M. Sánchez-Paniagua López1, I. Mateos-Aparicio Cediel2, B. López-Ruiz1, M. Molina Santos3, C. Rueda Rodriguez1, R. Rodrigo1, A. Redondo Cuenca2, M.P. Sevilla Sierra1, M.D. Tenorio Sanz2

1Departamento de Química en Ciencias Farmacéuticas, Facultad de Farmacia, Universidad Complutense de Madrid (SPAIN)
2Departamento de Nutrición y Ciencia de los Alimentos, Facultad de Farmacia, Universidad Complutense de Madrid (SPAIN)
3Departamento de Química Orgánica I, Facultad Óptica y Optometría. Universidad Complutense de Madrid (SPAIN)
The Spanish Organic Law 4/2007 of 12 April on Universities specifies that positive measures for action will be established to ensure the full and effective participation of the students with functional diversity as members of university. Moreover, it will be necessary to promote actions to encourage that means, support and resources to make sure the real and effective equality. In this sense, and within the actions of the project “Innova-Docencia nº 5” from Complutense University of Madrid, Professors of different areas as Chemistry, Analytical Chemistry, Physico-Chemistry and Food Science, have designed methodological strategies to facilitate the learning of students focusing especially in those students with functional diversity, allowing their integration and participation in their learning process. The developed tools, such as audiovisual media (video, PowerPoint, poster, YouTube channel etc.) were implanted in the course 2017/1018 in the compulsory subject “Bromatology” in Pharmacy Degree, and in the rest of the subjects will be implemented in the next academic year 2018/2019.

An important objective to consider the implementation of the methodological strategies is monitoring the student satisfaction. This allows an evaluation to improve the effectiveness and efficiency in the students learning. Higher education surveys can be used to reveal that student satisfaction. In this case, a questionnaire, with 10 items, according to a 5-point Likert scale was performed. These surveys are anonymous and cover general opinion and particular view of the designed tools. The items best valued were: i) “I consider it useful to have the didactic materials in the virtual campus prior to the laboratory practices” and ii) “it would seem appropriate the introduction of this type of methodologies in the practices of other subjects” with a score of 4.4 ±0.3 And 4.5 ±0.4, respectively.