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Knowing which teaching methods students value the most is important, as it directly affects the quality of learning. This paper analyzes which teaching methods are most commonly used in the Medicine Degree at a Spanish university, as perceived by both professors and students. It further explores the students’ assessments of these methods and the relationship between these assessments and the methods’ frequencies of use. The participants were 36 professors and 150 students. Professors completed the Teaching and Assessment Methodology of University Faculty Questionnaire (TAMUFQ), while students were administered a specially designed questionnaire. The questionnaire defined twelve teaching methods, and students were asked to provide their personal assessment and the frequency of use for each method based on their experiences. Professors reported adhering to a traditional style of teaching and assessment. According to the students, the most commonly used method was the lecture, although their assessments of lectures were significantly lower than the frequency with which that method was being used. Regarding the eleven remaining methods, the prospective doctors’ assessments were significantly higher than the methods’ degree of use. The main conclusion is that, while students did not negatively assess lectures, they considered them to be overused. This may mean that the potential of other teaching methods is being missed.

Un déficit de la inhibición por Prepulso (IPP) de la respuesta de sobresalto es considerado un endofenotipo de la esquizofrenia. El estrés es un factor precipitante de este trastorno y puede alterar los niveles de IPP de los sujetos. El objetivo de este estudio fue comprobar las consecuencias a largo plazo que un estrés repetido provoca en la IPP de los sujetos según su nivel basal, sea alto o bajo. Ratones OF1 (57 machos, 59 hembras) fueron categorizados como altos o bajos según su nivel de IPP. Posteriormente, fueron sometidos a estrés (0, 30 ó 60 minutos de inmovilidad en cuatro sesiones cada 72 horas). Transcurridas 3 semanas, fueron evaluados de nuevo sus niveles de IPP. Los resultados muestran que las diferencias significativas entre los sujetos con alta y baja IPP se mantienen en la sesión post-estrés (p

The antibiotic anisomycin inhibits protein synthesis, which much research has suggested is required for the formation of long-term memory. The present work studied the effects of acute subcutaneous administration of anisomycin on the consolidation of memory in an inhibitory avoidance task in CD1 mice of both sexes. The animals were separated by sex and randomly distributed into three groups: two groups were injected with 150 mg/kg anisomycin, one immediately after the training phase and the other 24 h later, while the control group received saline. The interval between training and test was four days. Anisomycin administrated immediately after training produced statistically significant impairment of memory, which was not observed when the drug was administered 24 h after training. No sex differences were observed in the effects of anisomycin. These results extend to female mice the memory impairing effects of anisomycin previously observed in males and endorse the hypothesis that the establishment of long-term memory depends on protein synthesis shortly after training.