Abstract:

Introduction:
Since the creation of the European Higher Education Area as a result of the Bologna Agreements, the development of methodologies based on active learning has been promoted with an educational model based on the work of students and the motivation is seen as a key feature.
Multiple point-of-view approaches using different learning patterns (visual, auditory, reading and writing or kinaesthetic) are known to giving useful tools among novel students of basic subjects in biomedical degrees to overcome learning barriers such as lack of motivation or low participation during the lessons.
In this context, we have designed PAGARAMI tool as a new game-based learning activity that, in the style of a TV quiz, mixes four teaching dynamics with the aim to increase active participation and meaningful learning.

Methodology:
The PAGARAMI consists in a two-phase game. Phase 1: Race. All students are randomized in teams and must to response correctly trial cards from 4 different modalities;
1. Question & Answer (quiz),
2. Jeopardy (Professor give the answer and students ask the question),
3. Post-it (The answer must to put on a panel/model) and
4. Search and Found (the solution is located in a model or object).
All students who have solved a total of 16 cards (4 of each modality) correctly within the stipulated time (60 minutes) will obtain 8 points. The two faster teams advance to the Phase 2, The Final. 4 questions, which summarized concepts of the Phase 1, are proposed alternatively to each finalist teams. The difficulty and extension of any question is increasing gradually. In case a final teams fails, the audience (no finalist teams) can solve the question and win extra points. The better finalist get 2 points and the runner-up team, 1 point. The total points get by each team in both phases are the final score of the game.

Results:
PAGARAMI has demonstrated its versatility and adaptability in different subjects and topics such as anatomy (Locomotor system), physiology (Endocrine system) and biochemistry (Krebs´ cycle). In the last three years more than 1600 university and high school students and 8 professors have participated in different biomedical degrees (879 in Medicine, 640 in Nursery, 80 in Pharmacy, 72 in Physiotherapy and 55 in Health emergency technician).
Professors from all of these degrees have perceived, subjectively, a high motivation from most of the students. In addition, due to the competitive aspect of the activity, all team members are actively involved in solving tasks. Moreover, most of them ask the professors to repeat the activity more frequently. This perception has led the teachers to repeat the activity in the following years from its implementation 3 years ago to the current course. The improvement and optimization of the dynamics has allowed that PAGARAMI can be used as an active methodology for study a specific topic or as evaluation method applying minimal changes.

Conclusions:
This methodology has shown a great acceptance among the students since it is very entertaining and dynamic. Professors, consider PAGARAMI an extraordinary opportunity to detect serious learning failures or concepts acquired erroneously by students in masterclass. Furthermore, it provides the possibility of making immediate feedback during tasks or global review at the end of the activity. Additionally, it shows the student the importance and the added value of individual previous work for acquiring meaningful learning.

Keywords:

Education Research, Innovation, gamification, game-based learning (GBL), multidisciplinary, integration, education tools, medical education, meaningful learning.