ABSTRACT
Many educational policies have been launched aiming at the adoption of interdisciplinary activities by higher education institutions. Despite those initiatives and in front of the exposed, the main difficulty for teachers to change their teaching style is still the lack of alternative strategies feasible to their specific courses and local conditions. A plausible strategy is to adopt tasks and class jobs with topics that forcefully covers multidisciplinary aspects and, therefore, may lead to an encompassing view of knowledge. This article describes an interdisciplinary approach to the integration of issues from previously separate disciplines into an Anatomy, First-Aid and Science Methodology courses in a poster session presented by the students and assessed by both students and professors. Those contents must deal with interesting issues in health sciences and compatible with the knowledge that students already have. Both students and teachers assessed the posters by two different Likert-type questionnaires about content and form. The results show students engagement on the activities and reveal enthusiasm on uncommon group activities out of the regular no participative classroom tasks.