https://hdl.handle.net/10481/49130 Mon, 06 Apr 2026 17:58:46 GMT 2026-04-06T17:58:46Z https://hdl.handle.net/10481/104929 Memoria final PID: Elaboración de casos clínicos por el alumnado como estrategia para mejorar su preparación para afrontar la Evaluación Clínica Objetiva Estructurada (ECOE) Gómez-Guzmán, Manuel; Sánchez-Polo, Manuel; Zarzuelo Romero, María José; Fernández Varón, Emilio; Duarte Pérez, Juan; Gálvez Peralta, Julio; Sánchez-Santos, Manuel; Rodríguez-Nogales, Alba; González-Pérez, Raquel; Toral-Jiménez, Marta; Rodríguez-Cabezas, María Elena; Rodríguez-Gómez, Isabel María; González-Correa, Cristina; Moleón-Moya, Javier; Valverde-Meríno, María Isabel; Miñano-Meneres, Sofía; Fuentes-Senise, Carlos Resumen (español): Esta memoria recoge el desarrollo y evaluación del Proyecto de Innovación Docente PID-24-61, centrado en la elaboración de estaciones ECOE por parte del alumnado del Grado en Farmacia de la Universidad de Granada. A través de metodologías activas como el Aprendizaje Basado en Artefactos y la coevaluación entre iguales, los estudiantes diseñaron y representaron casos clínicos simulados con fines formativos. El proyecto ha demostrado un impacto positivo en la comprensión de competencias clínicas, la preparación para la ECOE oficial y la implicación del alumnado. Los materiales generados se ponen a disposición de la comunidad educativa como recurso abierto. Abstract (English): This report presents the development and evaluation of the Teaching Innovation Project PID-24-61, focused on the design of OSCE stations by undergraduate Pharmacy students at the University of Granada. Using active learning strategies such as Artifact-Based Learning and peer assessment, students created and enacted simulated clinical cases for training purposes. The project showed a positive impact on the understanding of clinical competencies, preparation for the official OSCE, and student engagement. All materials produced are shared as open-access resources for the wider academic community. https://hdl.handle.net/10481/104929 https://hdl.handle.net/10481/94256 Instrucciones para la realización del Herbario Virtual Sánchez Santos, Manuel; Gómez Guzmán, Manuel; Rodríguez Cabezas, María Elena; González Pérez, Raquel; Nieto López, Francisco Rafael; Rodríguez Nogales, Alba; Utrilla Navarro, Pilar; González Cano, Rafael; Merino Rosario, Enrique; Benítez Cruz, Guillermo; Quesada Ochoa, Carmen Se recogen las instrucciones detalladas para poder elaborar y entregar adecuadamente el Herbario virtual para las asignaturas de Farmacognosia y Fitoterapia, del Grado de Farmacia, y Nutracéuticos y fitoterapia, del Grado de nutrición humana y dietética, de la UGR. Detailed instructions are provided for the proper creation and delivery of the Virtual Herbarium for the subjects of Pharmacognosy and Phytotherapy, of the Degree in Pharmacy, and Nutraceuticals and Phytotherapy, of the Degree in Human Nutrition and Dietetics, of the UGR. https://hdl.handle.net/10481/94256 https://hdl.handle.net/10481/94131 Memoria Proyecto de Innovacion Docente. Aproximación a la integración de software de realización audiovisual, edición de video y emisión en vivo en la docencia del departamento de Farmacología Rodríguez Nogales, Alba https://hdl.handle.net/10481/94131 https://hdl.handle.net/10481/93821 Dispensación de anticonceptivos hormonales y anticoncepción postcoital Gómez Guzmán, Manuel; Ruiz-Utrera, P.; Hurtado Moya, María Luisa; García-Delgado, Pilar El capítulo 17 del libro "Dispensación de medicamentos", titulado "Dispensación de anticonceptivos hormonales y anticoncepción postcoital", aborda de manera exhaustiva la dispensación de anticonceptivos hormonales incluyendo tanto los combinados como los que contienen solo progestágenos. Se analiza la composición y el mecanismo de acción de estos anticonceptivos, su eficacia, indicaciones, contraindicaciones y los perfiles de las usuarias según diferentes etapas de la vida como el posparto, la lactancia, la adolescencia y la menopausia. El capítulo también cubre la anticoncepción postcoital o de emergencia proporcionando información detallada sobre su uso. Además, se incluyen consideraciones sobre las interacciones medicamentosas, efectos secundarios y precauciones a tener en cuenta al dispensar estos medicamentos. Finalmente, se aborda la importancia de una adecuada comunicación entre el farmacéutico y la paciente especialmente en grupos vulnerables como las adolescentes para garantizar un uso seguro y eficaz de los anticonceptivos.; Chapter 17 of the book "Dispensing of Medications," titled "Dispensing of Hormonal Contraceptives and Postcoital Contraception," provides a comprehensive overview of the dispensing of hormonal contraceptives, including both combined methods and those containing only progestogens. The chapter analyzes the composition and mechanisms of action of these contraceptives, their efficacy, indications, contraindications, and the profiles of users across different life stages such as postpartum, lactation, adolescence, and menopause. The chapter also covers postcoital or emergency contraception, offering detailed information on its usage. Additionally, it includes considerations regarding drug interactions, side effects, and precautions to be taken when dispensing these medications. Finally, the chapter emphasizes the importance of effective communication between pharmacists and patients, particularly in vulnerable groups such as adolescents, to ensure the safe and effective use of contraceptives. https://hdl.handle.net/10481/93821 https://hdl.handle.net/10481/93817 Gender-based differences in gamification and mobile learning Piquer Martínez, Celia; Valverde Merino, María Isabel; Gómez Guzmán, Manuel; Zarzuelo Romero, María José Gender differences in motivation and response to gamification elements suggest that men may be more receptive and motivated by game-like features compared to women. However, women showed a higher favorability toward mobile apps in terms of perceived usability. The effectiveness of mobile apps as a teaching tool may depend on various factors, including subject matter, type of app used, and individual student's learning styles. The gamification elements used in our app might have a stronger appeal to male students than to female students. Given these findings, tailoring gamification tools to the target audience by considering gender-specific preferences is essential for optimizing user engagement. The educational method employing a mobile application appears to be beneficial, but the evidence suggests that a combined approach, utilizing both traditional methods and the mobile application, may be the most advisable course of action. In addition to exploring gender differences, future research needs to investigate the long-term impact of gamification on student learning outcomes and retention. While short-term improvements in performance are evident, assessing whether these gains persist over time and contribute to enhanced knowledge retention and transferability of skills is crucial. Longitudinal studies that track students over an extended period will be invaluable in determining the durability and long-term benefits of incorporating gamification in educational interventions. Moreover, future research should explore the specific aspects of gamification that are most effective for different genders, aiming to create more inclusive and effective educational strategies. https://hdl.handle.net/10481/93817