Buscando las claves motivacionales para el estudio de la Farmacología: aprendizaje significativo con
Escape Room
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Abstract
En plena era de una transformación digital constante, las estrategias educativas y los nuevos métodos de enseñanza
se han diversificado exponencialmente tanto dentro como fuera de las aulas. El objetivo final y global de la
implementación de nuevas prácticas educativas en el ámbito universitario es favorecer el proceso de
enseñanza–aprendizaje y, por consiguiente, mejorar los resultados académicos. A través de metodologías activas en
el ámbito de la educación, como en nuestra propuesta, la interrelación existente entre gamificación, dopamina y
motivación es un determinante de la atención.
a la atención determinante. Estas metodologías abren nuevos horizontes a la enseñanza y a los métodos de
aprendizaje permitiendo una optimización de esfuerzos para alcanzar las competencias y motivando la participación,
cohesión y liderazgo de las/os estudiantes (Zhang et al., 2018).
En este contexto, queremos acercar a los estudiantes a juegos virtuales en equipos bajo los esquemas de Escape
Room, actividad ampliamente difundida en muchos contextos no educativos dentro de los jóvenes. En su adaptación al
proceso enseñanza-aprendizaje de la Farmacología, se propone la elaboración de “salas de escape” en las que los
estudiantes tienen que superar una serie de pruebas para “escapar” cumpliendo los objetivos requeridos, mediante la
resolución de puzles, enigmas, conectando pistas o abriendo candados con clave, todo ello utilizando los
conocimientos teórico-prácticos relacionados con contenidos de la asignatura de Farmacología y Farmacia y de
Farmacología Clínica y Farmacoterapéutica Veterinaria en una escala de espacio-tiempo limitado. Este método
promueve el desarrollo de habilidades mentales para la solución de enigmas y problemas –de índole farmacológico- de
manera que las/os estudiantes pongan en juego la creatividad y el pensamiento crítico, hecho que incrementa la
motivación de los participantes en las asignaturas de Farmacología cuando los conocimientos teóricos y abstractos ven
una aplicabilidad más real que les permite ser capaces de resolver los retos que se les plantean y proporciona un
sentimiento de control y autonomía. Además, mediante una estrecha colaboración con los profesores, entre los pasos
a seguir, se llevarán a cabo búsquedas de información en páginas web institucionales como el Sistema de Bibliotecas
de la Universidad Complutense de Madrid (UCM), lecturas recomendadas y revistas científicas que puedan aportar
pistas para la resolución de los problemas, además de reforzar el aprendizaje de la asignatura y la utilización de las
fuentes de información disponibles en la Universidad.
Este proyecto surge como una forma de amenizar e innovar el aprendizaje de la Farmacología que tradicionalmente se
caracteriza por la memorización y asimilación de gran cantidad de conceptos complejos y abstractos. Nuestra
comunidad educativa debe sacar provecho de la información disponible en la red y de los nuevos medios relacionados
con la tecnología educativa con el fin de mejorar el rendimiento académico de las/os estudiantes de Farmacología
Veterinaria. La enseñanza de la Farmacología se presta bien al empleo del aprendizaje cooperativo ya que dicha
materia se encuentra en la interfase entre las disciplinas básicas (Anatomía, Fisiología, Biología, Bioquímica...) y las
clínicas (Patología, Cirugía...) de las distintas titulaciones en Ciencias de la Salud (Medicina, Veterinaria, Farmacia...),
permitiendo así una integración de los conocimientos aprendidos en las diferentes asignaturas que cursan. Una forma
de integrar eficazmente los aspectos básicos y clínicos, y facilitar su aprendizaje profundo (cooperativo, interactivo...)
es la elaboración de escenarios-problema (“salas de escape”) que permitan, tras el aprendizaje de los conocimientos
teóricos, el análisis de las múltiples circunstancias reales que condicionan la elección del mejor tratamiento
farmacológico (claves, resolución de acertijos, etc.) en situaciones clínicas relevantes y su enseñanza, de forma que
sean los estudiantes quienes realicen el análisis y su autoaprendizaje.
