**7. Conclusions**

This study examined the change that took place in the attitudes of students following an intervention program that changed the teaching framework in a course from frontal learning to SGL methodology, which combines PBL with collaborative learning [1]. The study demonstrated how attitudes can be changed and resistance and concerns can be reduced with regard to adopting innovative teaching methodologies, while creating a positive collaborative experience of active learning.

The use of SGL methodology, which enables individual learning as described in this chapter, offers a learning framework that is structured but sufficiently broad, combined with leadership and clear guidance by the lecturer. Choosing the dilemma relevant to the course content on the basis of students' experiences (personal stories) enables them to connect individually to the topic studied and to maximize their learning abilities. These experiences contribute to changing the perceptions and obstacles to adopting innovative teaching methodologies like this one. In addition, they expose the students to a positive experience of learning and to a sense of capability. All these lead to the removal of students' resistance and to their willingness and desire to adopt innovative active-learning methodologies.

#### *Medical Education for the 21st Century*

It is very important to adapt learning and teaching methods to the changing needs of the labor market and the academic world. Adopting these methodologies, in which the emphasis in learning moves to the student and the lecturer's role becomes more of a support and guide, encountered students' resistance, negative attitudes, and low motivation to adopt them [12, 26, 31].

Widespread adoption of such methodologies in academe, and in medical education in particular, is a step toward making academe more relevant than ever and training graduates suited to a changing market. Adopting methodologies of active learning such as SGL from the earliest stages of professional training may increase the potential for change and transform students into lifelong learners, thus enabling graduates in the field of health to cope better with the future needs of the health system.
