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Resumen Habiendo detectado la necesidad de actualizar las técnicas docentes empleadas por el profesorado universitario, estamos desarrollando, en colaboración con el Departamento de Ciencias Naturales del Colegio Cristo Rey de Jaén, el proyecto titulado “Transferencia de prácticas docentes de trabajo cooperativo del ámbito pre-universitario a la docencia práctica de asignaturas de Grado y Postgrado en la Universidad de Jaén”, concedido en la Convocatoria de Proyectos de Innovación e Incentivación de las Buenas Prácticas Docentes en la Universidad de Jaén y que implica a cuatro áreas de la Facultad de Ciencias Experimentales. En concreto en el área de Microbiología hemos desarrollado un bloque de prácticas mediante la técnica de Aprendizaje Basado en Problemas y el resto mediante la metodología tradicional de explicación previa del profesor y desarrollo de la práctica. Tanto la motivación del profesorado como de los estudiantes ha mejorado tras la aplicación de esta técnica docente. La adquisición de competencias también ha sido superior en las prácticas desarrolladas con esta metodología, en comparación con las desarrolladas por el método tradicional. Concluimos que esta metodología docente se puede adaptar perfectamente a la enseñanza universitaria, puede facilitar la comprensión del fundamento teórico y la adquisición de competencias en algunas clases prácticas, además de mejorar la motivación tanto del profesorado como de los estudiantes. Abstract Pre-university teachers have probed experience in applying new and innovative teaching methods, so we have been guided by professors from the High School “Cristo Rey Jaén” to develop these techniques in the scope of applicability of a Teaching Innovation Project titled “Transfer of collaborative teaching techniques from pre-university levels to practical classes at the University of Jaén”, that we obtained from this University and that implies the joint effort of four areas of knowledge in the Faculty of Experimental Sciences at the University of Jaén. Problem-Based Learning (PBL), a pedagogical approach and curriculum design methodology often used in higher education, has been used in practical classes in the Microbiology Unit. We have detected higher drive in both, teachers and students in those practical classes conducted with this methodology, when compared to traditional techniques. Proficiency acquired by students was also higher when applying this methodology, so we conclude it can be perfectly transposed to University in order to improve the understanding of the theoretical basis of practical classes, the competence acquisition by students and to increase the motivation of both, teachers and students.

Summary This study aimed to evaluate the antimicrobial and antibiofilm activities of two procyanidins isolated from an ethyl acetate extract of laurel wood against a selection of foodborne pathogens. The analysis of the extract by HPLC–DAD/ESI–MS allowed us to detect the presence of two procyanidins, which were selectively isolated and identified by chromatographic and spectroscopic means as cinnamtannin B-1 (1) and procyanidin B-2 (2). Procyanidins 1 and 2 exhibited two biological activities: inhibition of bacterial growth at high concentrations and prevention of biofilm formation at lower concentrations. Synergistic effect was also detected when both compounds were tested in combination against Listeria monocytogenes. Significant effects were also detected on disruption of preformed biofilm. The ability of procyanidins to inhibit microbial growth and biofilm formation and to synergistically work with each other may stimulate a market as natural food preservatives, and/or natural sanitisers for processing equipment where foodborne pathogens reside.