Abstract:

Since the European Higher Education Area (EHEA) was launched along with the Bologna Process in 2010, many changes have been made to improve the design of curricula and teaching programs. In this new scenario, the instructor´s role has significantly changed. Nowadays, instructors must supervise and guide the learning skills and knowledge built by their students.

We present in this work an innovate teaching experience performed in the Management, Planning, Legislation and Deontology assignment of the Pharmacy degree. We applied in small 3-students teams different kinds of active methodologies such as the guided problem solving, the audience response systems or the Aronson puzzle to work on different learning objectives of the subject related to the management of purchases of medicines and the evaluation of the offers of both drug dispensing laboratories and stores.

The activities developed during the course were evaluated by both group-formative evaluation and by individual-group summative evaluation. At the end of the evaluation period of the activity we collected anonymously the opinion of the students, and results reflected, in general, the acceptance and support of the methodology applied. Additionally, highly satisfactory results were obtained when the activities were evaluated. Therefore, and considering this positive experience, we can conclude that these kinds of methodologies can be really helpful, not only because they helped the student to work in a more autonomous and team way the different competences of the subject, but also because they had a positive impact on the results of the learning achieved.

Keywords:

Autonomous Learning, Degree in Pharmacy, Active Methodologies, Medication Management.