In an era of constant digital transformation, educational strategies and new teaching methods have diversified exponentially both inside and outside the classroom have diversified exponentially both inside and outside the classroom. The ultimate and overarching goal of the implementation of new educational practices in the university environment is to favour the teaching-learning process and, consequently, to improve academic results. Through active methodologies in the field of education, as in our proposal, the interrelationship between gamification, dopamine and motivation as a determinant of attention. These methodologies open up new horizons in teaching and learning methods, allowing for the learning methods, allowing an optimisation of efforts to achieve competences and motivating participation, cohesion and leadership of learners (Zhang et al., 2018). In this context, we want to bring learners closer to virtual games in teams under the schemes of Escape Room, an activity widely spread in many non-educational contexts among young people. In its adaptation to the Pharmacology teaching-learning process, we propose the development of "escape rooms" in which the students have to overcome a series of students have to overcome a series of tests in order to "escape" by fulfilling the required objectives, by means of the solving puzzles, enigmas, connecting clues or opening padlocks with a key, all using the theoretical and practical knowledge related to the Theoretical and practical knowledge related to the contents of the subject Pharmacology and Pharmacy and Clinical Pharmacology and Pharmacotherapy in a limited space-time scale. This method promotes the development of mental skills for the solution of enigmas and problems - of a pharmacological nature - in such a way that promotes the development of mental skills in solving pharmacological scenarios and problems so that students bring creativity and critical thinking into play, which increases the motivation of subject participants. Motivation of participants in pharmacology subjects, when theoretical and abstract knowledge is given, a more real-world applicability that allows them an applicability that enables them to be able to solve the challenges they face and provides a sense of control and autonomy. In addition, through close collaboration with the teachers, among the steps to be taken will included tools for information searching on institutional websites such as the Library System of the Complutense University of Madrid (UCM), and recommended readings and scientific journals that can provide clues for the resolution of the problems, as well as reinforcing the learning of the subject and the use of the information sources available at the University. This project arises as a way to liven up and innovate the learning of Pharmacology, which is traditionally characterised by the memorisation and assimilation of a large number of complex and abstract concepts. Our educational community must take advantage of the information available on the Internet and new media related to educational technology in order to improve the academic performance of students of Veterinary Pharmacology. The teaching of Pharmacology lends itself well to the use of cooperative learning as the subject is at the interface between the subject of basic disciplines (Anatomy, Physiology, Biology, Biochemistry...) and clinical disciplines (Pathology, Surgery...). (Pathology, Surgery...) of the different degrees in Health Sciences (Medicine, Veterinary Medicine, Pharmacy...), thus allowing an integration of the knowledge learnt in the different subjects they take. A way of effectively integrating basic and clinical aspects, and facilitating deep learning (cooperative, interactive...). The development of problem-scenarios is the elaboration of "escape rooms" (clues, solving puzzles, etc.) which allow, after learning the theoretical master class, the analysis of the multiple real circumstances that conditions the choice of the best pharmacological treatment (keys, solving the pharmacological treatment) in relevant clinical situations, so the students are who carry out the analysis and self-learning.
In an era of constant digital transformation, educational strategies and new teaching methods have diversified exponentially both inside and outside the classroom have diversified exponentially both inside and outside the classroom. The ultimate and overarching goal of the implementation of new educational practices in the university environment is to favour the teaching-learning process and, consequently, to improve academic results. Through active methodologies in the field of education, as in our proposal, the interrelationship between gamification, dopamine and motivation as a determinant of attention. These methodologies open up new horizons in teaching and learning methods, allowing for the learning methods, allowing an optimisation of efforts to achieve competences and motivating participation, cohesion and leadership of learners (Zhang et al., 2018). In this context, we want to bring learners closer to virtual games in teams under the schemes of Escape Room, an activity widely spread in many non-educational contexts among young people. In its adaptation to the Pharmacology teaching-learning process, we propose the development of "escape rooms" in which the students have to overcome a series of students have to overcome a series of tests in order to "escape" by fulfilling the required objectives, by means of the solving puzzles, enigmas, connecting clues or opening padlocks with a key, all using the theoretical and practical knowledge related to the Theoretical and practical knowledge related to the contents of the subject Pharmacology and Pharmacy and Clinical Pharmacology and Pharmacotherapy in a limited space-time scale. This method promotes the development of mental skills for the solution of enigmas and problems - of a pharmacological nature - in such a way that promotes the development of mental skills in solving pharmacological scenarios and problems so that students bring creativity and critical thinking into play, which increases the motivation of subject participants. Motivation of participants in pharmacology subjects, when theoretical and abstract knowledge is given, a more real-world applicability that allows them an applicability that enables them to be able to solve the challenges they face and provides a sense of control and autonomy. In addition, through close collaboration with the teachers, among the steps to be taken will included tools for information searching on institutional websites such as the Library System of the Complutense University of Madrid (UCM), and recommended readings and scientific journals that can provide clues for the resolution of the problems, as well as reinforcing the learning of the subject and the use of the information sources available at the University. This project arises as a way to liven up and innovate the learning of Pharmacology, which is traditionally characterised by the memorisation and assimilation of a large number of complex and abstract concepts. Our educational community must take advantage of the information available on the Internet and new media related to educational technology in order to improve the academic performance of students of Veterinary Pharmacology. The teaching of Pharmacology lends itself well to the use of cooperative learning as the subject is at the interface between the subject of basic disciplines (Anatomy, Physiology, Biology, Biochemistry...) and clinical disciplines (Pathology, Surgery...). (Pathology, Surgery...) of the different degrees in Health Sciences (Medicine, Veterinary Medicine, Pharmacy...), thus allowing an integration of the knowledge learnt in the different subjects they take. A way of effectively integrating basic and clinical aspects, and facilitating deep learning (cooperative, interactive...). The development of problem-scenarios is the elaboration of "escape rooms" (clues, solving puzzles, etc.) which allow, after learning the theoretical master class, the analysis of the multiple real circumstances that conditions the choice of the best pharmacological treatment (keys, solving the pharmacological treatment) in relevant clinical situations, so the students are who carry out the analysis and self-learning.