Introduction:

The development of interdisciplinary relationships with Pharmacology in the teaching/learning process in Dentistry constitutes a challenge for teaching groups. Investigating student perceptions of these relationships is necessary, taking into account that this constitutes an indicator of quality, relevance, and equity in Medical Education.

Objective:

To assess student perception of the interdisciplinary relationships with Pharmacology in the teaching/learning process of the clinical subjects of the Main Integrative Discipline in Dentistry.

Material and Methods:

A cross-sectional descriptive observational study was conducted in the Faculty of Dentistry at the University of Medical Sciences of Santiago de Cuba between November and December 2020. The sample was made up of 82 third, fourth and fifth year students. The variables analyzed included student opinion and student perception. A questionnaire containing seven items and three alternative responses (always, sometimes and never ) was also applied. Percentage was used as a summary measure.

Results:

The student opinion of interdisciplinary relationships with Pharmacology through the didactic components showed a predominance of the response alternative "sometimes" in five items; the expected proportion of favorable student perception was 15.8%.

Conclusions:

The student perception of interdisciplinary relationships with Pharmacology is valued as unfavorable, which points to the need to carry out didactic actions to favor the aforementioned relationships in order to improve the teaching/learning process.

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