The use of interactive ARS, or “clickers”, has been proposed as an innovative methodology to capture the attention of students in practical classes. Its success has been previously demonstrated in disciplines as varied as Nursing (1), Biochemistry (2) and Chemistry (3). The aim of the study was to promote a student-centered learning process through active participation in lab tasks in a Human Physiology course on the Biomedical Sciences degree. For each lab activity, a batch of 10 multiple choice questions were prepared to measure the level of knowledge acquisition and the connections between theoretical classes and students’ practical skills. Immediately after the assessment, clickers informed students of their results. The total of correct and incorrect answers was displayed on a screen (in pie or bar charts). A rate of correct answers of between 70-100% among all the students answering the questionnaire indicate that the topic had been well understood, but results below 60% showed that more time was needed to explain or work on the subject in question. This system of immediate feed-back allowed us to resolve doubts and also stimulated discussion, promoted self-criticism, peer collaboration and the degree of student satisfaction. Item analysis of the answers to the questions was then applied to improve the formative aspects of the questionnaires. The results of the item analysis helped students and teachers to identify problems and overcome difficulties. Teachers can adjust the instructions (a) to redefine questions in order to promote peer discussion, (b) to identify poorly learned concepts (misconceptions), (c) to formulate questions that can be answered in the time stipulated, and (d) to identify ineffective methods. ARS appears to be well suited for the assessment of student performance