Background:

in the current context of higher medical education, it is necessary to develop a participatory evaluation methodology in the various practical-clinical teaching scenarios of the training process that allows overcoming the traditional forms that have historically been based on the identification of knowledge and skills.

Objective:

to propose an instrument to evaluate the students` learning in the education at work of the Comprehensive Attention to the Population subject, that is taught in the fifth year of the Stomatology career.

Methods:

pedagogical research developed at the Cienfuegos University of Medical Sciences. Theoretical methods were used: analytical-synthetic and inductive-deductive and empirical: documentary analysis, interviews with teachers of the subject and participatory techniques. The proposed instrument was evaluated according to the criteria of specialists.

Results:

a rubric was made in correspondence with the system of main skills to be mastered declared in the program of the subject. For each nucleus, a score was established according to the level of execution or its domain. It allows hetero-evaluation, co-evaluation and self-evaluation, by providing the student with the possibility of recognizing their progress, achievements and difficulties, analyzing their individual and group situation in said educational process and developing a critical and reflective attitude about their educational process.

Conclusions:

the rubric is, undoubtedly, one of the instruments with the greatest potential for learning, it enables the evaluation of the objectives` degree of fulfillment.

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