Introduction:

The new paradigms of the teaching-learning process and the higher education quality assurance criteria in Chile encourage universities and undergraduate programs to adopt institutional educational models that promote student-centered learning and the use of strategies didactic that ensure the significance of learning.

Aim:

To evaluate the didactic strategy of dramatization carried out by the second year students of the Medicine career of the University of Antofagasta in the subject of Sociology.

Subjects and methods:

Cross-sectional quantitative study, whose sample was 42 students (out of a total of 48) of the subject of Sociology of the Medicine career at the University of Antofagasta, who answered the evaluation questionnaire of the didactic strategy of dramatization used for the approach of the unit of learning IV of the subject. Mixed response scales were used.

Results:

The results are concentrated in the response categories that refer agreement (‘totally agree’ and ‘agree’), especially when asked about the work dynamics of the group.

Conclusion:

The didactic strategy of dramatization enhances student-centered learning. On the other hand, it allows to demonstrate practical aspects of the doctor-patient relationship, revealing dimensions of being and knowing how to do.

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