<?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>0120-971X</journal-id>
<journal-title><![CDATA[CES Odontología]]></journal-title>
<abbrev-journal-title><![CDATA[CES odontol.]]></abbrev-journal-title>
<issn>0120-971X</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES - Facultad de Odontología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-971X2021000100025</article-id>
<article-id pub-id-type="doi">10.21615/cesodon.34.1.3</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Learning styles of ethnic minority students: a matched case-control study in a dental school in Latin America]]></article-title>
<article-title xml:lang="es"><![CDATA[Estilos de aprendizaje en estudiantes de minorías étnicas: un estudio de casos y controles en una facultad de odontología en América Latina]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estilos de aprendizagem de estudantes de minorias étnicas: um estudo caso-controle em uma escola de odontologia da América Latina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[Carlos Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Restrepo]]></surname>
<given-names><![CDATA[Angela María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>25</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-971X2021000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-971X2021000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-971X2021000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction and objective:  Little is known about the learning styles of ethnic minorities in Latin American universities. The objective of this research was to identify the learning styles of the ethnic minorities attending a dental school. Moreover, their grade point averages were explored.  Materials and methods:  A total of 30 ethnic minority students were matched with 30 non-minority students. All the students took a systematized questionnaire to categorize their learning styles.  Results:  A strong association between ethnic minority students and low reflector style was observed in the multivariate model after adjusting for age, sex, and the current semester (OR=11; 95% CI=1.2-99; p=0.03). In addition, a relevant association between minority ethnic group and low theorist style was observed in the multivariate model after controlling for the same variables (OR= 4; 95% CI=1.2-11; p=0.02). Finally, a statistically significant difference was observed in the grade point averages of non-minority and minority groups, with the minority group having the lower averages (p=0.014).  Conclusions:  Ethnic minority students presented lower means for all learning styles compared to the control group. Similarly, their grade point averages were significantly inferior. These findings represent relevant precedents for creating educational strategies to improve the learning of ethnic minority groups in higher education in Latin America.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción y objetivo:  Poco se sabe sobre los estilos de aprendizaje de las minorías étnicas en las universidades latinoamericanas. El objetivo de esta investigación fue identificar los estilos de aprendizaje en las minorías étnicas de una facultad de odontología. Además, se exploró su promedio de calificaciones.  Materiales y métodos:  treinta estudiantes de minorías étnicas se parearon con treinta estudiantes de minorías no étnicas. Todos los estudiantes completaron un cuestionario sistematizado para clasificar sus estilos de aprendizaje.  Resultados:  En el modelo multivariado después de ajustar por las variables edad, sexo y semestre actual, se observó una fuerte asociación entre los estudiantes de minorías étnicas y un nivel bajo en el estilo reflector (OR= 11; 1.2-99, IC 95%; p= 0.03). Igualmente, después de controlar las mismas variables, se encontró una asociación relevante entre el grupo étnico minoritario y un nivel bajo en el estilo teórico (OR= 4; 1.2-11; IC 95%; p = 0.02). Además, se observaron diferencias estadísticamente significativas en el promedio de calificaciones entre los grupos, el cual fue menor en el grupo minoritario (p = 0.014).  Conclusion:  los estudiantes de minorías étnicas presentaron promedios más bajos para todos los estilos de aprendizaje en comparación con el grupo control. Del mismo modo, su promedio de calificaciones fue significativamente inferior. Estos hallazgos representan precedentes relevantes para crear estrategias educativas que favorezcan el aprendizaje de los grupos étnicos minoritarios en la educación superior en América Latina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução e objetivo:  Pouco se sabe sobre os estilos de aprendizagem das minorias étnicas nas universidades latino-americanas. O objetivo desta pesquisa foi identificar os estilos de aprendizagem em minorias étnicas de uma faculdade de odontologia. Além disso, sua média de notas foi explorada.  Materiais e métodos:  Um total de trinta estudantes de minorias étnicas corresponde a trinta estudantes de minorias não étnicas. Todos os alunos preencheram um questionário sistematizado para classificar seus estilos de aprendizagem.  Resultados:  Observou-se forte associação entre os estudantes de minorias étnicas e o baixo estilo reflexivo no modelo multivariado após o ajuste para as variáveis idade, sexo e semestre atuais (OR = 11; 1,2-99, IC95%; p = 0,03) De maneira comparável, foi observada associação relevante entre o grupo étnico minoritário e o baixo estilo teórico no modelo multivariado, após o controle das mesmas variáveis (OR = 4; 1,2-11; IC95%; p = 0,02). Além disso, foram observadas diferenças estatisticamente significantes nas pontuações médias entre os grupos, sendo menor no grupo minoritário (p = 0,014).  Conclusões:  os estudantes das minorias étnicas apresentaram médias mais baixas para todos os estilos de aprendizagem em comparação ao grupo controle. Da mesma forma, a média de notas foi significativamente menor. Esses achados representam precedentes relevantes para a criação de estratégias educacionais que favoreçam a aprendizagem de grupos étnicos minoritários no ensino superior na América Latina.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[dental education]]></kwd>
<kwd lng="en"><![CDATA[learning styles]]></kwd>
<kwd lng="en"><![CDATA[minority groups]]></kwd>
<kwd lng="en"><![CDATA[inequities.]]></kwd>
<kwd lng="es"><![CDATA[educación dental]]></kwd>
<kwd lng="es"><![CDATA[aprendiendo estilos]]></kwd>
<kwd lng="es"><![CDATA[grupos minoritarios]]></kwd>
<kwd lng="es"><![CDATA[inequidades.]]></kwd>
<kwd lng="pt"><![CDATA[educação odontológica]]></kwd>
<kwd lng="pt"><![CDATA[estilos de prendizagem]]></kwd>
<kwd lng="pt"><![CDATA[grupos minoritários]]></kwd>
<kwd lng="pt"><![CDATA[desigualdades.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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