Introduction:

Approach to epidemics/pandemics must be carried out from transversal teaching that involves complete thinking.

Objective:

To assess different pedagogical tools for active meaningful learning in the classroom.

Methods:

Case study (n= 10), without a control group, carried out in the context of an international seminar. A survey of perceptions and beliefs during pandemics was used by means of the didactic strategy to observe, reflect and apply through cinema and other elements to support learning.

Results:

The professors supported the use of cinema in the classroom during the methodological proposal, as well as the instruments used for learning and teaching dynamics in epidemiological situations. Likewise, there was an improvement of the pedagogical process, the analysis of phenomena from the local perspective, the ability to objectify situations that promote complex thinking, and the use of interdisciplinarity in the classroom.

Conclusions:

The incorporation of the pandemic cinema genre, accompanied by the observation-relation-application strategy, the use of a perceptions and beliefs questionnaire, as well as other elements, improves the teaching-learning process, favors the approach to complex thinking problems, and improves empathy between professors and students in the classroom.

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