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The goal of the present study was to evaluate the effectiveness of the active video-class methodology in the teaching-learning process, ascertaining the understanding, clarity and absorption through a pre structured questionnaire. The sample consisted of 35 students, who were enrolled in the fixed prosthesis discipline, between the age of 19 and 31 years old. A videotape with provisional crown content was applied to the sample and, after a pre-structured questionnaire with 5 questions with objective and subjective questions related to the class. In the results obtained two people did not miss any of the questions, corresponding to 5.7% of the total number of students. Meanwhile, 57.1% of the students erred only one question in that they are equivalent to 20 students of the sample, 34.3% did not answer right two questions of the questionnaire, in the total of twelve people and finally 2,9% missed 3 questions, represented by only 1 person. It was evidenced that most of the questions students achieved success above 80%. The use of videoconference as an active teaching methodology in the academic environment has shown satisfactory results when applied in the classroom as an aid material, since most of the students have had success in most of the questions with the use this tool. The active methodologies can be a satisfactory alternative in the teaching-learning process to assist the teacher in the classroom, and its use can yield good results in the training of health professionals.Keywords: Audiovisual Aids. Educational Technology. Learning.ResumoO objetivo do presente trabalho foi avaliar a eficacia da metodologia ativa video-aula aplicada aos alunos de odontologia de uma instituicao de ensino superior no processo de ensino aprendizagem, averiguando o entendimento, clareza e absorcao, atraves de um questionario preestruturado. A amostra constou de 35 alunos devidamente matriculados na disciplina de protese fixa, com idades que variavam entre 19 a 31 anos. Foi administrado uma video-aula com conteudo de coroas provisoria e logo apos responderam um questionario pre estruturado com 5 perguntas com questoes objetivas e subjetivas relacionadas a aula. Nos resultados obtidos duas pessoas nao erraram nenhuma das questoes, correspondendo 5,7% do total de alunos. Ja 57,1% dos alunos erraram apenas uma questao no que equivalem 20 alunos da amostra, 34,3% nao acertaram duas questoes do questionario, no total de 12 pessoas e por fim 2,9% erraram 3 questoes, representado por apenas 1 pessoa. Ficou evidenciado que a maioria das questoes os alunos obtiveram exitos acima de 80%. O emprego da video-aula como uma metodologia ativa de ensino, no ambiente academico, mostrou resultados satisfatorios ao ser aplicada em sala de aula como material de auxilio, visto que a maioria dos alunos tiveram exitos na maior parte das questoes com a utilizacao desta ferramenta. As metodologias ativas podem ser uma alternativa  satisfatoria no processo de ensino- aprendizagem para auxiliar o professor em sala de aula, e sua utilizacao pode render bons resultados na formacao de profissionais da saude.Palavras-chave: Recursos Audiovisuais. Tecnologia Educacional. Aprendizagem.

Active Teaching Methodology Applied in the Training of Undergraduate Dental Students: Use of Video-Lesson