Objective:

This article aims at reviewing the process of Dentistry professional emotional education history, particularly the emotional regulation of students at the beginning of clinical practice.

Methods:

The methods used at the theoretical level were the historical-logical, the synthetic analytical and the inductive-deductive, and at the empirical level, the analysis of documents. Result: The study of the historical development of the Stomatology student's emotional education process, with emphasis on emotional regulation competence in clinical practice, as a form of education at work. For its analysis, indicators and stages were taken into consideration based on the theoretical systematization carried out by the authors.

Conclusion:

The findings reveals the existing theoretical and methodological shortcomings in relation to the treatment of emotional education, specifically the emotional regulation of Stomatology students at the beginning of clinical practice.

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