Introduction.

Information and communication technologies have expanded the didactic strategies in the Physiology teaching and learning process, among these alternatives are online instructional videos.

Objective.

To evaluate the impact on learning and satisfaction of students of an Undergraduate Program in Medicine, where a digital space for learning Physiology was implemented. It combined short videos (microlearning) and interaction trough gamification of evaluation of their content.

Subjects and methods.

A pre-post prospective longitudinal design was used. A convenience sample of medical students who were taking Functional Effector Systems course (third semester) were invited to participate. Introductory videos of some Physiology topics were made in a short format (microlearning) with pre- and post-assessments that incorporated gamification elements. A survey was carried out at the end of the study to find out perceptions and satisfaction of students regarding the strategy.

Results.

An improvement in self-assessment scores was observed after exposure to the material in most of the topics. The survey showed that the strategy motivated learning, as well as enthusiasm to participate more actively in face-to-face meetings.

Conclusions.

We concluded that combination of elements of various information and communication technologies strategies such as microlearning with video interaction and gamification of self-assessments can favor self-directed learning. as well as motivation.

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