Introduction

Holistic evaluation for stomatological clinical competencies can be a good tool to identify breaks between instructional objectives and your teaching method.

Objective

Propose a holistic evaluation design as an evaluative research of formative, ecological, naturalistic type, integrator for clinical competencies of the stomatologist.

Method

In an educational, experimental, prospective, comparative study, the scope of a holistic evaluation using eight indicators was analyzed with mixed methods. The sample was organized by groups (n = 4), students (n = 72), teachers (n = 35) as interest groups involved in the teaching process. It was conducted with ethnographic observation and in-depth interview in the student groups and a validated questionnaire (Cronbach's Alpha = .8660) applied to clinical teaching staff.

Results

The groups evaluated holistically increased the treatments (Ts = 8.38, p = 0.001), the group average was similar (Ts = .235, p = 10) Relationship treated patients-daily clinical time (4 Hours ICC = 0.586, p = .01) Teacher update = 8.5%. The syntagmatic analysis of the students that revealed insufficient time, teacher conflict, evasion of responsibilities, expectations about grades was performed.

The analysis showed inconsistencies between school administration-organization, inadequate teaching profiles, and insufficient / doubtful income. He explained the critical path of learning clinical skills, teachers do not know / confuse the objectives of the clinical courses and the evaluation process.

Conclusions

The proposal is effective for the achievement of learning clinical skills. The mixed type methodology allows a better interpretation of the phenomenon and facilitates decision making