RESUMEN
INTRODUCTION: The prevention and long-term success of the treatment of periodontal diseases depend on patient compliance with oral health; thus, there is a need to alert and motivate them to control the disease. Clinical simulation emerges as a useful teaching strategy in the development of these clinical skills since it allows the replication of real situations interactively using a simulator or role-play. AIM: This study aimed to evaluate clinical simulation as a learning methodology in Periodontology, through students' perceptions. MATERIALS AND METHODS: A quantitative and descriptive study was developed with 51 students of an undergraduate dentistry degree. Data collection was done through a voluntary, anonymous and confidential survey. Students were asked to express their level of agreement with 27 items using a Likert scale ranging from 1 to 5. Statistical analysis included measures of central tendency, measures of dispersion, variability and frequency distribution. RESULTS: Students believe that clinical simulation contributes to an active participation of learners in their learning process, promoting the development of skills such as communication, priority management and decision-making. They also mention that debriefing is an essential moment of this process, in which the consolidation of knowledge and the structuring of thought are promoted. CONCLUSION: Students make a positive evaluation of clinical simulation, perceiving it as an effective learning methodology.