The WSLA, a model to learn Physiology in an integrated manner

Abstract

The need to integrate knowledge and skills in higher education has become an essential demand, especially in the biomedical sciences. Establishing integrated programs in medical education is, however, a challenge. Recently, at the European University of Madrid we have opted to tackle a progressive integration, without needing to get to the curricular level, through a new model called WSLA (Work Stations Learning Activities). The WSLA serves to create integrated learning modules that can be applied and adapted to different situations, from master classes to laboratory practices. This new approach was conceived at two different levels: first, we identified potentially integrative units from different fields according to national learning goals established for each preclinical year (national quality agency regulations). Secondly, we implemented a new instrument that combines active methodologies in Work Station Learning Activities (WSLA), using clinical scenarios as a guiding common thread to instruct students from an integrated perspective. We evaluated students’ perception through a Likert-type survey of a total of 118 students enrolled in the first year of the Bachelor’s Degree in Medicine. Students’ perception of WSLA was positive in overall terms. Seventy nine percent of participants stated that WSLA sessions were more useful than nonintegrated activities. Eighty three percent confirmed that the WSLA methodology was effective at integrating concepts covered by different subjects. The WSLA approach is a flexible and scalable instrument for moving towards integrated curricula, and it can be successfully adapted to teach Physiology in preclinical years of Health Science degrees. WSLA can be applied to large groups of students in a variety of contexts or environments using clinical cases as connecting threads.