Pedagogical strategies to improve pharmacology learning in students with socioeconomic limitations at the CEDECENTER Training Center

Abstract

Introduction: Pharmacology instruction at the CEDECENTER Training Center (Guayaquil, Ecuador) faces significant challenges due to students' socioeconomic limitations and the digital divide, exacerbated by predominantly lecture-based methodologies. Materials and methods: A mixed-methods study with a descriptive scope and explanatory sequential design was conducted, working with all 20 students in the 2025 cohort (census sampling). A 25-question diagnostic instrument with a Likert scale (five dimensions) was administered, academic records were analyzed, and the proposed methodology was validated through expert review by three specialists. Results: 75% of students reported that financial obligations limit their study time; 65% identified the digital divide as a barrier to learning; 68% indicated the predominance of lecture-based methodologies as an obstacle to deep understanding; and 60% received at least one grade below the passing level. A pedagogical proposal based on the flipped classroom model, structured tutoring, and gamification with free digital resources (Khan Academy, Kahoot, Google Classroom) was designed. Specialists validated the proposal as Excellent in academic relevance and internal coherence, and as Good in operational feasibility. Discussion: The findings confirm that financial stress and the digital divide act as cumulative barriers that reduce the cognitive capacity available for learning, requiring contextualized interventions that integrate socio-affective dimensions. Conclusions: Low-cost, active learning strategies, contextualized to the socioeconomic profile of students, constitute a viable alternative for improving Pharmacology learning in vulnerable technical populations.