Introduction:

traditional medicine and advanced knowledge in Cognitive Psychology and Pedagogy have triggered transformations in the Teaching- Learning processes, inside Medical College. This process shows the student as the maker of his own knowledge and potentialities.

Objective:

to identify students attitudes with a pedagogical intervention, through Disaster Medicine Teaching -Learning process.

Method:

an interventional study in Teaching-Learning process inside the Medical University of Holguín was carried out, from 2014 to 2015 lecture. To measure students´ attitude, Likert scale was used and validated by experts, with α-Cronbach of 0,747). This scale was self-administered to two groups: Experimental Group, in which some conceptual maps were used as a pedagogical tool to represent knowledge and Control Group without teaching tools.

Results:

students´ attitude in the Experimental Group towards Disaster Medicine Teaching-Learning process was favorable; meanwhile Control Group presented an indecisive attitude.

Conclusions:

conceptual maps during Teaching-Learning process favored different and positive attitudes through learning.

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