Abstract:

Introduction:
During this academic course, and coinciding with the world’s pandemic originated by COVID-19, teachers have taken an adapted learning and assessing model due to the occurring circumstances. Therefore, we have opted for an autonomous study model through the elaboration of online clinical scenarios.
Students have elaborated a series of clinical scenarios autonomously, were they had to reflect the theoretical and practical content from the subject Pathology and Therapeutic Approach of the Respiratory and Cardiovascular Systems, based on given premises, instructions, and criteria previously given by professors in charge.

We understand that, given the situation, it has emerged an opportunity to employ new methodological strategies that seek as a primary objective to enhance student’s autonomy, in a way that they could demonstrate their ability to integrate planned objectives.

Objective:
- To elaborate clinical scenarios using theoretical content previously seen in class.
- To guide students to the acquisition and integration of theoretical knowledge
through an active methodology and updating in teaching.

Materials and methods:
Group work has been chosen, with a total of 5 students. Of the 20 total topics of the course, each group had to work in depth on one topic of the respiratory block and one topic of the cardiovascular block. Bearing in mind similarities and differences derived from the rest of pathologies.
The task has been composed of three different parts.
In the first part the students have completed a series of obligatory fields corresponding to the concept, physiopathology, symptoms, diagnosis and treatment. This serves as a basis for the second part of the task.

This second phase has been characterized by the development and elaboration of a fictitious clinical case referring to the assigned topics. Students had the freedom to decide the level of severity of the patient, with the exception that it should include relevant and specific data regarding the clinical history, diagnosis and treatment.
Special importance has been given to the consideration of relevant aspects referring to the differential diagnosis with other cardiorespiratory pathologies that may generate confusion.

Finally, in order to justify the treatment of the clinical case prepared by the students, they have been asked to search for articles with current scientific evidence that make reference to the treatment and the patient profile chosen by the students.

Results:
The result has been positive, getting the students involved. The task has been evaluated thanks to a section where the structure and presentation of the task, the search for related articles, the content and the differential diagnosis have been taken into account.
The degree of satisfaction and usefulness in learning has been measured by means of a satisfaction survey, where most of the students express the following conclusions regarding the change in the theoretical framework of the subject.
- The performance of the tasks has been more motivating for them than the classical teaching.
- The elaboration of the tasks has served them for a better understanding, learning and differential study of the different diseases of the respiratory and cardiovascular systems with respect to their clinical, diagnostic and medical treatment.
- And the degree of general satisfaction with the proposed tasks is positive.

Keywords:

Active learning, clinical case, respiratory disease, cardiovascular disease.