Abstract:

University Schools of Pharmacy face the challenge of transforming education in depth in order to train undergraduates for pursuing their future profession as healthcare professionals, which are closer to patients, experts in drugs and able to exert a preventive work regarding many pathologies.

A correct information from the pharmacist can help in the diagnosis and treatment, preventing future complications, strengthening the patient's awareness and contributing to their health training to achieve healthy life habits. Basic sciences for health care, as it is Physiology, are essential for building the knowledge of a pharmacist.

In order to develop these competences students must participate actively and build their own learning process in the acquisition of knowledge. In this context, the teachers´s role should not be reduced to be a mere transmitter of knowledge, but also should be a guide and facilitator of learning. Such role is of special relevance in view of the low participation and motivation of the students in the classroom. Therefore, in order to increase motivation, help reasoning and autonomy, allow active learning, provide useful and practical information related to the subject, promote team work, creativity and social skills, we propose different strategies to favor the learning ecology through technological adaptation of Human Physiology contents. Such strategies will be implemented in UGR PRADO2 teaching platform and will bridge the formal and informal learning processes as a continuum along the academic year timeline. The technological effort will be focused on preparing different materials, resources, questionnaires and guidance related to any of the organs and systems covered by the study of Human Physiology. SPOCs (Small Private Online Courses) as courses on materials and complementary activities will also be offered. The students should access to the materials and resources and then solve the differents questionnaires and team work activities. This will continously evaluate the adquisition of competences. Such formal learning strategies will be reinforced by informal learning activities in which the tools that the students are given make learning accessible in every day life and in the future and bridges the gap between higher education and life.

Once the learning material is technologically adapted, our goal will be to offer this material in english language to participate as Physiology lectures in the international networks of the University of Granada.

Keywords:

Learning ecology, Physiology, continuous assessment, learning platform, ITCs.