Objectives: 

The present work shows the methodologies developed to engage students and enhance their learning in Physiology. These activities were designed to reduce the number of passive lectures with a move to a more active learning environment that helps students developing competencies built from integrated knowledge, skills and attitudes.

Materials: 

66 medical students were enrolled in the course of cardiovascular, respiratory and digestive Physiology. Different active methodologies were integrated in the classroom, as problem-based learning, digital board, and the realization of conceptual maps with C-maps Tools and their co-assessment through Evalcomix. Other activities like forums, glossaries and quizzes were integrated in a course management system as Moodle. The faculty and students, through Likert questionnaires, evaluated all the activities of this innovation.

Results: 

The class attendance was higher when compared with the traditional lecture method of instruction. Finally, only six students failed the course, two of them were the only ones who had given up the continued assessment and preferred a unique final exam. From the 64 students that followed all the activities, a majority of students indicated a positive reaction to the innovation and identified specific aspects they appreciated. Students were satisfied with all teaching methods and their organization in Moodle, showing preference for quizzes, and problem-based learning. Practical demonstrations were also found to be useful.

Conclusions: 

The conclusions drawn after this experience encourage teachers to improve future courses and continue with these methodologies to supplement the existing teaching and learning process.

Funded by the PESUZ_11_5_446 teaching innovation project of the University of Zaragoza