METHODOLOGICAL STRATEGIES FOR THE ACQUISITION OF COMPETENCES IN ANALYTICAL CHEMISTRY LABORATORY CLASSES

The European Higher Education Area establishes a change in the methodological approach of the teaching-learning process based on competences, with the student as the protagonist of this new scenario. In this context, it is necessary to design and explore innovative methods that facilitate the acquisition of student’s competences and design evaluation processes that demonstrate the correct acquisition. Teachers of the Faculty of Pharmacy of the Complutense University of Madrid (UCM) are involved during the present course in a Research Project for the Innovation and Improvement of Teaching Quality, funded by the UCM. This project, entitled: “Methodological strategies for the acquisition of competences in practical teaching of analytical chemistry. Evaluation by quality indicators”, has as main objective the development of innovative methodological strategies for improving the laboratory practice of the students of “Analytical Chemistry II” of Pharmacy Degree. These strategies are focused in assisting students’ learning and transforming the laboratory practices in an attractive and dynamic experience for teachers and students. With this aim, a wide range of complementary and innovative teaching materials were designed. Competences that students should acquire at laboratory classes include aspects related to the analytical fundamentals and processes, and also issues related to equipment maintenance and calibration, written as technical instructions. To accomplish these goals in the most attractive and successful way, several supporting media were employed: audiovisual (presentations and videos, available in the virtual campus), posters and printed information (both available in the classroom). The effectiveness of this novel, extensive and comprehensive methodology that we have designed was evaluated with quality indicators. Also, the obtained data will be used to develop preventive and corrective actions to achieve continuous improvement of teaching.