In the last decades, a university classroom has evolved into an active learning and a more student-centered environment in which the student learns through proactive work rather than as a passive receptor (7, 17). Several advantages of active learning have been observed, such as promoting a more inclusive classroom, improving students’ argumentation, and enhanced student satisfaction and motivation, among others (7, 9, 14). Therefore, making lectures as interactive as possible and creating environments that facilitate learning are important objectives for the medicine and physiology teacher (9, 22).
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