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The interaction within the social environment allows for knowledge to be created according to each of the actors involved in the learning process. The everyday experience of the student and the presence of the teacher are the two most important factors that make it possible for learning to be more significant. We want to study in depth this theoretical aspect of scientific learning, so that this one is, if it is possible, more significant. Behind each person that learns there is a person who thinks and who uses his/her language as a learning tool that permits to build higher psychological processes. The development of human beings needs to be explained in terms of social interaction, the maturation of the student allows that his/her thinking acquires formal structures that each time are more elaborated. Language plays a crucial role in cognitive development to obtain scientific knowledge, because if individuals handle words and symbols they will be able to construct scientific concepts every time they are motivated and supervised by a teacher. Vygotsky tells us that at the beginning of science you can find the word, the language, which plays an important role in cognition and one of the most significant contributions of his work is the relationship between the thought and the language. Learning is a progressive and evolutionary process in continuous development that is in a constant reorganization of the psychological processes; therefore, learning is a dynamic task from a few innate rudiments to the very essence of the human being. There is a contrast between what is known and what is learned, there is a thesis and an antithesis in dialectical battle. From this confrontation of unlike elements emerges the synthesis, a third element; that is to say, a resolution, a comprehension of the problem. If it is intended that the scientific knowledge learned is incorporated into the development of children, it is necessary that this knowledge is applied subsequently in their everyday experience.

With the arrival of social media, medical students, future healthcare professionals, not only need to be aware of professionalism in their face-to-face interactions but also in the new virtual environments. Use of social networking by medical students is increasing, and some students lack awareness of consequences arising from the crossing of social networking and medicine. In this context, the use of Facebook could develop medical education beyond the restrictions of the classroom, and also be the connection between informal and formal learning, engaging students with educational content outside the classroom. Moreover, social media can be also used in health care training to improve communication between students and educators, patient communication, public health programs or research. The aim of this study was to assess the interest and participation of students and educators of the Faculty of Medicine of the University of Castilla-La Mancha (Spain) in a closed and private group in Facebook. The group was created in September 2011 and it already has 939 users including administrative staff, teachers and students. There are no rules more than terms of use of Facebook, but it is recommendable that posts might be related to Health and Research in Medical Sciences. We analysed its use during the course 2015-16 through which there were a total of 563 publications, most of them done by students (344; 61%) rather than the faculty and the staff (219;39%). A total of 9,375 impressions, comments and shares were also registered. We classify publications between three mayor themes: those related to learning (181), scientific advances and science spreading (242), and other (140). Students shared more contents related to learning process (139) rather than scientific advances (94) and others (111), while teachers shared 148, 42 and 29 respectively. We also analysed the number or impressions to post: 583 comments, 130 shares, and a total of 8662 impressions (“likes”). Students greatly appreciate the group use by teachers, but only a few have an account in social networks. In general, the posts that raise more interest were those related to science. We perform an opinion survey in the group: a total of 97 users answer the survey, 96 indicated that the group was useful or very useful and that they were very satisfied; only one user indicates that was fairly satisfied.

Social media can be an excellent tool in the training of future doctors, but also in their future work. For this, future health professionals should know basic concepts such as "personal brand" or know how to manage the privacy settings when sharing certain information in their personal profiles. The aim of this study was to evaluate the changes in the perception and knowledge of medical students comparing the results of a survey before and after receiving a specialized training course. Issues such as whether they would be willing to put their personal accounts on their curriculum vitae or to hire erasure services in the network that minimize their fingerprint. During the 2016-17 academic year a 2-hour course was taught by a sixth-year student and social networking expert. One week before the course and one month later an online survey of 16 questions was conducted and the results compared. The previous (pre) survey was answered by 107 students, while the post (post) survey was answered by 72. After the course, one of the first results was an increase in the number of students who knew social networks specialized in Medicine. There are no significant changes in the way networks use, but there is an increase in the concern to publish reliable and proven medical information. An undesirable effect of the course is that there was an increase in the concern about a possible negative effect on their future of the information they share in social networks, which can be positive because, despite this, there is an increase in the Number of students who would add their user on social networks in their curriculum. There is also an increase in the number of students who affirm that social networks can be useful in their current training and in their future work, also in the knowledge of basic concepts as personal brand. In conclusion, a brief course on basic concepts of social media and their applications in Medicine improves the students' concern about the related knowledge and about the potential positive in both their training and their future work. For this reason, social media should be included in curriculum design in Medicine and, probably, in other university degrees.

The educational process, and as consequence, the student training in different disciplines is a topic of great interest for both national and international, such is the case in many of the science fields like Physics, reason why diverse institutions or organisms devote themselves to the task of studying the application of different implemented educational models, for example, the current educational model based on the approach for competences that appeared in the '70s, we will board this educational process from a completely theoretical point of view, trying to adjust it to Physics. This educational model has a systemic approach that when applied to the teaching- learning process of a natural, factual, experimental and exact science like Physics, it implies that the knowledge to be considered should be relative to natural phenomena, demonstrable in an experimental form and that could be studied and modelled by means of mathematics. For such characteristics, the knowledge that constitutes it has been observed, studied and explained along the history, determining its conceptualization based on the knowledge that permit to adapt, to correct and/or clarify the vision and the knowledge in the different educational models. The above mentioned model is based in the bonding that should exist between the formation and preparation, as well as the application of the knowledge, competences and skills in the student’s job field, demonstrating with it the progress and successful learnings; obtaining with it the decision making. Nevertheless, it is important to consider that the results depend to a great extent on the elements that are involved in the process, such as the teacher and the pupils; as well as, the different methods, tools, technologies and strategies that are implemented. In a school environment, particularly, inside the educational model based on the approach for competences, we have concentrated in the task of studying and designing a methodological proposal for teaching and learning Physics within a framework of competences; methodology that can be explored and applied to different knowledge, educational levels, institutions, and why not, even after the combination of other methods and teaching techniques.