Examples

Below is an example of the application of the Experiential learning methodology in a higher-level vocational training course (VET) in Clinical and Biomedical Laboratory. In this case, it is proposed to work cooperatively in groups of 4-5 students and the activity has been designed to carry out in 4 sessions. It is only a proposal and is completely flexible. Each teacher could easily adapt it to its subject and its group of students. In this case the experience includes an experimental part in the laboratory, this is one of the options to carry out experiential learning, but it is not necessary. It could also be carried out through a case study, or propose a role-playing activity, etc. Any experience that occurs to us in which students can connect the knowledge studied with real situations is a viable option.

1. Complete the activity proposed by the teacher. In this case, the study topic is  Physiopathology of the Circulatory System. After some very basic notions to remember the functioning of the cardiac cycle, the task asked to our students is that they design and carry out a laboratory practice to study the anatomy of the heart, as well as possible pathologies that can be detected visually. They must also relate the anatomy of the heart to its physiology. For this purpose they will use animal hearts. They must assume the role of the teacher, and produce as a final output a document that includes a complete laboratory protocol, including a more theoretical final section that relates the anatomy with the physiology of the heart, based on the conclusions drawn from the experience developed. In this case, the exercise includes an experimental part in the laboratory and a role-playing exercise. This phase will be carried out in two sessions:
   1. A first session of research, planning and compiling the necessary material, and designing the lab protocol. The students will have to be in charge of obtaining the hearts in the butcher shop, to have them available for the next session.
   2. A second session to carry out the dissection and examination of the heart in the laboratory, as well as to prepare the final report.
2. Students should reflect on what they have done. Students will share their experience with the rest of the class.They will exchange impressions about  how they have approached the task and what problems have arisen. It is important to compare the differences between the protocols carried out by each group and the results. This part will take place during the first part of session 3.
3. Deeper reflection on the results. During the second part of session 3, each group must carry out a more in-depth analysis of what they have learned, both in terms of the practical part of the experience, and the contextualization within the topic of the circulatory system. Students can answer questions like, What does the anatomy of the heart tell me about its physiology? Each group should prepare a short report with their conclusions.
4. Establish the importance of what has been learned. Fourth session will be dedicated to reflect about what they have learnt, fierst at individual level, and then, students will share their ideas with the rest of the class. Some questions that can help this reflection would be, What type of pathologies can be detected from an anatomical examination of the heart? What have I learned about how laboratory work is carried out? Is good planning important? What variables can affect the result of our work in the laboratory? This section will take place during the first part of session 4.
5. Apply what you have learned. In the second part of session 4, once again students will work in groups. At this point of the exercise, students should be able to apply what they have learned in a general context. Here, each group will have to complete two tasks:
   1. On the one hand, they will have to elaborate some kind of raw manual about which would be the steps that a laboratory technician would have to follow if he was commissioned to design a practical protocol to perform an organ dissection, such as a heart or a kidney, for anatomical and pathological analyses. In this case, the students assume the role of teachers who would teach other laboratory technicians how to carry out their work. The report could include some sections such as how to choose the most suitable animal for the study and what characteristics the organ must have to serve us for our objective, how to prepare and preserve the tissue, how we can anticipate possible problems that may arise and be prepared for those scenarios, etc.
   2. The second exercise will be to repeat the first part of the activity but with a different organ, for example a kidney, this is, to design a dissection protocol for the anatomopathological study of the kidney, where the students must incorporate everything they have learned with the activity.
   3. These two activities will be used to evaluate students´ learning, using rubrics and achievement indicators.