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Foundation: the learning styles and approaches allow us to know how the student faces this process and the way in which they process the information that must be assimilated.Objective: to identify the learning styles and approaches used by Dentistry students and their relationship with academic performance in the Pharmacology discipline.Methods: a descriptive-cross-sectional study, with a qualitative-quantitative approach, carried out from November 2021 to January 2022. The non-probabilistic sample consisted of 28 students (90.3%) in the second year of the Dentistry course taught at the Havana Dentistry Faculty. Two instruments were applied to the participants: the Honey and Alonso questionnaire on learning styles and the Approaches and Inventory of Student Study Skills questionnaire. The dimensions of academic performance were excellent, good, and regular.Results: the very high/high preference predominated in the theoretical style (67.86%) and the moderate preference in the reflective style (67.86%). A significant relationship was found between the number of very high/high preference learning styles and academic performance (p=0.044), and between the reflective style and academic performance (p=0.024). Also, a significant relationship was found between academic performance and the strategic learning approach (p=0.008) and the preference for the transmission of information (p=0.028).Conclusions: there are learning styles and approaches among students that are related to academic performance in Pharmacology; Aspects that should be considered for the improvement of the teaching process of this discipline in Dentistry are shown.

Introduction: With the growing of population aging, the dental practice requires the adequate knowledge to identify and treat patients with increasingly frequent systemic diseases, which may require the use of drugs capable of interacting with the pharmacological treatment of their underlying diseases. The literature reflects this relationship in a fragmented manner and lacking a systemic approach.Objective: To identify the drugs used in risk patients undergoing surgery and describe their repercussion during dental treatment.Material and Method: A bibliographic review was carried out. Scientific articles, specialists´ theses, Master´s and PhD degrees among other references were consulted, mainly the ones obtained from the search carried out in Google during the last 5 years.Results: The generalities, dental management and drug interactions between the diseases studied (diabetes mellitus, arterial hypertension and heart disease) were addressed, as well as the situations that require antibiotic prophylaxis.Conclusions: The surgical risk patients studied use drugs that produce important interactions with drugs such as NSAIDs, local anesthetics and glucocorticoids that are usually used in dental treatments. There are also systemic diseases in which antibiotic prophylaxis must be taken into account before performing certain dental procedures.Keywords: Surgical risk, systemic diseases, drugs used in dental treatments, antibiotic prophylaxis.

Introducción: La vida universitaria supone un cambio fundamental en el desarrollo del ser humano que puede influir en su estilo de vida y, a su vez, este puede repercutir en el rendimiento académico. Objetivo: Determinar la relación entre el estilo de vida y el rendimiento académico en Farmacología de los estudiantes de Estomatología del curso 2018-2019 de la Facultad de Estomatología de La Habana. Material y Método: Estudio descriptivo de los estudiantes del cuarto semestre de la carrera de Estomatología. Se aplicó un cuestionario de estilo de vida integrado por 20 items y 5 criterios de respuestas, y su interpretación se realizó por la sumatoria de las respuestas de cada ítems. El rendimiento académico en Farmacología se correspondió con la nota final en la asignatura. La relación entre las variables estilo de vida y rendimiento académico se determinó mediante prueba de Chi Cuadrado con un alfa de 0.05. Resultados: El estilo de vida fue adecuado en 51,76 % de los estudiantes. Los resultados académicos en Farmacología fueron de excelente 37,64 %, bien 42,35 % y regular 20,01 %. No se encontró relación significativa entre estilo de vida y rendimiento académico en Farmacología. Sin embargo, se encontró relación estadisticamente significativa entre el rendimiento académico en la asignatura con los ítems donde se indagó sobre el ejercicio físico y la respuesta emocional. Conclusiones: La actividad física y la reacción emocional del estudiante influyen en su desarrollo académico y se deben interpretar de forma integradora para perfeccionar el proceso docente en el contexto universitario.