Introduction.

The current context demands to incorporate the management of catastrophe situations in medical education. The original experience utilizing active teaching methodologies in a new course of emergencies and disasters in the medical undergraduate formation is presented.

Subjects and methods.

The course's didactic plan was designed incorporating the use of collaborative work methodologies (case development, team based learning, role play), use of information and communication technologies, field visit and simulations. For each teaching activity, material and corresponding evaluation guidelines were developed. The course was evaluated with the students' qualifications, their degree of satisfaction and their comments. Additionally, an analysis of strengths and weaknesses was carried out by the teaching team; considering an improvement plan.

Results.

The course qualifications (scale 1 to 7; n = 58) were highly acceptable (average: 6.1; range: 5.7-6.5). A high degree of satisfaction was observed with the teaching strategies used (valuations between 85-95%). In the opinion of the students, the learning objectives were achieved between 88% (teamwork) and 93% (conceptualization and application).

Conclusion.

The use of active methodologies motivates and favors learning, resulting in high qualifications and student's satisfaction, as well as a good perception of usefulness regarding their future professional development.

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