Martín Alguacil, María NievesAvedillo Cea, Luis Javier2024-10-112024-10-112024Nieves Martín Alguacil, Luis Javier Avedillo (2024) Student-Centered Active Learning Improves Performance in Solving Higher-Level Cognitive Questions in Health Sciences. Education Int. Med. Educ., 3, 346-362. https://doi.org/10.3390/ime303002610.3390/ime3030026https://hdl.handle.net/20.500.14352/108896Student-centered active learning (SCAL) shifts the focus from the teacher to the student. Implementing SCAL requires the development of new forms of assessment beyond memorization and comprehension. This paper aims to demonstrate the effectiveness of SCAL by analyzing student performance at different cognitive levels. In flipped classrooms, students completed tasks with varying cognitive demands. The tests measured knowledge (level 1), comprehension (level 2), application (level 3) and analysis (level 4). This approach to assessment assesses not only the acquisition of content, but also skills that are critical to a health science student’s future career. The results of expository learning were compared with student-centered collaborative learning in the Anatomy and Embryology I course over three academic years. Student opinions were collected through 326 anonymous Wooclap® (Version: 2019101500) surveys. No differences in performance were found for low-cognitive-level questions. However, SCAL significantly improved performance on higher-cognitive-level questions that required problem solving and application of knowledge. Despite the benefits of SCAL, it requires more effort from both teachers and students. The current assessment system at Universidad Complutense, which measures teaching quality primarily in terms of student satisfaction, tends to penalize efforts to innovate. Many students are attracted to passive learning techniques because they provide a clear and structured path to success. This approach, which focuses on memorizing information for exams, provides a sense of security. Teachers need to have a strong belief in the effectiveness of SCAL methods to persist in their implementation.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/journal article2813-141Xhttp://doi.org/10.3390/ime3030026https://www.mdpi.com/2956248 http://doi.org/open accessAnatomy teachingEAEVE European Association of Establishments for Veterinary EducationESGFlipped classroomTeaching assessmentHealth sciences educationCiencias Biomédicas32 Ciencias Médicas