Abstract:

In the last years there has been an important change in teaching methodology. The teaching centred on the autonomous activity of the student has gained relevance. It has been demonstrated that the use of active learning methodologies have been very useful to convert the teaching process into activities that encourage active student participation and lead to learning.

The flipped classroom and problem-solving learning are very appropriate methods for teaching in the medical degree. In this sense, two years ago we implemented a teaching innovation project to encourage the active participation of the students, being our objective to evaluate the impact on the motivation of students to attend class, as well as the perception of the usefulness of these methods to improve learning.

To evaluate our hypothesis, the format of the subject was gradually modified. Classic master classes were replaced by problem-based learning through guided clinical case, as well as the creation of online teaching material available to students from the beginning of the course in the virtual classroom. The development of the class was totally different, based on the discussion by the students of the different theoretical aspects, based on the presentation of a clinical case guide. After the end of the classes, a survey was carried out in which a high degree of satisfaction with the new teaching methodology was observed.
Our conclusion is that learning based on problem solving through the flipped classroom is a method with great acceptance by students, being perceived as a more appropriate method for learning medicine. Furthermore, this method leads to a significant increase in the number of students who attend class.

Keywords:

Active methodology, flipped classroom, e-learning, problem-based learning, clinical case.