Abstract:

Introduction
Concern about the implications of educational changes generated by the process of European convergence has led in recent years to encourage new learning perspectives. Within this point, and justified by the above, different centers use what are known as discussion groups among students.

Objectives
-To present the methodology of focus groups as a resource for teaching innovation.
-To know, a priori, the criteria that according to the students should be established for the classification of the activity and to compare them with those identified by teachers.
-To establish a scoring methodology based on teacher-pupil consensus.
-To know the final opinion of students and their satisfaction when using this solution compared to the classic methodology of teaching.
-To analyze the advantages and problems, according to the students, that are presented by this type of activity.

Material and methods
The aim is to set up two groups of students, confronted around a basic idea derived from a case study, and related to the objectives of a theme. The methodology requires that the teacher works as a manager of knowledge, promoting debate, regardless of the merits. This activity is for students to be able to find resources that reinforce a specific assumption, related to health sciences.
The activity was organized for a total of 16 students in two groups. Initially, after explaining the activity, the evaluation criteria were established following a 3-phase schedule. To achieve the objectives an ad hoc survey was set out structured in 2 blocks.

Results
-Having analyzed the most relevant results, by consensus among teachers and students, the score was finally established.
-As for the results on the opinion of pupils and their degree of satisfaction, compared with the classical approach, both highlighted the overall assessment as good-very good, calling it inspirational in acquiring skills and learning.
-As for the benefits-problems, the only downside found was the influence on the final grade of both the students´ ability to express themselves and the speaking skills necessary to defend a position, and also the effort to document themselves and integrate accurate information with knowledge taught in classroom teaching.

Conclusions
This methodology facilitates the acquisition of skills of reasoning and justification, facilitating interaction and discussion of ideas related to classroom teaching.

References:
[1] Goodwin, J. (2003). Students' perspectives on debate Exercises in content area classes. Communication Education. 52 (2). 157-163.
[2] Bradshaw, M., Lowenstein A. Innovative Teaching Strategies in Nursing & Health Related Professions, 5th Ed 2011. Jones and Bartlett Publishers.