componente con actividades prácticas y fue valorada como “Buena”; las expectativas al inicio del componente fueron altas y al finalizar fueron satisfechas valorado como “Bueno”. El abordaje cualitativo mostró un cambio en las expectativas iniciales y finales respecto a la metodología emple...

This article aims to assess student’s perception in the implementation of active methodologies for teaching on Legal and Forensic Dentistry, from their own perspective. A mixed methodology study was carried out, considering 57 students who participated in this course and 5 key informants from previous years. The qualitative approach was developed through in-depth interviews and reductionist interpretative analysis and a descriptive study. Results: The students had a positive evaluation for course development with practical activities and it was valued as "Good"; expectations at the beginning were high and were satisfied at the end of course, valued as "Good". The qualitative approach showed a change in expectations regarding the methodology used in previous years.

This article aims to assess student’s perception in the implementation of active methodologies for teaching on Legal and Forensic Dentistry, from their own perspective. A mixed methodology study was carried out, considering 57 students who participated in this course and 5 key informants from previous years. The qualitative approach was developed through in-depth interviews and reductionist interpretative analysis and a descriptive study. Results: The students had a positive evaluation for course development with practical activities and it was valued as "Good"; expectations at the beginning were high and were satisfied at the end of course, valued as "Good". The qualitative approach showed a change in expectations regarding the methodology used in previous years.