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Background Biomedicine needs innovative professionals. Inquiry-based learning (IBL) aims to develop higher order thinking skills, such as creativity and research. Stimulatory techniques and interprofessional education, which requires students from different fields to collaborate, also enhances creativity. In this study, the effectiveness of an interprofessional IBL course that introduces a creativity workshop based on stimulatory techniques to develop creative and research skills is examined. Methods 529 undergraduate human biology and medical students performed the interprofessional IBL course, 198 with the creativity workshop and 331 without. Students’ perceptions of learning processes and outcomes were assessed in surveys and focus groups by the authors of this study. As well, the final learning results from both groups of students were analyzed by the teachers of the course and the researchers. Results The results show that the open IBL approach promoted the development of these skills, interprofessionality acted as a creativity enhancer and stimulatory techniques contributed to improve the learning outcomes. Conclusions This study provides insight into how open interprofessional IBL fosters acquisition of complex skills and knowledge, pointing out the benefits and limitations of this approach in health sciences studies.

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Interest in how neuroscience can support education has grown over the last few years. Based on the concept that neuroscience can help to tailor education, we carried out a workshop-based intervention for young adult students, with the goal of impacting their self-concept as learners. We surmised that educating participants about brain structure and function, and about the nature of learning, may change how students perceive themselves and elicit a positive mindset for learning situations. The aim of this research was to transform students’ self-concept, enhance their motivation, and provide them with useful tools for their education and long-life challenges as learners. For this, the MSLQ instrument and qualitative students’ assesment was used to collect data before, immediately after and 10 months after the intervention. Our results show that a program about neuroeducation and  learning strategies, directly impacted student motivation. Also, students reported long-term use of such tools. We conclude that similar interventions may be useful in different learning contexts to help students become aware of self-motivation and the strategies they use, and thereby more effective learners.

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