Introducing active methodologies in a basic subject: Veterinary Pharmacology

In recent years changes in higher education, as a result of convergence to European Higher Education Area, are pointing towards a more active learning by the students and also towards a teachers’ new role. This new role involves providing to the students the conditions for learning and accompanying them through the learning process. This paper presents the adaptation process since 2003 to the new context in a basic Subject of the Veterinary Degree: Pharmacology. During this period, problem-based learning and Aronson’s jigsaw have been introduced to acquire specific competencies in Therapeutics and in Pharmaceutical Forms respectively, furthermore of other transversal competencies offered by these methodologies. Students’ self-assessment and teamwork students’ peer assessment have been also included. Moreover other experiences have been developed, including coordination with another subject, General Pathology, to solve common problems and clinical cases, and to prepare materials about pharmacological research in infectious and parasitic processes. In general, these new experiences have been highly valuated by all stakeholders: students and faculty.