Innovación docente en farmacologíarelato de nuestra experiencia en el aprendizaje basado en artefactos (ABA)

Resumen

Pioneering the approach of student-focused education, educators constantly grapple with the task of weaving in cutting-edge, interactive, fluid, and frequently artistic teaching techniques where students take center stage in the process of learning, instead of merely being passive receivers of knowledge. In this context, encouraging students to create their own learning resources can augment their educational experience, invigorating their engagement, diligence, and enthusiasm. The main objectives of the teaching strategy carried out in recent years in one of our elective subjects are to promote students’ autonomous work, facilitate the learning of Pharmacology, and encourage collaborative work among our students. For this purpose, this educational innovation proposal consists of using an adaptation and blend of Problem-Based Learning (PBL) and Project-Based Learning (PjBL), so that students work on objectives proposed by themselves in coordination with the teaching staff and then present them through a mini-project we have called artifacts. The advantages of implementing this methodology, in contrast to a traditional approach reliant on conventional lectures, include heightened student engagement throughout the entirety of the course. Students attend and participate actively in all classes, continually interact with peers and faculty, and learn to critically seek out information from reliable bibliographic sources.