Transformando la enseñanza en el Grado de Fisioterapiauna experiencia de aprendizaje basado en problemas en un trabajo tutelado en la asignatura de Fisiología Humana

Abstract

The unified assessment of generic and specific competencies is crucial in the Bologna Plan of the European Higher Education Area. Within this framework, a system of continuous assessment has been developed, combining personalized learning monitoring with increased student involvement. The final exam carries significant weight in the overall grade, necessitating the inclusion of assessable activities during classes. At the University of Alcala, during Human Physiology within the Physiotherapy degree program, a problem-based learning experience was introduced as part of continuous assessment. Next, various sessions were conducted in which students, working in groups, tackled real clinical cases and applied the knowledge acquired during lectures, seminars, and laboratory practices to solve questions related with underlying physiological mechanisms. This methodology encouraged active, collaborative learning and the development of deductive reasoning skills, preparing students for future careers as physiotherapists. This activity was assessed using rubrics, allowing for a more objective and transparent evaluation. Students were motivated and engaged in solving the questions regarding the clinical cases, and a positive correlation was observed between performance in problem-based learning and the final course grade.