| Summary: | Objective: the objective of this study was to evaluate the portfolio as an instrument of the teaching-learning process, under the perception of undergraduate students in Dentistry in clinical and theoretical subjects. Material and Methods: the was a cross-sectional study, with a quantitative approach, using a structured questionnaire. The data collection was developed in 2015 and 2016 and occurred in the dependencies of an undergraduate course in Dentistry, with a final sample of 169 participants (96% of the population). Results: it was possible to notice that 71.4% of the students did not have difficulties to make the portfolio, 78% said that their use improved their learning, 66.1% of the students would use it if they were teachers, and for 84.4% of them the portfolio is excellent, great or good as a teaching-learning method. Conclusion: it can be concluded that the portfolio is an effective teaching-learning method and has a good acceptance by the students, being able to be used in theoretical and practical courses of Dentistry.
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