Introduction.

Simulation allows to improve communication skills and practices. The most widely used in dental schools is static type 1, phantoms which promote procedural skills and occur in late stages for the training and acquisition of clinical reasoning than expected. In Chile, during the basic training of the race there are no instances for those first-year students to interact with patients or real situations prior to the last cycle of teaching.

Subjects and methods.

Selected students of the subject ‘Basic Clinical Integration Cycle I', belonging to the first year. The study group was composed of 23 students and the control group of 21 students. Interventions to the experimental group were: Honey-Alonso Test, to categorize learning styles; active methodologies (haptic simulator, problems-based learning and visits to the USS health center), and MSLQ survey (Motivated Strategies for Learning Questionnaire).

Results.

Most of the students are reflexive. Of the MSLQ survey it was found that, in motivation scale, the subcomponents intrinsic orientation (p = 0.012), value of task (p = 0.000), control of beliefs (p = 0.043) and self-efficacy (p = 0.044) showed significant differences between the two groups; extrinsic orientation (p = 0.94) and anxiety (p = 0.92) showed no significant differences.

Conclusions.

The development of subcomponents of motivation such as intrinsic orientation, self-efficacy, task value, belief control were increased following the use of high technology methodological strategies such as haptic simulators.

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