Background:

didactic guides in higher education are a learning resource that optimizes the development of the teaching-learning process due to its relevance by allowing the autonomy and cognitive independence of the student.

Objective:

to assess the effectiveness of the implementation of didactic guides for two topics of General Pharmacology, from the perspective of the actors of the teaching process.

Methods:

a descriptive research with a qualitative approach was carried out at the Villa Clara University of Medical Sciences, from September 2018 to February 2019. Theoretical methods were used: analysis-synthesis and induction-deduction; and empirical ones: documentary review, survey in the form of a questionnaire to teachers and criteria of specialists for the evaluation of the designed product.

Results:

the elaboration of the didactic guides constituted a challenge to achieve teaching tasks appropriate to the needs of the students' training. The design used was accepted by the specialists and with its implementation, most of the students and teachers considered its use beneficial, the marks significantly increased in respect to the exams of the previous year, and facilitated the autonomy of the students’ learning.

Conclusions:

the use of the didactic guides in General Pharmacology was valued as positive due to its demonstrated effectiveness; It was a useful experience subject to improvement by the actors of the teaching process.

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