<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9339</journal-id>
<journal-title><![CDATA[Odontoestomatología]]></journal-title>
<abbrev-journal-title><![CDATA[Odontoestomatología]]></abbrev-journal-title>
<issn>1688-9339</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Odontología - Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93392023000101324</article-id>
<article-id pub-id-type="doi">10.22592/ode2023n41e324</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción del ambiente educacional después del cambio curricular en la carrera de odontología de la Universidad de Antofagasta en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Percepção do ambiente educacional após a mudança curricular na carreira de odontologia na Universidade de Antofagasta no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrer-Valdivia]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garrido-Urrutia]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antofagasta Facultad de Medicina y Odontología Departamento de Odontología]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>41</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93392023000101324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93392023000101324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93392023000101324&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En el año 2019, se implementó un cambio en la malla curricular de la carrera de odontología en la Universidad de Antofagasta en Chile. El objetivo de este estudio fue analizar la percepción del ambiente educacional en estudiantes de primer año que cursaron la nueva malla curricular de la carrera de odontología de la Universidad de Antofagasta, en 2019.  Métodos:  Estudio cuantitativo, observacional, descriptivo, transversal, implementado al finalizar el primer año de implementación de la nueva malla curricular de la carrera de odontología de la Universidad de Antofagasta en 2019. Se aplicó el cuestionario DREEM validado en español, para determinar la percepción del ambiente educacional de estos estudiantes. Para el análisis estadístico, se utilizó STATA 14.0 ®.  Resultados:  53 estudiantes completaron el cuestionario (79,1%). El puntaje promedio del cuestionario DREEM completo fue 129,56 (DS 18,94), lo cual indica un ambiente educacional más positivo que negativo. No se encontró diferencias estadísticamente significativas por sexo, tanto en el cuestionario completo, como en las subescalas de este. Se encontraron preguntas con puntajes que indican áreas percibidas como problemáticas por los estudiantes, las cuales se relacionan al rol del docente (enseñanza con demasiado énfasis en los detalles y percepción de los docentes como autoritarios) y al manejo del estrés en los estudiantes (percepción de que el estrés por los estudios es mayor al disfrute de los mismos, que están muy cansados para disfrutar los estudios y desconocen o creen que no existen sistemas de apoyo en la universidad para los estudiantes que sufren estrés).  Conclusión:  El ambiente educacional del primer año con la nueva malla curricular de la carrera de odontología de la Universidad de Antofagasta es percibido, en su mayoría, como más positivo que negativo. Se identificaron áreas específicas para mejorar en esta transición curricular, las cuales se relacionan al rol del docente y al manejo del estrés en los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumo  Introdução:  Em 2019, foi implementada uma mudança no currículo da carreira de odontologia da Universidade de Antofagasta no Chile. O objetivo deste estudo foi analisar a percepção do ambiente educacional em alunos do primeiro ano que cursaram o novo currículo da carreira de odontologia na Universidade de Antofagasta, em 2019.  Métodos:  Estudo quantitativo, observacional, descritivo, transversal, implementado no final do primeiro ano de implementação do novo currículo da carreira de odontologia na Universidade de Antofagasta em 2019. O questionário DREEM validado foi aplicado em espanhol, para determinar a percepção do ambiente educacional desses alunos. Para análise estatística, foi utilizado o STATA 14.0 ® .  Resultados:  53 alunos responderam ao questionário (79,1%). A pontuação média do questionário DREEM completo foi de 129,56 (DP 18,94), o que indica um ambiente educacional mais positivo do que negativo. Não foram encontradas diferenças estatisticamente significativas por sexo, tanto no questionário completo quanto em suas subescalas. Foram encontradas cinco questões com pontuações que indicam áreas percebidas como problemáticas pelos alunos, que estão relacionadas ao papel do professor (ensino com muita ênfase nos detalhes e percepção dos professores como autoritários) e gestão do estresse nos alunos (percepção de que o estresse do estudar é maior do que o prazer, que estão cansados &#8203;&#8203;demais para aproveitar os estudos e não sabem ou acreditam que não existem sistemas de apoio na universidade para estudantes que sofrem de estresse).  Conclusão:  O ambiente educacional do primeiro ano com o novo currículo da carreira de odontologia da Universidade de Antofagasta é percebido, em sua maioria, como mais positivo do que negativo. Foram identificadas áreas específicas de melhoria nesta transição curricular, que estão relacionadas com o papel do professor e a gestão do stress nos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación en odontología]]></kwd>
<kwd lng="es"><![CDATA[Percepción, Ambiente social, estudiantes de odontología]]></kwd>
<kwd lng="en"><![CDATA[Educação em odontologia]]></kwd>
<kwd lng="en"><![CDATA[Percepção, ambiente social, estudantes de odontologia]]></kwd>
</kwd-group>
</article-meta>
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