“…From various studies analyzed ( García Valcárcel, 1993 ; Alonso and Méndez, 1999 ; Kember and Kwan, 2000 ; Biggs, 2005 ; Monereo and Pozo, 2006 ; Kember, 2009 ; Attard et al, 2010 ; Hynes, 2017 ; Gómez and Gil, 2018 ; Cabral and Duarte, 2019 ; Dominguez et al, 2019 ; Zamora-Polo and Sánchez-Martín, 2019 ), we confirm continued use of the traditional model – also called the knowledge transmission or teacher-centered model, which focuses on the teacher, transmission of information, and expository style, but also a greater presence of the model that focuses on student learning, also called learning facilitation, the constructivist model, student-centered learning model or learning paradigm ( Kolb, 1976 ; Imbernón and Medina, 2006 ; León and Crisol, 2011 ). The two orientations coexist in teaching methodology, understood here as different modes of organization, methodological focus, and evaluations system that stress the reproduction of knowledge and the role of methodology in the construction and/or transformation of knowledge ( Samuelowicz and Bain, 2002 ).…”